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 Norm Fruchter, long-time educational activist and thought leader, about Independence School, an experimental high school where the ideal was that someone...
We speak with Cara E. Furman, Associate Professor of Early Childhood Education at Hunter College, about her book "Teaching from an Ethical Center: Practical...
We speak with New York State Regent Luis O. Reyes on the evolution of multilingual education in New York, beginning with the ASPIRA Consent...
