Resources


A.0.1 Evaluating and Improving Programs for Bilingual and English Learners

Rebecca Field gave this presentation at fall 2016 conferences. Participants learn to 1) conduct an internal and/or external evaluation of their services for bilingual and English learners; 2) collect and analyze program review data; 3) use evidence of student learning (ACCESS for ELLs data) to guide instruction and collaboration among general education, literacy, ELD, and bilingual teachers; and 4) use evaluation findings to strengthen programs and professional development. Examples from diverse districts are provided.

Publication: Caslon Community

Topic: Program Implementation and Evaluation

Specialty:  

Object(s): presentation



A.0.2 Evaluating and Improving Programs for Bilingual and English Learners

Rebecca Field used this handout with her fall 2016 presentations (see Resource A.0.1). The handout can guide district efforts to collect data for the program review.

Publication: Caslon Community

Topic: Program Implementation and Evaluation

Specialty:  

Object(s): handout



A.1.1 Leadership Institute presentation: Ensuring Shared Responsibility for ELLs/Bilingual Learners

Rebecca Field developed this presentation, Ensuring Shared Responsibility for ELLs/Bilingual Learners, for a leadership institute with superintendents from across the state of New Jersey. Superintendents and other district leaders learn how to evaluate their existing policies, programs, practices, and assessments for ELLs/bilingual learners to ensure that they are pedagogically sound, well implemented, and deliver results (i.e., meet the Castañeda Standard). This institute emphasizes the shared responsibility of all educators (administrators, general education teachers, literacy specialists, bilingual and ESL educators, special education specialists, support staff) in providing ELLs with equal access to educational opportunities

Publication: English Language Learners at School: A Guide for Administrators, 2nd edition

Topic: Policy, Leadership, and Advocacy

Specialty:  

Object(s): Presentation



A.1.2 Leadership Institute handout: Ensuring Shared Responsibilty for ELLs/Bilingual Learners

Rebecca Field developed this handout as part of the Leadership Institute: Ensuring Shared Responsibility for ELLs/Bilingual Learners with superintendents across the state of New Jersey. This handout accompanies the presentation of the same name.

Publication: English Language Learners at School: A Guide for Administrators, 2nd edition

Topic: Policy, Leadership, and Advocacy

Specialty:  

Object(s): Handout



Biliteracy Collection

Biliteracy from the Start: Literacy Squared in Action by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla uses a holistic biliteracy framework to guide and structure educators’ curriculum, instruction, assessment, and research efforts for biliteracy.

Teaching for Biliteracy: Strengthening Bridges between Languages by Karen Beeman and Cheryl Urow shows teachers how to develop biliteracy units of instruction, and introduces the Bridge—the instructional time when teachers bring the two languages together for contrastive analysis.

The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners by Kathryn Henn-Reinke and Xee Yang is a step-by-step guide that provides effective instruction and intervention for 1) emerging English learners learning English as a new language, 2) Spanish speakers learning bilingually, and 3) emerging Spanish learners learning bilingually. It is a tier 2 intervention that helps teachers accelerate literacy development.

The Translanguaging Classroom: Leveraging Student Bilingualism for Learning by Ofelia García, Susana Ibarra Johnson, and Kate Seltzer explains what translanguaging means, presents a flexible translanguaging pedagogy that can be implemented in any context, and demonstrates how teachers can engage with all of the languages in a students’ linguistic repertoire to support content learning, language development, and equity.

La enseñanza en el aula bilingüe: Content, language, and biliteracy by Sandra Mercuri and Sandra Musanti with Alma Rodriguez is a pedagogically-rich text, written primarily in Spanish, that shows bilingual educators how to teach content, language, and biliteracy to their diverse bilingual learners in any type of bilingual classroom. Bilingual educators learn how to plan and implement interdisciplinary biliteracy instruction that enables their bilingual students to learn academic content through two languages and strengthen their oral and written Spanish and English.

Publication: Caslon Community

Topic: Curriculum, Instruction, and Assessment

Specialty:  



Biliteracy Unit Framework: Sample for High School

This biliteracy unit framework features a sample from high school.
Content area: Spanish language arts
Language in which content is taught: Spanish.

Publication: Teaching for Biliteracy: Strengthening Bridges between Languages

Topic: Curriculum, Instruction, and Assessment

Specialty:  

Object(s): framework



CABE 2021 Caslon authors at our Virtual Exhibit

Caslon is proud to have so many authors represented at this year’s CABE 2021 Virtual Conference, Standing Together for Unity, Multiliteracy, and Equity, March 23 – 27, 2021. We are also happy to announce that several of these authors will be at the Caslon Virtual Exhibit between 2 and 3 pm each afternoon. This 1-minute video introduces these conversations with the authors. We will post recordings of these conversations after the conference.

Tuesday: Jim Cummins (keynote) and his co-author Raymond Isola (Transforming Sanchez School: Shared leadership, equity and evidence) talk with bilingual and general education leaders about the dynamic role of the principal in long-term educational change. Isola was engaged in this school transformation for thirteen years as principal of Sanchez School in San Francisco.

Wednesday: Rebecca Field invites your feedback on Caslon Learning, our new web-based professional learning system featuring The Translanguaging Classroom by Ofelia García, Susana Ibarra Johnson, and Kate Seltzer. Field will demonstrate the system, and invite questions and comments on its different features.

Thursday: Kathy Escamilla and Susan Hopewell, co-authors of Biliteracy from the Start answer your questions about biliteracy instruction and assessment.

Friday: Sandra Mercuri and Sandra Musanti as launch their new book La enseñanza en el aula bilingüe: Content, language, and biliteracy, which is written primarily in Spanish. Sandra and Sandra will talk with you about the strategic and purposeful use of Spanish and English for instructional and assessment purposes on two levels: in the elementary bilingual classroom, and to structure professional learning for bilingual teachers.

Publication: Caslon Community

Topic: Professional Development

Specialty:  



Ch.01 Survey: Leadership and Professional Development

This survey for reflection and action is organized around guiding principles for leadership and professional development regarding ELLs articulated in the introduction to chapter 1 (Hamayan and Freeman Field, 2012). Educators can use this survey to review their leadership and professional development regarding ELLs, identify strengths and needs of their current approach, and propose action steps they can take to improve their leadership and professional development in this area. 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





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  • Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice, third edition
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  • Special Education Considerations for English Language Learners: Delivering a Continuum of Services, Second Edition
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