So we have seen how language objectives theoretically come from the ELD standards and how school districts have made them easier to teach by creating a scope and sequence of increasingly challenging grammatical forms that correspond to an ELL's level of English proficiency.
First Things First: The Language Objective
So what does a language objective actually look like. Here's a generic template:
"Students will be able to use ______________ in order to ________________________"
grammatical form language function
So from our previous example, "students will be able to use the -er (comparative form) in order to compare two different zoo animals" would be a language objective that uses the topic of animals.
ELD vs. (Other) Content Areas
This is a good opportunity to mention something important here. ELD is different from every other content area in one major way: In ELD, content (the topic) is a medium, or vehicle, to teach the grammatical forms and functions of the English Language, but is not the purpose of the ELD lesson. So, for example, in this case, science would be the time for students to learn about the topic of animals explicitly, while in ELD they are learning about the grammatical forms and functions of language that will help them (in this case) explain how animals are similar to one another. It is easy to see however, how ELD supports other content areas, as ELLs will now have the appropriate language tools to apply in content area learning.
Now, it doesn't quite work the other way. For instance, many bilingual teachers feel that if they "teach in English" say, for their science lesson, they are fulfilling ELD. However, content is the driver here, and leaves no room for the teaching of grammatical forms and language function. It's one or the other. Which is why a systematic approach to ELD is critical for English Learners to be able to gain the confidence to engage in content/grade level curriculum during the rest of the day.
We'll continue examining ELD lessons tomorrow!
- W
About Me
- Weezy
- I am an extrovert by nature and an introspect when necessary. I enjoy life and do not take it for granted. My passion is to help educators become more effective at what they do, not only through changing practices, but changing assumptions about the students they teach- particularly, students of color, Standard English Leaners, English Language learners and all others who have been systematically denied access to core curriculum and subjugated to low expectations.
31 August 2009
28 August 2009
ELD vs. ELA: What's Grammatical Forms Got to do With It??
The English Language Development (ELD) Standards
In California, these standards were born in the late 1990s, eventually being adopted a little over ten years ago by the State Board of Education. If you want a copy of the framework published by the State of California which includes the ELD standards, you can download it here: http://www.huensd.k12.ca.us/teacherResources/englangdev-stnd.pdf courtesy of the Hueneme Unified School District. For some background on their existence and purpose, it is helpful to read the Introduction. Even seasoned teachers who may have received their credentials before these standards were even conceptualized should understand them.
Why ELD Standards? The Relationship to ELA...
Over 10 years ago, the discussion around English Learners finally came to a head. Now that there were English Language Arts standards were in place, it was clear that many children would not reach these rigorous benchmarks at their grade level. The ELD standards then were considered a pathway that slowly built up and scaffolded an English Learner's acquisition of English in all four domains (listening, speaking, reading, writing). These were a way in essence, to assess a child's eventual acquisition of the ELA standards. This is especially obvious when you see that the ELD standards for ELs in the "Advanced" (Level 5) category are suspiciously similar to the ELD standards.
However, there is one important difference between ELD and ELA standards. ELD standards are grouped into grade level spans: K - 2, 3 - 5, 6 - 8, 9 - 12. Why? Because there was an acknowledgement that ELs come in to U.S. schools at different ages, yet their English proficiency level may not match their incoming grade level's ELA standards. These again, are the scaffolds towards the ELA standards which are based on a grade level expectation.
Enter the Grammatical Form
Of course this did not answer the question for teachers as to how to plan for ELD instruction! Standards are one thing, language objectives are helpful but not the whole picture. Most of this decade California has failed to produce high quality, rigorous ELD standard based curriculum that also provided teachers with the knowledge base for figuring out what grammatical forms would fulfill their language objectives.
Well, its taken private companies (ELAchieve in particular) working together with County Offices of Education, consultants, teachers and many, many other educators to create such a list of expected grammatical forms that an EL can be taught (per the ELD standards), will prepare them for their ELA block and correspond to their current level of English proficiency.
Different districts have taken different approaches to such documents, your district may even use one. Again, picking on the Hueneme unified school district, this is what they've come up with: http://www.huensd.k12.ca.us/edProjects/sysELD.html
Just click on any proficiency level you're interested, for example "Beginning Forms" and voila, you will see a checklist of grammatical forms that ELD teachers observe and monitor for when teaching. This is of course, all in an attempt to provide a systematic way of instructing EL students so they can access the ELA standards.
