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toc Please use this wikispace to share strategies, resources and ideas for teachers of English Language Learners. If you would like to change something, click on the EDIT button at the top of the page. You will need to join the wiki in order to make changes. I look forward to your ideas!
 * Teaching ELLs in All Classes**

Please feel free to contact me:
 * jon.nordmeyer@gmail.com
 * connect via ** [|LinkedIn] **
 * Twitter [|@nordmeyerj] with [|#TeachingELLs]

Thanks in advance for your contributions! - Jon Nordmeyer

=Publications: Teaching ELLs=


 * [|At the Intersection of Language and Content]** in //Integrating Language and Content//, 2010


 * Balancing Language & Content: Teaching English Language Learners in the 21st Century** in //International Schools Journal//, 2007


 * [|Coteaching as Professional Development]** in //Coteaching and Other Collaborative Practices in the EFL/ESL Classroom//, 2012


 * [|Delicate Balance]**, //Journal of Staff Development, 2008//

**Learning a new language**


 * Research and readings:**
 * ** [|WIDA Principles of Language Development] **
 * **Jim Cummins on [|Bilingual Identity Texts]**
 * ** Coreen Sears on the role of L1 in schooling: **


 * ** On Multi-lingual identity **, by Minfong Ho (thanks, Jessie!)


 * Tools and resources:**


 * Stages of SLA** **chart (from sort activity)**



Have students preview and review vocabulary lists using three colors of highlighters:

Another vocabulary tool:



=Learning IN a new language=


 * Summary of research on ELLs: **


 * [|Scaffolding reading for ELLs]**

[|Nonie Lesaux: //A Matter of Talk//]– “Today’s ‘science of talk’ tells us, then, that it’s not about how much talk children and youth hear that influences their reading development,” says Lesaux, “but the substance, the //matter// of that talk. This is actually in stark contrast to what we used to think – that it was all about how many words parents used with young children. And now we know that this is about educators, too.” The words that teachers use in classrooms are essential to developing students’ vocabulary and conceptual knowledge, she says, yet the use of complex vocabulary varies greatly from teacher to teacher. Her research shows that teachers who use a greater number of conceptual words per day boost their students’ reading achievement significantly more than teachers who use simpler words – and than many programs and curriculum packages. What’s more, teachers can rapidly improve their use of more-conceptual words once they are made aware of this insight.


 * Letter to a Young Immigrant, by Mitali Perkins**


 * Video clips:**
 * [|We are sinking]
 * [|How English sounds to non-English speakers]

=Sheltered instruction: More than just good teaching=


 * Scaffolding ** : GO TO Scaffolding Strategies from Center for Applied Linguistics ([|background] on this project)

[|Reading to Learn: ELLs in grades 4-6]
 * Role of L1 @ 12:23

[|Teaching ELLs to read]

[|What is the connection between SIOP & WIDA?]


 * SIOP Self-assessment survey: click [|HERE]**


 * Using [|Wait Time & Think Time]**

A [|great resource] from Paul Shoebottom, ESL teacher in Frankfurt International School.

__**Programs describing sheltered instruction:**__ [|SIOP:]Sheltered Instruction Observation Protocol [|CREATE:] National Center for Research on the Educational Achievement and Testing of English Language Learners [|QTEL:] Quality Teaching of English Learners [|CALLA:] Cognitive Academic Language Learning Approach [|SDAIE:]Specially Designed Academic Instruction in English


 * A few examples of scaffolding:**


 * Background on SIOP:**


 * Activities that go with the SIOP components:**

Some resources from Hedda Tan's [|great blog] (thanks, Hedda!) [|The 3-steps writing program] [|The role of reading in teaching writing]

=Collaborating to support ELLs=


 * Collaboration menu**


 * [|Co-teaching models video]**


 * [|Coteaching as Professional Development]**


 * Great reading on RTI & ELLs**


 * ESL Coteaching and Collaboration: Opportunities to Develop Teacher Leadership and Enhance Student Learning **


 * Pushing Back Against Push-In: ESOL Teacher Resistance and the Complexities of Coteaching **


 * Coteaching 201: How to Support ELLs **


 * From Isolation to Partnership **


 * Delicate Balance:** An article on balancing language & content learning with implications for professional development

=Language Learning or Learning Disability?=

[|ELLs with disabilities]

=WIDA resources=


 * Excerpt from the WIDA Resource Guide**

=Professional learning options:=

//Please feel free to add to this list!//

**Master degree courses**

 * A [|list of institutions] offering Master's degrees in TESOL
 * [|SIT Master's in TESOL] highly recommended course offered in both academic year (10 months) and summer formats (2 summers).
 * Endicott College Madrid now offers M.Ed. in International Education with ESL Specialization in Leysin, Switzerland, Beverly Massachusetts, and Prague in the Czech Republic. Full information [|here] or from scollins@endicott.edu

**Short courses**

 * [|SIT TESOL Certificate]
 * [|TEFL Online]
 * [|BridgeTEFL]

**Online institutes:**

 * [|RTI for English Learners virtual institute]
 * [|SIOP virtual institute]

**WIDA:**

 * [|WIDA Summer Academy:] on Co-teaching with the WIDA standards

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