We speak with Dr. Julie Sugarman of the Migration Policy Institute about meeting the needs of English Learners. We discuss the meaning and implications of ELs “falling behind” during virtual instruction and difficulties administering upcoming English language proficiency tests. Dr. Sugarman talks about a model for incorporating ELs into planning. She also talks about what is lost (and gained) through technology, given the importance of personal relationships to teaching and learning.
Overview
00:00-00:40 Intros
00:40-02:32 English Language Learners (ELs) and how they receive instruction
02:32-03:31 What research shows about language acquisition
03:31-11:46 Legal and ethical aspects of English language instruction; status around the country
11:46-15:00 Challenges facing ELs and ENL teachers during the pandemic and efforts to overcome them
15:00-17:05 Involvement of parents during the pandemic
17:05-17:50 Varying terms/ synonyms for ESL/ESOL/ENL teachers
17:50-18:22 Nashville as an example of a district centering ELs in planning
18:22-21:30 Issues with taking the English language proficiency test during the pandemic
21:30-23:20 English language proficiency tests’ quality
23:20-25:04 Experience with Betsy DeVos’s Education Department
25:04-26:56 Recommendations to Biden Administration
26:56-30:20 Technology and ELs post-pandemic
30:20-31:45 Outro
Transcript
Click here to see the full transcription of this episode.
Credits
Soundtrack by Podington Bear
We speak with Jesse Hagopian, an editor for ReThinking Schools and a long-time teacher in the Seattle Public Schools. He is a co-editor of...
We speak with Swarthmore’s Dr. Edwin Mayorga, who explains how abolitionist classrooms and schools create “freedom as a place” in contrast to racial capitalism. ...
Dr. Randy Capps, Director of Research for U.S. Programs at the Migration Policy Institute, surveyed Latinx high school students to see how fear of...