So we come full circle!
I know it's a lot to absorb for one sitting, but now that we've started looking at ELD instruction in general, and ELD lessons in particular, I felt it was important to mention a little bit of the back story of why there is so much emphasis on language via grammatical forms and patterned language response.
- W
More to come on ELD lessons!
In California, these standards were born in the late 1990s, eventually being adopted a little over ten years ago by the State Board of Education. If you want a copy of the framework published by the State of California which includes the ELD standards, you can download it here: http://www.huensd.k12.ca.us/teacherResources/englangdev-stnd.pdf courtesy of the Hueneme Unified School District. For some background on their existence and purpose, it is helpful to read the Introduction. Even seasoned teachers who may have received their credentials before these standards were even conceptualized should understand them.
Why ELD Standards? The Relationship to ELA...
Over 10 years ago, the discussion around English Learners finally came to a head. Now that there were English Language Arts standards were in place, it was clear that many children would not reach these rigorous benchmarks at their grade level. The ELD standards then were considered a pathway that slowly built up and scaffolded an English Learner's acquisition of English in all four domains (listening, speaking, reading, writing). These were a way in essence, to assess a child's eventual acquisition of the ELA standards. This is especially obvious when you see that the ELD standards for ELs in the "Advanced" (Level 5) category are suspiciously similar to the ELD standards.
However, there is one important difference between ELD and ELA standards. ELD standards are grouped into grade level spans: K - 2, 3 - 5, 6 - 8, 9 - 12. Why? Because there was an acknowledgement that ELs come in to U.S. schools at different ages, yet their English proficiency level may not match their incoming grade level's ELA standards. These again, are the scaffolds towards the ELA standards which are based on a grade level expectation.
Enter the Grammatical Form
Of course this did not answer the question for teachers as to how to plan for ELD instruction! Standards are one thing, language objectives are helpful but not the whole picture. Most of this decade California has failed to produce high quality, rigorous ELD standard based curriculum that also provided teachers with the knowledge base for figuring out what grammatical forms would fulfill their language objectives.
Well, its taken private companies (ELAchieve in particular) working together with County Offices of Education, consultants, teachers and many, many other educators to create such a list of expected grammatical forms that an EL can be taught (per the ELD standards), will prepare them for their ELA block and correspond to their current level of English proficiency.
Different districts have taken different approaches to such documents, your district may even use one. Again, picking on the Hueneme unified school district, this is what they've come up with: http://www.huensd.k12.ca.us/edProjects/sysELD.html
Just click on any proficiency level you're interested, for example "Beginning Forms" and voila, you will see a checklist of grammatical forms that ELD teachers observe and monitor for when teaching. This is of course, all in an attempt to provide a systematic way of instructing EL students so they can access the ELA standards.
So we come full circle!
I know it's a lot to absorb for one sitting, but now that we've started looking at ELD instruction in general, and ELD lessons in particular, I felt it was important to mention a little bit of the back story of why there is so much emphasis on language via grammatical forms and patterned language response.
- W
More to come on ELD lessons!
27 August 2009
So... What's an ELD Lesson Look Like?
Okay. So I got the conceptual understanding of an ELD lesson. Helping our English Learners acquire the grammatical structures to be able to use them in academic settings (And beyond).
So what does an ELD lesson look like? What's supposed to take place during ELD instruction? Let's break it down...
Introducing the target language form
The most effective ELD lesson remembers one thing: organize your language objective around a purpose to using the grammatical form. In my example below, children will be comparing two animals using the comparative form.
This is the time to model. Model being a competent speaker of English. Model using a specific grammatical form. Taking on from our example from yesterday, let's model the comparative form __________ -er.
But wait!!! Isn't it so very rote, dry and boring to simply plaster a wall or fill a pocket chart with such constructions. Well of course, but being such a wonderfully competent teacher you already realize that. So it is best to introduce all of this in a context of an interesting, engaging, and age-appropriate topic. Yes, we don't want to berate our 5th grade English learners with topics that would be way more engaging to first graders, such as zoo animals. So, choose a topic wisely!
So, back to this 5ish minute mini-lesson:
1. Introduce the target form
2. Introduce an appropriate language prompt that will elicit the grammatical form you want the students to internalize. For example, showing a picture of a giraffe and a horse, I can ask, by using a sentence strip or having the following written on the board: "Which animal is ____________-er?" I would answer by introducing the language frame (response) The ______________ is ____________-er than the ________."
