Second Language Acquisition |
Brief Description: The Academy provides comprehensive professional
development services in the area of second language
acquisition as well as district level support in the
areas of state and federal compliance issues when
addressing the needs of English learners (limited
English proficient [LEP] students).
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Audience: Pre-K-12 teachers, administrators,
paraprofessionals, and tutors
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Evidence Base for Training:
All trainings developed by the Academy are
informed by a thorough review of research into
second language acquisition theory and action
research. Theories posited by Stephen Krashen,
Jim Cummins, as well as more recent action
research by Jana Echevarria, MaryEllen Vogt,
and Deborah J. Short are integrated into training
provided by Academy consultants. Key components
of behaviorist, cognitive, input, and innateness
theories of language acquisition are also used
to inform the work. Finally, original research
conducted by Academy consultants into decreasing
dropout rates among high school LEP students and
research into the effect of collaborative practice
on LEP student achievement in K-8 settings inform
the training designed for clients.
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Participant Outcomes:
(Vary depending on specific training provided)
- Support implementation of the common core standards
- Implement collaborative practice between the
ESL specialist and content-area teacher
- Design effective instructional practices in
second language acquisition
- Develop a sheltered instructional environment
- Provide culturally responsive instruction
- Develop and implement LEP Accommodation
Plans
- Comply with state/federal compliance
requirements
- Support the linguistic and academic needs of LEP
students in an inclusive setting
- Explain second language acquisition theory
and how it informs instructional practice in the
classroom
- Design and implement appropriate
accommodations, modifications, and adaptations
in an inclusive setting
- Support academic vocabulary development and
reading comprehension
- Design and develop effective newcomer programs
- Address the unique needs of newcomers in a high
school setting
- Develop effective service delivery models
- Integrate the Ohio English Language Proficiency
Standards into instructional planning
- Meet Annual Measurable Achievement Objectives
(AMAOs)
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Expected Student Achievement Outcomes:
(Vary based on the training protocol; will be
customized in the needs analysis)
- Improved performance in a general education
setting
- Increased access to the core grade level
curriculum
- Increase in academic performance as measured
on the state assessments
- Increase in English language proficiency as
measured by the OTELA
- Increases in AMAOs as defined by the Ohio
Department of Education
- Improved integration of English learners into the
larger school community
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