Classroom Practices for Multilingual Learners and English Language Learners and The Next Generation English Language Arts Learning Standards
The resources below were developed for the New York State Education Department under the lead of project directors Cecilia Espinosa, Lehman College, and Patricia Velasco, Queens College. The goal of these sample units is to describe and update pedagogies that can be useful to teachers of Multilingual Learners with high-leverage practices for language learning, with a focus on how the home language is used to facilitate and leverage the learning process. Throughout the units, for the different grade-bands, we will outline and describe the importance of three tenets that are relevant for all MLs:
1. Emphasizing the critical relationship between speaking and listening and literacy development
2. Encouraging language and metalinguistic awareness
3. Grouping students in flexible partnerships (small and large groups, including whole-class groups)
Teachers of MLs will find that instead of presenting templates focusing on each of the standards (as was the case with the Bilingual Common Core Progressions), the current revision focuses on these three tenets, which support conceptual reasoning when engaged in speaking, listening, reading, and writing.
In the introductory document and the video, you will find an in-depth description of the previously mentioned practices that are particularly relevant to the education of multilingual learners. The instructional samples include all grade levels from pre-kindergarten to 12 grade and describe the implementation of a content-rich curriculum based on the Next Generation English Language Arts Learning Standards (NGLS) in dual language, transitional, ENL, as well as general education classrooms. We know you will find these instructional samples beneficial to the academic development of your multilingual learners.
The goal of this video is to describe pedagogies that can be useful to teachers of Multilingual Learners implementing the Next Generation Learning Standards (NGLS). In New York, these sets of standards have replaced the Common Core Learning Standards (CCLS). There are no separate standards used for Multilingual Learners and therefore all teachers need to implement the NGLS in their classrooms.
The NGLS are not a curriculum. The NGLS represent goals that serve as guidelines for grade-level instruction. The three practices described in this video and in the instructional samples, are particularly appropriate for multilingual students who are learning language, about language, and through language.
Classroom Practices for Multilingual Learners/English Language Learners and The Next Generation English Language Arts Learning Standards
Part 1: Introduction
Part 2: First Pedagogical Practice Oral Language
Part 3: Second Pedagogical Practice Language and Metalinguistic Awareness
Part 4: Third Pedagogical Practice Flexible Grouping (Timecode: 18:01)