The Guided Practice
Besides modeling ALL students require good modeling in order to learn. But that's only a third of the story. The next third is appropriate, respectful feedback for students as they practice the newly taught language response and associated grammatical form with you. You can start by asking students the language prompt as a whole group, working your way to a couple of student volunteers who can respond and eventually an appropriate way for students to practice with one another as you monitor, for example by using the much loved "think-pair-share" strategy. This is a good time to go back and model if you notice that students are not quite yet internalizing the grammatical form. Oh and depending on your students, this is probably about a 10 to 12 minute segment.
The Independent but Structured Practice
Yes, the final third to a successful ELD lesson is student practice in order to have the opportunity to produce the desired grammatical form in a structured way. What does this mean? For starters, students should be used to some type of instructional routine that involves specialized grouping activities such that everyone will get a turn to practice both the language prompt and the language response, using the necessary target grammatical form(s) in the process. For example, in groups of three, two students can each hold the picture of an animal taking turns asking the other student the language prompt. The student can then respond by stating that "The _________ (animal) is shorter/faster/lighter/etc ( __________-er_ than the _________ ).
This of course, should form the rest of (and therefore the bulk) of the ELD block. Depending on where you teach, the time allocated to ELD may vary. In California however, state guidelines call for a minimum of 30 minutes to be allocated for ELD instruction. Many school districts have adopted this standard for kindergarten and a 45 minute block for 1st - 5th (or 6th grade if it's a K-6 elementary district).
Why is this sequence and elements to an ELD lesson important?
Because our English Learners need explicit practice with the myriad grammatical forms of the English language. However, they also need to use these in a wide variety of contexts, demonstrating flexibility with them by applying them in other content areas (most importantly the English Language Arts- more on this tomorrow) with confidence and for a range of purposes.Slide 13 For instance, we want them to be able not just to compare animals, but apply this grammatical form to other areas, like comparing two historical events.
Once students master a certain form, increase the level of rigor. Another good topic to follow up on a different day.
An ELD Lesson in Action
For an example of an effective ELD lesson, check out this video:
Happy viewing and learning! There is much to glean from this video to inform our own practice.
Hope your first days are full of smiles and may you continue to feel a sense of fulfillment at the end of it all!
- W
So what does an ELD lesson look like? What's supposed to take place during ELD instruction? Let's break it down...
Introducing the target language form
The most effective ELD lesson remembers one thing: organize your language objective around a purpose to using the grammatical form. In my example below, children will be comparing two animals using the comparative form.
This is the time to model. Model being a competent speaker of English. Model using a specific grammatical form. Taking on from our example from yesterday, let's model the comparative form __________ -er.
But wait!!! Isn't it so very rote, dry and boring to simply plaster a wall or fill a pocket chart with such constructions. Well of course, but being such a wonderfully competent teacher you already realize that. So it is best to introduce all of this in a context of an interesting, engaging, and age-appropriate topic. Yes, we don't want to berate our 5th grade English learners with topics that would be way more engaging to first graders, such as zoo animals. So, choose a topic wisely!
So, back to this 5ish minute mini-lesson:
1. Introduce the target form
2. Introduce an appropriate language prompt that will elicit the grammatical form you want the students to internalize. For example, showing a picture of a giraffe and a horse, I can ask, by using a sentence strip or having the following written on the board: "Which animal is ____________-er?" I would answer by introducing the language frame (response) The ______________ is ____________-er than the ________."
The Guided Practice
Besides modeling ALL students require good modeling in order to learn. But that's only a third of the story. The next third is appropriate, respectful feedback for students as they practice the newly taught language response and associated grammatical form with you. You can start by asking students the language prompt as a whole group, working your way to a couple of student volunteers who can respond and eventually an appropriate way for students to practice with one another as you monitor, for example by using the much loved "think-pair-share" strategy. This is a good time to go back and model if you notice that students are not quite yet internalizing the grammatical form. Oh and depending on your students, this is probably about a 10 to 12 minute segment.
