Resources
Ch.02 Survey: How Children Learn in Two (or More) Languages
This survey for reflection and action is organized around the guiding principles about how children learn in two or more languages articulated in the introduction to chapter 2 (Hamayan and Freeman Field, 2012). Educators can use this survey to review how well their policies, programs, and practices reflect what we know about how children learn in two (or more) languages. Educators can then identify strengths and needs, and propose action steps they can take to ensure that the services they provide are theoretically and pedagogically sound. Educators can either download the survey or complete it online to easily share the results of their surveys with other educators in their school.
Publication: English Language Learners at School: A Guide for Administrators, 2nd edition
Topic: Professional Development
Specialty:
Object(s): survey
Ch.03 Key Considerations: How Children Learn in Two Languages
Educators can use the Key Considerations for Language Plan from Nemeth, Chapter 3 to focus on the degree to which their early childhood program reflects what research says about how children learn in two languages, and to identify areas that they want to improve. Educators can then turn to expert responses in the book to answer their questions and guide their work.
Publication: Young Dual Language Learners
Topic: Professional Development
Specialty:
Object(s): framework
Ch.03 Survey: Family and Community Participation
Teachers, coaches, and administrators can use this tool from the end of Chapter 3 (Valdés et al) to survey family and community participation at their school/district/organization. The survey asks educators to focus on engaging diverse families and communities in education and on shifting views of the relationship between families and schools.
After individuals complete their surveys, leadership teams are encouraged to discuss survey responses, and identify one to three issues that stand out as challenges in their context. Then team members are asked to identify one to three action steps they can take to address the challenges they identify. As questions arise, educators are encouraged to turn to expert responses in the chapter for guidance.
Publication: Common Core Bilingual and English Language Learners: A Resource for Educators
Topic: Policy, Leadership, and Advocacy
Specialty:
Object(s): survey
Ch. 03 Survey: Policies and Accountability Requirements for ELLs
This survey for reflection and action is organized around the guiding principles for policies and accountability requirements for ELLs articulated in the introduction to chapter 3 (Hamayan and Freeman Field, 2012). Educators can use this survey to review their policies and accountability requirements for ELLs, identify strengths and needs of their current approach, and propose action steps they can take to improve those policies and accountability requirements. Educators can either download the survey or complete it online to easily share the results of their surveys with other educators in their school.
Publication: English Language Learners at School: A Guide for Administrators, 2nd edition
Topic: Policy, Leadership, and Advocacy
Specialty:
Object(s): survey
Ch.04: Key Considerations: Developing Instructional Programs for Young DLLs
Educators can use the Key Considerations for Language Plan from Nemeth, Chapter 4 to focus on the degree to which their instructional program for young dual language learners is well implemented, and to identify areas that they want to improve. Educators can then turn to expert responses in the book to answer their questions and guide their work.
Publication: Young Dual Language Learners
Topic: Program Implementation and Evaluation
Specialty:
Object(s): framework
Ch. 04 Survey: Developing Instructional Programs for ELLs
This survey for reflection and action is organized around critical features of effective programs for ELLs articulated in the introduction to chapter 4 (Hamayan and Freeman Field, 2012). Educators can use this survey to indicate how well they have developed their instructional program for the ELLs in their schools, and to identify strengths and needs of their current approach, and propose action steps they can take to improve their instructional program. Educators can either download the survey or complete it online to easily share the results of their surveys with other educators in their school.
Publication: English Language Learners at School: A Guide for Administrators, 2nd edition
Topic: Program Implementation and Evaluation
Specialty:
Object(s): survey
Ch.04 Survey: Policy, Leadership, and Advocacy
Teachers, coaches, and administrators can use this survey from the end of Chapter 4 (Valdés et al) to investigate the policy, leadership, and advocacy context surrounding CCSS and ELLs/emergent bilinguals at their school/district/organization. The survey asks educators to focus on a) the existence of a language policy regarding ELLs/EBs at the local level, b) educators' knowledge about what that language policy says about programs and practices for ELLs/EBs, and c) whether that language policy was used to guide CCSS implementation.
After individuals complete their surveys, leadership teams are encouraged to discuss survey responses, and identify one to three issues that stand out as challenges in their context. Then team members are asked to identify one to three action steps they can take to address the challenges they identify. As questions arise, educators are encouraged to turn to expert responses in the chapter for guidance.
Publication: Common Core Bilingual and English Language Learners: A Resource for Educators
Topic: Policy, Leadership, and Advocacy
Specialty:
Object(s): survey
Ch.05: Key Considerations: Policies, Accountability, and Program Effectiveness
Educators can use the Key Considerations for Language Plan from Nemeth, Chapter 5 to focus on the degree to which their early childhood program addresses all policies, standards, and accountability requirements and is effective for young dual language learners. Educators can use this flexible framework to identify areas that need improvement, and they can turn to expert responses in the book to answer their questions and guide their work.
Publication: Young Dual Language Learners
Topic: Policy, Leadership, and Advocacy
Specialty:
Object(s): framework