Includes Analysis of Digital Learning Resources & Current Federal Legislation
FOR IMMEDIATE RELEASE
WASHINGTON, DC, Feb. 18— Today, the Center for the Success of English Learners (CSEL) released a report on educating English Learner students (ELs) during the pandemic. The report provides recommendations for state and district level educators to ensure that equitable and meaningful educational access and engagement for EL students is happening remotely.
The report also examines:
Current federal legislation that authorizes funds for a variety of activities that could be used to support ELs and their families;
The impact of remote learning on EL students and their teachers; and
The potential and limitations of using digital learning resources (DLRs) to educate these students.
Another major highlight of the report is up-to-date state-by-state level information about policies and resources related to remote instruction and assessment for ELs with links to these resources.
This report is the first of many resources CSEL plans to release over the next 5 years to support English learners, their communities, and their teachers. The report, “Improving Remote Learning and Assessment for English Learner Students,” can be view and downloaded for free on the Center’s website, www.cselcenter.org.
About the Center
The Center for the Success of English Learners (CSEL) is a new national research and development center working to identify and remove barriers that continually keep English learners (ELs) from accessing the general curriculum. Funded by the Institutes of Education Sciences (IES), the Center delivers support for middle school and secondary English learners and teachers by developing and providing actionable, research-based resources and an engaging array of events for educators, administrators, and policymakers.
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For more information, please call Trey Calvin at 202-362-0700, or email at info@cselcenter.org
FOR IMMEDIATE RELEASE
WASHINGTON, DC, Feb. 2021—In January, CSEL's sister center, the National Research & Development Center to Improve Education for Secondary English Learners, launched a new resource website aimed at providing "policymakers and practitioners compelling and actionable information that can lead to improvements in the field." Resources will include "publications, briefs, professional learning activities, and webinars."
Browse the new Center's resource page.
This press release was originally posted on the Institute of Education Sciences (IES) website:
Many English Learners (ELs) in secondary school settings are identified as long-term ELs—students who have been enrolled in U.S. schools for six or more years who have not made significant progress in English—and are at risk for dropping out of high school. These students face unique challenges and barriers in accessing education opportunities, which has resulted in persistent differences in academic outcomes between ELs and non-ELs, as well as negative consequences that reach far beyond school.
Read more about the new Center on IES's website.
About the Center
The Center for the Success of English Learners (CSEL) is a new national research and development center working to identify and remove barriers that continually keep English learners (ELs) from accessing the general curriculum. Funded by the Institutes of Education Sciences (IES), the Center delivers support for middle school and secondary English learners and teachers by developing and providing actionable, research-based resources and an engaging array of events for educators, administrators, and policymakers.
Updated: Feb 14, 2024
Originally published by the National Research and Development Center to Improve Education for Secondary English Learners.
Title:
Supporting Adolescent English Learners in Distance Learning: What Can Teachers Do?
Description:
This brief presents a clear blueprint for how educators can design engaging and generative instruction for English Learners in distance learning environments.
Author:
Aída Walqui, Ph.D.
Format: