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The key to boosting English learners' language skills? Challenging content
MindShift
The English language learner population in the United States is growing quickly, posing a challenge for cash-strapped schools struggling to balance the diverse needs of learners. And while technology is becoming a more ubiquitous part of the school experience, it hasn't always been used effectively to improve the language skills of English learners. A new curriculum using both online modules and teacher-led instruction developed by Middlebury Interactive Languages in partnership with Hartford Public Schools is showing promise as an engaging way for students working on their English skills to also access challenging content.
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ELL writing skills: Why they matter
By: Douglas Magrath
Even the most basic English language learners need to be exposed to the written code of the target language. Writing is a survival skill in both the school and the community, but writing does not develop naturally. Teachers need to encourage writing behaviors that lead to proficiency. These positive behaviors include using pre-writing strategies, considering the audience, outlining and getting the ideas down on paper, paying attention to meaning and multiple drafting and revising.
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English under the microscope
The Fiji Times
Fiji: A very vigorous and insightful debate is taking place in the media about the deteriorating standard of English in Fiji. The Minister for Education says graduates cannot write a letter in good, correct English, teachers and employers are similarly frustrated, and parents say the language of textbooks is too difficult. This is not much ado about nothing. The importance of English to both students and the nation is undeniable. English is not only the most important of our national languages, it is also the official language of education, business and governance.
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TESOL Symposium in Cancún, México
4 November 2015
Join TESOL, in collaboration with MEXTESOL, for Innovations and Breakthroughs in English Language Teaching, a TESOL Symposium in Cancún, México. Examine how English language teaching and learning have changed since the beginning of the 21st century, and explore current breakthroughs that have shaped the classroom of today through practice-oriented, interactive sessions led by experts in the field. Register today!


TESOL Conference in Singapore
3-5 December 2015
Join TESOL for Excellence in Language Instruction: Supporting Classroom Teaching & Learning, a TESOL conference in Singapore. Organized in partnership with the National Institute of Education, this 2½ day event will feature leading experts in teacher education, classroom instruction, and international assessment. Six preconference institutes will also be available for participants to dive deeper into content that affects their day-to-day practice. Register today!

Online Course: Teaching and Assessing Adult Learners
12 August - 22 September
Explore appropriate methods and techniques for teaching language skills, vocabulary, and grammar to adult learners, and understand assessment approaches and tools when evaluating students' learning and proficiency.

Online Course: Teaching and Assessing Young Learners
9 September - 20 October
Learn methods and techniques for teaching language skills to school-age learners in an EFL context, and learn about the importance of language acquisition for young learners' physical, social and cognitive development. Discuss the factors that contribute to these learners' success, including cultural aspects of language acquisition and learn how to address diverse students' needs.

For more TESOL education programs, please visit the TESOL website.



Academic Director, ELS Educational Services, Camden, New Jersey, USA

EFL Teacher Trainer- Saudi Arabia, American Language Academy, Jubail, Saudi Arabia

English Professor, Universidad de Talca, Talca, Chile

For more jobs, please visit the TESOL Career Center.



Arne Duncan wants accountability in ESEA, but it's already shifted in waivers
Education Week
The Obama administration has championed accountability in a bill to rewrite the current version of Elementary and Secondary Education Act that's expected to pass the Senate. But the administration — and its waivers from the current version of the law, the No Child Left Behind Act — have already played a huge role in shifting the federal role in monitoring states' progress towards turning around low-performing schools and helping struggling students. That's angered the civil rights community, which wishes the Senate bill had stronger protections, but is also not so thrilled with the waivers.
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Summer academy prepares young refugees for NYC schools
The Associated Press via seattlepi.com
Boarding school in Kathmandu and public school in New York City are thousands of miles apart in more ways than one. "The system how they teach is very different," said 18-year-old Pasang Sherpa, who arrived in New York four years ago. "In Nepal, we only memorized from the textbooks." Thousands of students like Sherpa enter the city's schools every year from countries where education systems differ widely from a U.S. schoolroom. Many know little English and some have had no formal schooling at all.
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The basics of English language learning: Schools struggle to adapt
Chalkbeat Indiana
Jel Lu Too, a Burmese war refugee, was a 15-year-old living in a camp in Thailand until his family was uprooted earlier this year and he was placed in the seventh grade at Indianapolis' Northwest High School. He couldn't read, write or speak English, yet during his first week of school, he was mandated to take Indiana's state test because of state and federal rules. About 56,000 English language learners living here face similar challenges as they transition to life in Indiana, including an expectation that they pass state tests just like their peers who have grown up with the English language. Helping them adapt to life and school in the U.S., while also getting them to pass tests, is a challenge for schools and teachers that is only growing.
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Looking for similar articles? Search here, keywords ENGLISH LANGUAGE LEARNERS.


TRENDING ARTICLES
Missed last week's issue? See which articles your colleagues read most.

    English language drives international study for Ukrainians (The PIE News)
Class struggles (Pacific Standards)
What do school leaders need to know about English learners? The basics (By: Erick Herrmann)
House passes ESEA rewrite 218-213; Senate debate continues (Education Week)
Teaching in English: A contentious debate (Inside Higher Ed)

Don't be left behind. Click here to see what else you missed.


Miss an issue of the English Language Bulletin? Visit the English Language Bulletin archive page.




4 academic surprises for new international college students
U.S. News & World Report
It is not easy for international students to make a smooth transition to college life in America. International students have to spend time adjusting to a new environment and a new lifestyle, and students will inevitably encounter some situations that they don't know how to deal with. Here are some of the experiences that surprised me when I first entered college that new international students should expect — and prepare for.
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Report: Charter schools replace students, but do so less after third grade
Chalkbeat New York
New York City charter schools replace students who leave between kindergarten and third grade, according to new data from the Independent Budget Office, though seats that open up in older grades sometimes go unfilled. A new report from the city's education-data watchdog offers the clearest look yet at how the charter schools "backfill" their seats, an issue that has become a focus of debates about whether those schools serve the city's neediest students. The report reaffirms that New York City charter schools still lag behind district schools in serving both English language learners and students with disabilities, although they continue to serve larger shares of black and Hispanic students.
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Supporting ELLs in PBL projects
Edutopia
We all have English language learning students that we must support in our classrooms, and we can support these students through project-based learning. PBL projects can give students something to latch onto as they're learning to use a new language. This can be more engaging than studying words and skills in an abstract way, as the language is being used for an authentic purpose. PBL projects should be used for giving language relevance and context. This does, however, have implications for project design. We need to make sure that our projects have specific pieces to support ELL students.
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The TESOL English Language Bulletin is presented as a service to members of TESOL International Association and other English language teaching professionals. For information about TESOL member benefits, visit www.tesol.org or contact us at membership@tesol.org.

TESOL English Language Bulletin is a digest of the most important news selected for TESOL International Association from thousands of sources by the editors of MultiBriefs, an independent organization that also manages and sells advertising. TESOL International Association does not endorse any of the advertised products and services. Opinions expressed in the articles are those of the author and not of TESOL.

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