English Learners represent a significant student population in California, yet schools and distri... more English Learners represent a significant student population in California, yet schools and districts have persistently been unable to support their learning needs. The current policy setting of new standards that situate language in more prominent and cross cutting manners make this an ideal context to study reform leadership focused on English Learners. This is a critical case study of one district implementing a comprehensive early childhood reform model focused on English Learners. The concepts that frame this inquiry are rooted in the socio-political context, shared-ownership, and the crafting of coherence within reform implementation. Findings indicate that leaders enact implementation by building a coalition while navigating critical socio-political factors. Implications suggest that practitioners, policy makers, and researchers committed to understanding and improving education for English Learners should consider the deeply political nature of school improvement efforts tha...
The Sobrato Early Academic Language (SEAL) PreK-3 model was designed to provide young Dual Langua... more The Sobrato Early Academic Language (SEAL) PreK-3 model was designed to provide young Dual Language Learners (DLLs) and English Learners (ELs)-children growing up exposed to more than one language at home and in the classroom-with language-intensive support integrated throughout the curriculum. 1 Based on research on effective DLL/EL pedagogy, the model was initially piloted and then evaluated, showing strong results, in preschools and elementary schools in linguistically isolated 2 Spanish-English communities that implemented English-only, bilingual, and dual-language instructional programs. 3 The model is now being replicated in more than 100 programs and schools in California, including many that are superdiverse (that is, the DLL/EL population includes students from a variety of language backgrounds) and where instruction is English-only. Classroom superdiversity holds unique opportunities to foster cross-cultural and metalinguistic awareness. This report focuses on the replication of the SEAL model and its adaptations to linguistically diverse communities, specifically those of Oak Grove and San Lorenzo in the greater San Francisco Bay Area. Initial findings from an external evaluation, based on surveys of teachers who had received SEAL training, indicate an increase in teachers' confidence in meeting the needs of DLLs and ELs, and a significant increase in the use of research-based instructional strategies throughout the day and across the curriculum. This exploratory study also analyzes qualitative data from observations, interviews, and focus groups to probe the challenges facing teachers who support DLLs/ELs when there are multiple language groups in the classroom, such as a need for strategies that allow teachers to leverage students' skills in their home languages even without speaking them and the difficulties of searching for classroom materials that reflect a variety of linguistic and cultural backgrounds. It also finds that classroom superdiversity holds unique opportunities to foster cross-cultural and metalinguistic awareness, and that SEAL language support and scaffolding strategies are relevant and adaptable to superdiverse settings. The report concludes with a discussion of policy implications and suggestions for designing instruction and curriculum to more effectively serve DLLs and ELs in superdiverse classrooms. 1 This report refers to children who speak a language other than English at home and are learning English at school as Dual Language Learners (DLLs)/English Learners (ELs), two of the several terms used most widely in relevant literature and policy. 2 In the United States, "linguistically isolated" schools are those where more than 90 percent of students are of Latino/ Hispanic ethnicity, the home/heritage language is Spanish, and the vast majority of the EL population are Spanish speakers (more than 95 percent). 3 Bilingual education is an umbrella term that includes transitional bilingual programs, maintenance or heritage language programs, and dual-language programs. Not all DLLs are enrolled in dual-language programs. Many are enrolled in structured English immersion programs.
Advances in Educational Technologies and Instructional Design, 2019
Although there is general consensus among educators of English learners (ELs) regarding the need ... more 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 outcome...
English Learners represent a significant student population in California, yet schools and distri... more English Learners represent a significant student population in California, yet schools and districts have persistently been unable to support their learning needs. The current policy setting of new standards that situate language in more prominent and cross cutting manners make this an ideal context to study reform leadership focused on English Learners. This is a critical case study of one district implementing a comprehensive early childhood reform model focused on English Learners. The concepts that frame this inquiry are rooted in the socio-political context, shared-ownership, and the crafting of coherence within reform implementation. Findings indicate that leaders enact implementation by building a coalition while navigating critical socio-political factors. Implications suggest that practitioners, policy makers, and researchers committed to understanding and improving education for English Learners should consider the deeply political nature of school improvement efforts tha...
The Sobrato Early Academic Language (SEAL) PreK-3 model was designed to provide young Dual Langua... more The Sobrato Early Academic Language (SEAL) PreK-3 model was designed to provide young Dual Language Learners (DLLs) and English Learners (ELs)-children growing up exposed to more than one language at home and in the classroom-with language-intensive support integrated throughout the curriculum. 1 Based on research on effective DLL/EL pedagogy, the model was initially piloted and then evaluated, showing strong results, in preschools and elementary schools in linguistically isolated 2 Spanish-English communities that implemented English-only, bilingual, and dual-language instructional programs. 3 The model is now being replicated in more than 100 programs and schools in California, including many that are superdiverse (that is, the DLL/EL population includes students from a variety of language backgrounds) and where instruction is English-only. Classroom superdiversity holds unique opportunities to foster cross-cultural and metalinguistic awareness. This report focuses on the replication of the SEAL model and its adaptations to linguistically diverse communities, specifically those of Oak Grove and San Lorenzo in the greater San Francisco Bay Area. Initial findings from an external evaluation, based on surveys of teachers who had received SEAL training, indicate an increase in teachers' confidence in meeting the needs of DLLs and ELs, and a significant increase in the use of research-based instructional strategies throughout the day and across the curriculum. This exploratory study also analyzes qualitative data from observations, interviews, and focus groups to probe the challenges facing teachers who support DLLs/ELs when there are multiple language groups in the classroom, such as a need for strategies that allow teachers to leverage students' skills in their home languages even without speaking them and the difficulties of searching for classroom materials that reflect a variety of linguistic and cultural backgrounds. It also finds that classroom superdiversity holds unique opportunities to foster cross-cultural and metalinguistic awareness, and that SEAL language support and scaffolding strategies are relevant and adaptable to superdiverse settings. The report concludes with a discussion of policy implications and suggestions for designing instruction and curriculum to more effectively serve DLLs and ELs in superdiverse classrooms. 1 This report refers to children who speak a language other than English at home and are learning English at school as Dual Language Learners (DLLs)/English Learners (ELs), two of the several terms used most widely in relevant literature and policy. 2 In the United States, "linguistically isolated" schools are those where more than 90 percent of students are of Latino/ Hispanic ethnicity, the home/heritage language is Spanish, and the vast majority of the EL population are Spanish speakers (more than 95 percent). 3 Bilingual education is an umbrella term that includes transitional bilingual programs, maintenance or heritage language programs, and dual-language programs. Not all DLLs are enrolled in dual-language programs. Many are enrolled in structured English immersion programs.
Advances in Educational Technologies and Instructional Design, 2019
Although there is general consensus among educators of English learners (ELs) regarding the need ... more 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 outcome...
Uploads
Papers by anya hurwitz