The Independent but Structured Practice
Yes, the final third to a successful ELD lesson is student practice in order to have the opportunity to produce the desired grammatical form in a structured way. What does this mean? For starters, students should be used to some type of instructional routine that involves specialized grouping activities such that everyone will get a turn to practice both the language prompt and the language response, using the necessary target grammatical form(s) in the process. For example, in groups of three, two students can each hold the picture of an animal taking turns asking the other student the language prompt. The student can then respond by stating that "The _________ (animal) is shorter/faster/lighter/etc ( __________-er_ than the _________ ).
This of course, should form the rest of (and therefore the bulk) of the ELD block. Depending on where you teach, the time allocated to ELD may vary. In California however, state guidelines call for a minimum of 30 minutes to be allocated for ELD instruction. Many school districts have adopted this standard for kindergarten and a 45 minute block for 1st - 5th (or 6th grade if it's a K-6 elementary district).
Why is this sequence and elements to an ELD lesson important?
Because our English Learners need explicit practice with the myriad grammatical forms of the English language. However, they also need to use these in a wide variety of contexts, demonstrating flexibility with them by applying them in other content areas (most importantly the English Language Arts- more on this tomorrow) with confidence and for a range of purposes.
Once students master a certain form, increase the level of rigor. Another good topic to follow up on a different day.
An ELD Lesson in Action
For an example of an effective ELD lesson, check out this video:
Happy viewing and learning! There is much to glean from this video to inform our own practice.
Hope your first days are full of smiles and may you continue to feel a sense of fulfillment at the end of it all!
- W
26 August 2009
Quick, the kids are here...what IS ELD again?
Welcome to ELD 1A.
First of all, ELD stands for English Language Development. It is a content area, such as mathematics or science. What is the content of ELD? The (grammatical) forms and functions (language patterns) of the English Language. For example, the grammatical form ____-er (the comparative form) would fit the language pattern: "The ________ is ________-er than the _________."
When teaching ELD, we think of a language objective we want our English Learners to master by choosing a language function, or purpose to using a specific grammatical form. So for example, a language function might be: comparing objects. In order for students to accomplish this, they must need to be taught the grammatical form -er and (as a possible language pattern), "The ________ is _______-er than the _________."
In short, ELD is the time to explicitly teach English Learners about the English language so that they will have the tools to allow them to access the core curriculum- English Language Arts in particular.
- w
First of all, ELD stands for English Language Development. It is a content area, such as mathematics or science. What is the content of ELD? The (grammatical) forms and functions (language patterns) of the English Language. For example, the grammatical form ____-er (the comparative form) would fit the language pattern: "The ________ is ________-er than the _________."
When teaching ELD, we think of a language objective we want our English Learners to master by choosing a language function, or purpose to using a specific grammatical form. So for example, a language function might be: comparing objects. In order for students to accomplish this, they must need to be taught the grammatical form -er and (as a possible language pattern), "The ________ is _______-er than the _________."
In short, ELD is the time to explicitly teach English Learners about the English language so that they will have the tools to allow them to access the core curriculum- English Language Arts in particular.
- w
20 August 2009
Checklist for the ELL/ELD Teacher: August/ September
1. Identifying your ELLs!
Now now, not all of us are at a point where our district has a beautifully streamlined and efficient process of identifying ELLs. If you receive a list of students who are designated ELL, great! If you receive a list with their last level of proficiency identified- marvelous! If you have no idea what I'm talking about, ask! Hopefully, this should be happening behind the scenes...Please remember that this is the (idealized) procedure in California school districts
- in July/August, newcomer ELLs to your district should be tested at some identified district facility in order to determine their level of English proficiency. Newcomers typically are: fresh out-of-country arrivals, interdistrict transfers with no record of English proficiency testing or incoming kindergartners
- for the rest of your ELLs, those who have been tested before in your district (or another district in the state) they will be tested (with CELDT in California) sometime in September or October. California gives districts until the end of October to turn in all CELDT testing materials
2. Ask who is responsible for administering CELDT (or your state's EL testing)
- If the responsibility falls on you, make sure you are trained. All you cared not to know about CELDT procedures can be found here: http://www.ctb.com/netcaster/extranet/program_index.jsp?PROG_ID=3022
- 1st grade and K teachers this year: Remember that your students will be tested on reading and writing components for the first time ever! It's looking like 30 minutes per student (as you know, at this age, these tests are all one-on-one)
3. Get to know the English proficiency profile of each of your ELLs
- If you do have CELDT scores, figure out what these mean:
- There is an overall score (1-5, 1= beginner, 2= early intermediate, 3= intermediate, 4= early advanced, 5= advanced) SEE 7/10/08 blog for details on each of these levels
- There is also a scale(raw) score that each section (reading, writing, speaking, listening) receives. Sometimes ELLs may be on the cusp of achieving another proficiency level. The overall score can easily overlook this important information. We can talk more about this at a later date.
