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SUMMARY:Developing Academic Literacy and Language in the Content Areas
DESCRIPTION:Design practical\, hands-on activities for English learners to be successful within rigorous content instruction while exploring the academic language and literacy practices of the 21st century classroom. \n\nAcademic language is so much more than vocabulary. Please join us for this engaging two-day institute designed to increase understanding and provide practical resources regarding the instruction of academic language and literacy. \nThe institute will focus on the language acquisition of English learners at three levels: discourse\, sentence\, and word or phrase level. The focus will be on bridging from students’ home language(s)\, dialects and more conversational language to the classroom or text language that allows them to meet content and language acquisition standards in the classroom. \nBased on a 21st century approach to literacy\, participants will explore the academic language and literacy practices –– such as listening for the speaker’s point of view or justifying the answer to a math problem –– that students need to be successful within rigorous content instruction. Educators will also learn how to scaffold participation in these discipline-specific practices\, such as creating a model of the planetary system or contrasting two different cultural versions of a story. \nAfter defining academic language and literacy\, participants will learn more about each level of language and how each level is measured in English language proficiency assessments\, such as the WIDA ACCESS test. Participants will analyze classroom videos and texts at each of the levels of language. Facilitators will also draw upon CAL’s federally funded research on vocabulary acquisition and demonstrate methods for identifying and teaching high frequency\, high-utility academic vocabulary. \nThroughout the two days\, activities that teachers can implement in the classroom will be modeled. Strategies are applicable to bilingual learners as well as students at intermediate and advanced proficiencies in English\, including long term English learners. \nThe institute is designed for classroom teachers working with language learners in grades PreK-12. ESL\, reading and other school specialists who work with classroom teachers\, school administrators\, and other educators will also benefit from this valuable professional development opportunity.  Collaborative teaching teams are especially encouraged to attend. \nQuestions? Email CAL with any questions you may have about our offerings. \nCERTIFICATE OF COMPLETION\nParticipants will receive a CAL Certificate of Completion which may be used for continuing education credit. \nRegistration\nPlease click here to register for this institute.
URL:https://www.cal.org/event/developing-academic-literacy/
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SUMMARY:Castro/Artiles Book Launch Event! Language\, Learning\, and Disability in the Education of Young Bilingual Children
DESCRIPTION:Join us April 7th at the crossroads of early childhood education\, bilingual education\, and special education! \nTogether\, authors Dr. Dina Castro and Dr. Alfredo Artiles will discuss their new book\, “Language\, Learning\, and Disability in the Education of Young Bilingual Children” available now from Multilingual Matters. \nLearn more and PRE-ORDER your copy today: \nhttps://www.multilingual-matters.com/page/detail/Language-Learning-and-Disability-in-the-Education-of-Young-Bilingual-Children/?k=9781800411838 \nUsing an interdisciplinary perspective to discuss the intersection of language development and learning processes\, this book summarizes current knowledge and represents the most critical issues regarding early childhood research\, policy\, and practice related to young bilingual children with disabilities. The book begins with a conceptual framework focusing on the intersection between the fields of early childhood education\, bilingual education\, and special education. It goes on to review and discuss the role of bilingualism in young children’s development and the experiences of young bilingual children with disabilities in early care and education settings\, including issues of eligibility and access to care\, instruction\, and assessment. The book explores family experiences\, teacher preparation\, accountability\, and policy\, ending with recommendations for future research which will inform both policies and practices for the education of young bilingual children with disabilities. This timely volume provides valuable guidance for teachers\, administrators\, policymakers\, and researchers.
URL:https://www.cal.org/event/castro-artiles-book-launch-2021/
CATEGORIES:Calendar of Events
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