Thu, Mar 11|
Examining State Resources and Policies: Remote & In-person Instruction & Assessment for ELs
On March 11 at 4pm ET, join Dr. Supreet Anand (OELA), Dr. Kenji Hakuta (Stanford), Helyn Kim (IES), and Dr. Diane August (CSEL) for a policy discussion on the recent recommendations for state and district level educators related to instructing and assessing EL students during the pandemic.
Time & Location
Mar 11, 2021, 4:00 PM – 5:00 PM EST
About the Event
On March 11 at 4pm ET, join Supreet Anand (OELA), Kenji Hakuta (Stanford), Helyn Kim (IES), and Diane August (CSEL) for a policy discussion on recent recommendations for state and district level educators related to instructing and assessing EL students during the pandemic developed by the Center for the Success of English Learners (CSEL).
There will be a brief presentation then a moderated discussion with opportunities for the audience to offer comments and ask questions. Have a question? Submit one early to Trey Calvin, email@example.com
The new brief, Educating English Learner Students During the Pandemic, examines:
- the impact of remote learning on EL students and their teachers;
- the potential and limitations of using digital learning resources (DLRs) to educate these students; and
- current federal legislation that authorizes funds for a variety of activities that could be used to support ELs and their families.
The Center for the Success of English Learners (CSEL) is one of the two new IES supported Research and Development Centers focused on the topic of “Improving Opportunities and Achievements for English Learners in Secondary School Settings.” The centers aim to identify systemic and instructional influences that affect ELs’ access to the general curriculum and its relation to their outcomes.
CSEL is headed by Dr. David Francis at the University of Houston. Center partners include the Center for Applied Linguistics, UT Austin, New York University, and the SERP Institute/Harvard.
CSEL will undertake a five-year, focused program of research aimed at identifying and removing barriers related to school-level practices influenced by policies that constrain course-taking, as well as developing and testing interventions that leverage transdisciplinary approaches to improve instruction for ELs in grades 6 and 9 science and social studies.