Contents

From https://www.migrationpolicy.org/research/guide-finding-understanding-english-learner-data

In recent years, education data have become both more easily accessible and more important than ever to decisions about K-12 policies and practice. Under the Every Student Succeeds Act (ESSA), states are required to publish data on how students, including English Learners (ELs), are performing in areas such as reading, math, and graduation rates. And knowing where to find and how to use these statistics can be key for community stakeholders seeking to engage policymakers on critical questions of resource allocation, school accountability, and program effectiveness.

With more data available online, deciding where to begin can be daunting. And without an understanding of how data are collected, analyzed, and reported, data users run the risk of coming to incorrect conclusions about what they mean. This guide aims to help parents, practitioners, policymakers, advocates, and other interested members of the public understand how to access and use data about ELs—be it student outcome data or information about the school context.

It answers questions such as: What information do U.S. schools collect about students? What national and state-level sources can be used to find data on ELs? And what can—and can’t—these data tell us? The guide also highlights some challenges data users may face when comparing groups of ELs to other student subgroups and across states, data sources, and time.

Access the guide at https://www.migrationpolicy.org/research/guide-finding-understanding-english-learner-data

From https://www.washingtonpost.com/news/answer-sheet/wp/2018/06/05/at-this-school-being-different-is-an-asset/?utm_term=.8e959c51b8b0

At this school, being ‘different’ is an asset
by Valerie Strauss
June 5, 2018

It’s lunch hour at Denver South High School, and the halls and public spaces are bustling with students from all over the world.

Some of the teenagers — hailing from countries including Eritrea, Somalia, Syria, Ukraine, Iraq and El Salvador — wear native clothing while others sport U.S.-brand jeans and sneakers. As they mingle, chat and share lunch, the camaraderie is palpable.

Here, at an international school where more than one-third of the students are born outside of the United States, being “different” is an asset, and inclusion is the norm.

Read the full article at https://www.washingtonpost.com/news/answer-sheet/wp/2018/06/05/at-this-school-being-different-is-an-asset/?utm_term=.8e959c51b8b0

From http://eltexperiences.com

Here are ten different activities that you can do with popular songs in your language classes: http://eltexperiences.com/10-ideas-to-use-songs-in-class/

From http://www.pblinthetl.com

Laura K. Sexton describes how to make listening tasks for her students that are similar to those in the AAPPL assessment, using three tech tools, in this blog post: http://www.pblinthetl.com/2018/06/new-aappl-style-listening-task.html

From http://blogs.edweek.org

In this article, Mary-Jo Rusu, a teacher at Academie Ste. Cecile in Windsor, Canada who taught at international high schools in China on three separate occasions, discusses how to prepare for a year of teaching abroad: http://blogs.edweek.org/edweek/global_learning/2018/06/six_essentials_for_teaching_abroad_and_broadening_your_perspective.html

From https://www.edsurge.com/news/2018-06-12-the-risks-and-rewards-of-getting-rid-of-grade-levels

Bing Wang writes about her school's language department transition to proficiency-based placement and teaching. Students at Latin School of Chicago are placed each year according to their proficiency level rather than on completion of the previous year; the pacing of each course is increasingly based on students' requests for more time, for example, to practice essay writing on a given topic. She writes, "The model guides teachers in organizing instruction around proficiency goals that are aligned with the students’ abilities. These goals also make it easier for students to check in their own learning and see a purpose in practices that we do everyday. The model also prompts teachers to prioritize learners’ needs over efficiency and convenience."

Read the full article at https://www.edsurge.com/news/2018-06-12-the-risks-and-rewards-of-getting-rid-of-grade-levels

From https://weteachlang.com

In Episode 57 of the We Teach Languages podcast series, Dr. Florencia Henshaw, Director of the Center for Language Instruction and Coordination (CLIC) at the University of Illinois Urbana-Champaign, discusses some of the resources CLIC has to offer teachers such as free online webinars, how the virtual exchange tool TalkAbroad is making a difference in Florencia’s program, and some of the ways that concepts from second language acquisition should be applied to online language teaching.

Listen to this podcast at https://weteachlang.com/2018/06/15/ep-57-with-florencia-henshaw/

From http://teachinginthetargetlanguage.com

"Pick 5, Guess 5" is a very simple activity: one person chooses 5 words or phrases from a set, and their partner tries to guess what they are. The real power is in the setup and follow-up: students may choose their 5 favorite sports, for example, and follow up by making a Venn diagram comparing what sports they like to their partners' choices.

Read the full blog post for more ideas for applying this activity: http://teachinginthetargetlanguage.com/pick-5-guess-5-the-perfect-structured-interpersonal-speaking-activity/

From https://passion4theprofession.com

Continuing an excellent series on using authentic texts in language classrooms, here is a blog post about facilitating and scaffolding student discussions in the target language about authentic texts. The post includes a discussion of standards and NCSSFL-ACTFL Can-Do statements, scaffolds, strategies, and examples.

Read the post at https://passion4theprofession.com/2018/06/15/students-participating-in-target-language-discussions-about-authentic-text/