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Cultivating Rich Language Development, Deep Learning, and Joyful Classrooms for English Learners
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Author(s): Martha I. Martinez (Sobrato Family Foundation, USA), Anya Hurwitz (Sobrato Family Foundation, USA), Jennifer Analla (Sobrato Family Foundation, USA), Laurie Olsen (Sobrato Family Foundation, USA)and Joanna Meadvin (Sobrato Family Foundation, USA)
Copyright: 2019
Pages: 25
Source title:
Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners
Source Author(s)/Editor(s): Grace Onchwari (University of North Dakota, USA)and Jared Keengwe (University of North Dakota, USA)
DOI: 10.4018/978-1-5225-8283-0.ch014
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Abstract
Although there is general consensus among educators of English learners (ELs) regarding the need for contextualized language development, it is not widely implemented. This chapter explains the theory behind this shift in teaching English language development and for teaching ELs in general. The chapter also discusses the kind of professional development teachers need to make this shift, and the importance of meaningful engagement of families in their children's learning. The chapter situates this discussion within the Sobrato Early Academic Language (SEAL) model's work with schools across California. SEAL is a PK–Grade 3 comprehensive reform focused on the needs of English learners, and is designed to create a language-rich, joyful, and rigorous education. California is an important context given the state's large EL population and recent favorable shifts in educational policy, which provide a unique opportunity for laying a foundation for improved practices and outcomes for numerous English learners.
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