During the summer I will be sharing thematic posts bringing together responses on similar topics from the past seven years. You can see all those collections from the first six years here.
Here are the ones I’ve posted so far:
Today’s theme is on Teaching English-Language Learners. You can see the list following this excerpt from one of them:
Tan Huynh, Stephaney Jones-Vo, Shelley Fairbairn, Bret Gosselin, Mary Amanda (Mandy) Stewart, Emily Phillips Galloway, Nonie Lesaux, Stela Radovanović, Pete Lawrence and Betsy J. Tregar offer their responses to a question about ELLs and the Common Core.
Kevin Jepson, Elizabeth Iwaszewicz, Dr. Heidi Pace, Cathy Beck, Gayle Westerberg and Julie Goldman contribute their thoughts on how English Language Learners can meet the Common Core Standards.
Elizabeth B. Beltran, Barbara Gottschalk, Dr. Conor P. Williams, Carol Salva, Margarita Calderón, Ph.D., Shawn Slakk and Leslie Davison explain what “dual immersion” is in concept and in practice.
Margo Gottlieb, Sarah Said, Catherine Beck, Heidi Pace, Heather Wolpert-Gawron, Tabitha Dell’Angelo, and Lindsey Moses share their thoughts about how The Every Student Succeeds Act will affect English Language Learners.
Tan Huynh, Vicky Giouroukakis, Maureen Connolly, Margo Gottlieb, and Ivannia Soto share suggestions on assisting English-language learners with academic writing skills.
Anna Bartosik, Nathan Hall, Chloe Smith, and Beth Konomoto wrap this three-part series up with their suggestions about the role of an ELL student’s home language in the classroom.
Rosa Isiah, Tan Huynh, Karen Nemeth, and Sarah Thomas contribute their ideas on the role of English-language learners’ home language in school.
Melissa Eddington, Wendi Pillars, Tracey Flores, Sandy Ruvalcaba Carrillo, and Mary Ann Zehr offer their thoughts on the role of an ELL student’s home language in the classroom.
Wendi Pillars, Paul Boyd-Batstone, Ivannia Soto, Judie Haynes, Diane Mora, Eugenia Mora-Flores, and many readers offer suggestions on how to help English-language learners develop good pronunciation skills.
Anabel Gonzalez, Katie Brown, Tracey Tokuhama-Espinosa, David Freeman, and Yvonne Freeman, and readers, offer suggestions on how to handle error correction with English-language learners.
Frank E. Vargo, Cindy Pirro Vargo, Donna DeTommaso-Kleinert, Susan Hillyard, and a reader contribute their thoughts on how to support ELLs with special needs.
Maria Montalvo, Beverly Maxwell, Ann Wilson, and Jennie Farnell share their suggestions on how to support English-language learners with special needs.
Rusul Alrubail, Anna Bartosik, Jordan Lanfair, Anabel Gonzalez, Karen Nemeth, and Judie Haynes offer suggestions on how to engage with parents of English-language learners.
Maria Grant, Diana Lapp, Judy Reinhartz, Lori Fulton, Brian Campbell, and Laura Cabrera contribute their ideas on using the Next Generation of Science Standards with English-language learners.
Alicia Johal, Maria Montalvo-Balbed, Donna Barrett-Williams, Caleb Cheung, Laura Prival, Claudio Vargas, and Ariane Huddleston share their suggestions on using the NGSS with English-language learners.
Mary Cappellini, Ekuwah Moses, Giselle Lundy-Ponce, Pamela Mesta, Olga Reber, and Heather Wolpert-Gawron contribute their suggestions about teaching ELLs.
Wendi Pillars, Annie Huynh, Regie Routman, William Himmele, and Pérsida Himmele share their advice on teaching English-language learners.
Educators Sonia Nieto, Alicia López, Diane Staehr Fenner, Sydney Snyder, Katie Brown, Judie Haynes, and Virginia Rojas share their suggestions on how we can encourage our colleagues to face the challenge of teaching ELLs “face-on.”
Diane Mora, John Wolfe, Toby Karten, Armine Spoelstra, Kirke H. Olson, and Rick Murry share there thoughts.
Educators Wendi Pillars, Virginia Rojas, Debbie Zacarian, and Maria Montalvo-Balbed contribute their responses.
Kathryn Haydon, Dr. Lindsey Moses, and Lori DiGisi contribute their thoughts. I’ve also included comments from readers.
This post includes suggestions from Katie Brown, Jane Fung, Marilee Sprenger, and Karen Bromley.
This column highlights commentaries from Camille Blachowicz, Charlene Cobb, Katherine S. McKnight, Nicole Zuerblis, and Susan Chenelle.
Laura Robb and Amy Benjamin share their thoughts, and I also include readers’ comments.
This post shares responses from four experienced educators: Judie Haynes, Mary Ann Zehr, Bárbara C. Cruz, and Stephen J. Thornton.
Margo Gottlieb, Maria Montalvo-Balbed, and Tracey Takuhama-Espinosa contribute their ideas. In addition, I’ve shared responses from readers.
Educators Bill Zahner, Ben Spielberg, Gladis Kersaint, Denisse R. Thompson, Maria Montalvo-Balbed, and Denise Huddlestun share their suggestions for how teachers can best handle this challenge.
Staff from Stanford’s “Understanding Language,” Mary Cappellini and Paul Boyd-Batstone share their thoughts in this post. I also include comments from readers.
Four educators--Karen Nemeth, Judie Haynes, David Deubelbeiss and Julie Goldman--provide guest responses here.
Several educator/authors--Marilee Sprenger; Jane Hill and Kirsten Miller; and Maria Gonzalez--provide guest responses.
Katie Hull Sypnieski, the best teacher I’ve ever seen in the classroom, and staff from the American Federation of Teachers researching teacher evaluation contribute their responses.
Representatives from the two groups of states preparing the new assessments, the SMARTER Balanced Assessment Consortium, or SBAC, and The Partnership for Assessment of Readiness for College and Careers Consortium, or PARCC, contribute responses.
I hope you’ve found this summary useful and, again, keep those questions coming!
The opinions expressed in Classroom Q&A With Larry Ferlazzo are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.