This is the second in a three-part series on Ontario School District’s “language in the air” approach to creating opportunities for students learning English to practice language throughout the school day. Check out Part 1 for more background on this project. From the beginning, our partnership
English learners benefit when they have opportunities for language practice throughout the day. What does it take for schools to make this happen?
A study found disparities in advanced course enrollment among students from different language groups. What can schools do to increase advanced course enrollment and success for English learners?
With raising Oregon high school graduation rate a top priority, we asked Deputy Superintendent of Public Instruction Salam Noor a few questions on the direction that the state is taking to make progress in this area.
What strategies promote teacher collaboration across a school and provide English learners more opportunities for academic success?
Based on their experiences working with districts in Washington state, researchers David Stevens and Theresa Deussen offer three recommendations for districts on using data to help ensure equitable educational experiences and outcomes for students.
Researchers Jason Greenberg Motamedi and Malkeet Singh write about how they used a methodology developed by medical researchers to create a useful tool for determining how long it will take students to pass a language proficiency test and exit English learner services.
Researcher Art Burke writes about a successful collaboration that eased the way for a district to translate research into practice and improve teaching for English learners.
"In my classrooms, I have tried multiple approaches, and through much experimentation, I’m convinced that what really matters is giving my students get as many opportunities as possible to practice subject-specific academic language through focused conversations with their peers."
Do English learner students miss more class time due to discipline than their non-English learner peers? Art Burke examines this and other questions in his newly published REL Northwest study.
When schools get an influx of English learners, what can principals do to help ensure their academic success?
My sister is about to become the first college graduate in our family, and we were chatting recently about the things that our future holds as well as our childhood. We were looking through some old baby pictures—cringe-worthy ones, may I add—and we started talking a lot about our upbringing. Both
As graduation draws near, Education Northwest would like to honor a group of exemplary students and future leaders from Pasco High School in Washington who met with us last year during a site visit. A minority-majority school, Pasco High promotes bilingual and biliterate education. Their culture is
In our region—Alaska, Idaho, Oregon, Montana, and Washington—young people between the ages of 13 and 17 are more than twice as likely to be foreign-born immigrants than children from birth to the age of 12. Oregon and Washington have the greatest concentration of immigrant adolescents, where there
So much of the discussion on English language learners in U.S. schools focuses on what they don’t have (for example, academic English) or what they haven’t been able to do (such as graduate in rates comparable to proficient English speakers). These are real problems that deserve our attention. But,
Welcome to the Oregon Leadership Network's monthly blog series. Topics relate to building the capacity of education leaders to sustain research-based equitable practices across Oregon’s P-20 education system. Learn more about the Oregon Leadership Network. While some people still view speaking
In the classroom, the ability of students to provide explanations while talking to the teacher is an important skill. I looked closely at what English learners are able to do with their emerging English in a school setting while I was working on my dissertation in California. Among my findings, I
English learners entering high school have to learn both English and grade-level content to begin accumulating credits to graduate. Unfortunately, in many cases, English language development courses do not provide the necessary credits. So how are students supposed to graduate if their required
Is there a recipe for a “super teacher” when it comes to helping English language learner (ELL) students develop academic English skills? That question is important throughout the nation, as the proportion of ELL students has climbed by almost 64 percent from 1994–95 to 2009–10. During the same 15