As this is a good point to stop (I like sets of three), let's do so!
Enjoy the planning/remodeling/envisioning of the classroom and how it will be used this year. Oh, the possibilities!
- W
Now now, not all of us are at a point where our district has a beautifully streamlined and efficient process of identifying ELLs. If you receive a list of students who are designated ELL, great! If you receive a list with their last level of proficiency identified- marvelous! If you have no idea what I'm talking about, ask! Hopefully, this should be happening behind the scenes...Please remember that this is the (idealized) procedure in California school districts
- in July/August, newcomer ELLs to your district should be tested at some identified district facility in order to determine their level of English proficiency. Newcomers typically are: fresh out-of-country arrivals, interdistrict transfers with no record of English proficiency testing or incoming kindergartners
- for the rest of your ELLs, those who have been tested before in your district (or another district in the state) they will be tested (with CELDT in California) sometime in September or October. California gives districts until the end of October to turn in all CELDT testing materials
2. Ask who is responsible for administering CELDT (or your state's EL testing)
- If the responsibility falls on you, make sure you are trained. All you cared not to know about CELDT procedures can be found here: http://www.ctb.com/netcaster/extranet/program_index.jsp?PROG_ID=3022
- 1st grade and K teachers this year: Remember that your students will be tested on reading and writing components for the first time ever! It's looking like 30 minutes per student (as you know, at this age, these tests are all one-on-one)
3. Get to know the English proficiency profile of each of your ELLs
- If you do have CELDT scores, figure out what these mean:
- There is an overall score (1-5, 1= beginner, 2= early intermediate, 3= intermediate, 4= early advanced, 5= advanced) SEE 7/10/08 blog for details on each of these levels
- There is also a scale(raw) score that each section (reading, writing, speaking, listening) receives. Sometimes ELLs may be on the cusp of achieving another proficiency level. The overall score can easily overlook this important information. We can talk more about this at a later date.
As this is a good point to stop (I like sets of three), let's do so!
Enjoy the planning/remodeling/envisioning of the classroom and how it will be used this year. Oh, the possibilities!
- W
19 August 2009
First Days Routines
Its time to greet bright, eager new faces again.
Those 20?30?40? students that we will be tasked with instructing, guiding, coaching and yes, even teaching are arriving at our doorstep. So much to think about and do, so much expected of us and soon so much to have to "show" for our work in the form of formative assessment results, subject matter exams and more.
But how can we expect to get there if we don't spend time on the most important thing that matters to a group of students who have to "start over" with someone new in a new space? That's why we take time to establish relationships with our students and build a sense of classroom community/ identity.
I'll share two activities I would ALWAYS do with my students, year in, year out, to reach this goal.
But first, an aside for the wayward secondary teacher...
(In case it hasn't been apparent in the past, I am generally referring to the teaching context of the self-contained elementary classroom and ELD teachers of elementary students. Secondary folks, I love you very much and admire you for your subject matter expertise/passion and the issues of the ages of the students you deal with. I don't have the experience of teaching students or leading schools at this level, so please let me know if I ever misrepresent your experiences. On the other hand, I think the concepts discussed here are universal and applicable at secondary, e.g. establishing community).
Activities I've done in the first days...
1. Establish classroom agreements.
- Yes, I've even done this with kindergartners. On a "T" chart, we put out what we would like to "see" happen in our classroom throughout the year (e.g. a common one is "kids helping each other) and "hear" (e.g. using positive language). Eventually a trend emerges and these become classroom agreements I would refer to all year long. Visuals obviously increase understanding for ELLs.
2. Go on a "classroom guess the space "
- My room had spaces dedicated to certain activities. For example I had a couch and adjacent shelves with books. I would have students go to the area where they would predict we would (fill in the blank, e.g. work in a small group with the teacher= kidney table). It helps ELLs orient themselves and preview the routines they will be engaging in every day.
