ELL News Headlines

Most U.S. school districts are currently using “hybrid learning” — a mix of in-person and online instruction. The precise nature of that mix, though, varies greatly from school to school, based on factors including the local rate of COVID-19 transmission, the availability of funds to support new instructional approaches, and the willingness of students and staff to return to buildings.

Rising COVID cases are derailing plans by school districts across the country to reopen their buildings and pushing some schools that had opened to close once again. Just this week, the Detroit school district suspended all in-person learning until January. Health officials ordered schools in Indianapolis to do the same. Philadelphia put its plans to bring young students back at the end of this month on hold indefinitely. And some of Colorado’s largest districts are reverting to remote learning after quarantine requirements made staffing buildings too challenging. They join schools in Newark, Boston, San Diego, and many smaller districts in scaling back or scrapping their school reopenings — an illustration of how the country’s failure to contain the coronavirus has continued to disrupt the education of millions of students. Some of the school districts now closing buildings completely had already been open only for students with disabilities, English learners, and young students, for whom virtual learning is a particular strain.

For the past six weeks, 24 students from undocumented families have been doing their virtual classwork on computers provided by the public school district at Ann Arbor Community Learning Center, with the support of the center's volunteers and teachers. The center is hosted by the Church of the Good Shepherd, which has a long history of being an ally to local undocumented families. Back in 2017, it declared itself a sanctuary church to house undocumented immigrants facing a threat of deportation.

Dr. Gholdy Muhammad is the author of Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. In this post, she shares her thoughts on how educators can shift away from deficit-centered views in their own teaching practices.

The new question-of-the-week is: "What are some of the most common mistakes teachers make when working with ELLs, and what should they do, instead?" In this post, this six-part series is "wrapped up" by Valentina Gonzalez, Joseph F. Johnson Jr., Ph.D., Maria L. González, Ed.D., and Consuelo Manriquez, Ed.D., and Karen Nemeth and Jane Hill.  I'm also including comments from readers.

The new question-of-the-week is: "What are some of the most common mistakes teachers make when working with ELLs, and what should they do, instead?" In this post, Joe Santiago-Silvestri, Michelle Shory, Irina McGrath, Glenda Cohen, Berta Rosa Berriz, Amanda Claudia Wager, Ph.D., and Vivian Maria Poey offer their reflections.

The new question-of-the-week is: "What are some of the most common mistakes teachers make when working with ELLs, and what should they do, instead?"

The new question-of-the-week is: "What are some of the most common mistakes teachers make when working with ELLs, and what should they do, instead?" In this post, Dr. Sandra Calderon, Kevin Jepson, Carrie Cobb,  Melissa Wilhemi, Ricardo Robles, Teresa Amodeo, and Donna DeTommaso-Kleinert Ed.D. answer the question.

The new question-of-the-week is: "What are some of the most common mistakes teachers make when working with ELLs, and what should they do, instead?" In this post, Silvina Jover, Cindy Garcia, Luisa Palacio, and Laura Landau share their commentaries.

Many of us who teach English-language learners make lots of mistakes in our classroom practice.  This six-part series will explore what the most common mistakes teachers make with this vulnerable population and what should be done in their place. Today's column features responses from Marina Rodriguez, Altagracia (Grace) H. Delgado, Dr. Denita Harris, and Sarah Said.