Five years ago I began this regular feature where I share a few posts and resources from around the Web related to ESL/EFL or to language in general that have caught my attention.
You might also be interested in The Best Resources, Articles & Blog Posts For Teachers Of ELLs In 2018 – So Far and The Best Resources, Articles & Blog Posts For Teachers Of ELLs In 2017 – Part Two. Also, check out A Collection Of My Best Resources On Teaching English Language Learners.
In addition, look for our new book on teaching ELLs, which was published in the Spring of 2018.
Here are this week’s choices:
Making Students’ Assets Our #1 Teaching Priority is by Valentina Gonzalez. I’m adding it to The Best Posts On Looking At Our Students Through The Lens Of Assets & Not Deficits.
The October issue of my favorite English teaching journal, Humanising Language Teaching, is online and available for free.
Most States Failing to Meet English-Learner Academic Targets, Report Finds is from Ed Week.
Confident Tone Overcomes Accent Distrust is from Scientific American.
The Five Most Common Native Languages of English-Learners is from Ed Week. I’m adding it to The Best Ways To Keep-Up With Current ELL/ESL/EFL News & Research.
The Trump administration reportedly wants to try family separation again is from Vox.
New grant to help charters improve education of ELs is from K-12 Daily.
English learners in California remain at the bottom of state test scores with only a hint of progress — and it’s even worse in Los Angeles is from The LA School Report.
How much English do non-english children learn outside the classroom? is a post by Pedro De Bruyckere about a very interesting study. Here’s a quote from it:
The three most important types of input for children’s language proficiency were: use of social media in English, gaming in English, and speaking English. These three types of exposure are the types which offer ample opportunities for social interaction and authentic communication in contrast with watching television, listening to music, and reading, which are far less interactive. Apparently, passive perception of a language is less effective than active use of the language,…”
I wonder what implications this research might have for Krashen’s input hypothesis?
One of my @SIOPModel teachers made some pretty catchy sentence stem/frame anchor charts for her students! I cannot wait to hear all of the discussions these scaffolds will help produce!! #siop #scaffolds #letstalk pic.twitter.com/NKV3FBohkL
— Amanda Wiesner-Groff (@awiesnergroff) October 10, 2018
Academic language is more than conversational language that we hear our students use with their peers. #teachingELLs #ellchat #langchat #educhat #edchat #katyool pic.twitter.com/j3q4kXmFcs
— 🌍 ναℓєηтιηα gσηzαℓєz (@ValentinaESL) October 7, 2018
We should never forget the ‘Méndez’ case, which revealed the injustice of language-based segregation and continues to influence ELL instruction, today. #HispanicHeritage https://t.co/fa3QIGiil1
— Teaching Tolerance (@Tolerance_org) October 13, 2018