And, I'm sure you are already quite familiar with the classic resource by Harry and Rosemary Wong, The First Days of School: How to be an Effective Teacher. Here's a link to the amazon listing for it: http://www.amazon.com/First-Days-School-Effective-Teacher/dp/0962936022 in case you want a reminder of what the cover looks like.
Hope this is useful.
Happy first days to all!
- W
Those 20?30?40? students that we will be tasked with instructing, guiding, coaching and yes, even teaching are arriving at our doorstep. So much to think about and do, so much expected of us and soon so much to have to "show" for our work in the form of formative assessment results, subject matter exams and more.
But how can we expect to get there if we don't spend time on the most important thing that matters to a group of students who have to "start over" with someone new in a new space? That's why we take time to establish relationships with our students and build a sense of classroom community/ identity.
I'll share two activities I would ALWAYS do with my students, year in, year out, to reach this goal.
But first, an aside for the wayward secondary teacher...
(In case it hasn't been apparent in the past, I am generally referring to the teaching context of the self-contained elementary classroom and ELD teachers of elementary students. Secondary folks, I love you very much and admire you for your subject matter expertise/passion and the issues of the ages of the students you deal with. I don't have the experience of teaching students or leading schools at this level, so please let me know if I ever misrepresent your experiences. On the other hand, I think the concepts discussed here are universal and applicable at secondary, e.g. establishing community).
Activities I've done in the first days...
1. Establish classroom agreements.
- Yes, I've even done this with kindergartners. On a "T" chart, we put out what we would like to "see" happen in our classroom throughout the year (e.g. a common one is "kids helping each other) and "hear" (e.g. using positive language). Eventually a trend emerges and these become classroom agreements I would refer to all year long. Visuals obviously increase understanding for ELLs.
2. Go on a "classroom guess the space "
- My room had spaces dedicated to certain activities. For example I had a couch and adjacent shelves with books. I would have students go to the area where they would predict we would (fill in the blank, e.g. work in a small group with the teacher= kidney table). It helps ELLs orient themselves and preview the routines they will be engaging in every day.
And, I'm sure you are already quite familiar with the classic resource by Harry and Rosemary Wong, The First Days of School: How to be an Effective Teacher. Here's a link to the amazon listing for it: http://www.amazon.com/First-Days-School-Effective-Teacher/dp/0962936022 in case you want a reminder of what the cover looks like.
Hope this is useful.
Happy first days to all!
- W
18 August 2009
Other ELL Resources
I know in the past I've thrown out a few links for some articles. Good stuff to be sure, but it may not always be as succinct as we like to fit our hectic schedules. And then there's teaching!
Webinars
There are other really great sources of info that you can access, and it involves no reading at all! I'm talking about "webinars," seminars that are broadcast on the web for everyone to see/hear. In fact, there is a whole series of webinars put out by WestEd, WestEd, in case your district hasn't run into them, is a nonprofit, public research and development agency that works at the local, state, and federal levels, developing research-based programs, intervention strategies, and other resources that school districts can then access. There are many districts that have partnerships and other joint ventures with this agency.
In any case, WestEd has put out (and will continue to) a strand of seminars all related to the English Language Learner. Here is a link to that series: http://www.schoolsmovingup.net/cs/smu/view/e/3912
Try it out.
The great thing is that this is the actual researcher/expert who develops the materials/ resources is talking! And, you can turn it off when you are bored.
Just glad to put out more avenues out there to become (even) better informed teachers of English Language Learners and their support staff.
Enjoy your upcoming/in-progress staff development days!
- W
Webinars
There are other really great sources of info that you can access, and it involves no reading at all! I'm talking about "webinars," seminars that are broadcast on the web for everyone to see/hear. In fact, there is a whole series of webinars put out by WestEd, WestEd, in case your district hasn't run into them, is a nonprofit, public research and development agency that works at the local, state, and federal levels, developing research-based programs, intervention strategies, and other resources that school districts can then access. There are many districts that have partnerships and other joint ventures with this agency.
In any case, WestEd has put out (and will continue to) a strand of seminars all related to the English Language Learner. Here is a link to that series: http://www.schoolsmovingup.net/cs/smu/view/e/3912
Try it out.
The great thing is that this is the actual researcher/expert who develops the materials/ resources is talking! And, you can turn it off when you are bored.
Just glad to put out more avenues out there to become (even) better informed teachers of English Language Learners and their support staff.
Enjoy your upcoming/in-progress staff development days!
- W
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