Podcasts about english learners

This episode of Highest Aspirations features Carly Spina, an author and passionate advocate for English learners, as she shares her inspiring journey and groundbreaking work.Join us to hear how Carly's upbringing profoundly shaped her deep commitment to ELs, tracing her path from early experiences on Chicago's North Side to becoming a leading voice in education. We'll delve into her impactful work at the Illinois Resource Center, where she dedicates herself to supporting educators in creating more equitable and effective learning environments for these students. Discover the core philosophy behind her first acclaimed book, Moving Beyond for Multilingual Learners, and get an exclusive sneak peek into her new book, Igniting Real Change for Multilingual Learners. This latest work aims to spark even more profound and urgent action within the field. This powerful episode offers a vital call to action for anyone committed to championing all students.Key questions we address:What is the deeper, systemic responsibility of educators beyond compliance when serving English learners, and how can we "do right" by them and their families? What instructional strategies and philosophical shifts are necessary for content-area teachers to effectively serve and include newcomer English learners in mainstream classrooms? How can school systems and educators move beyond inherited or problematic practices to genuinely "ignite real change" for English learners, fostering their growth and ensuring their equitable access to advanced opportunities? For additional episode and community resources:Download the transcript here.Learn more about the Illinois Resource Center.Purchase Carly Spina's first book Moving Beyond for Multilingual Learners.Pre-order Carly Spina's new book Igniting Real Change for Multilingual Learners.For additional free resources geared toward supporting English learners, ⁠visit our blog.Carly Spina has two decades of experience in Multilingual Education across various roles. She is currently a multilingual education specialist at the Illinois Resource Center, providing professional learning opportunities and technical assistance support to educators and leaders across the country. Her first book, Moving Beyond for Multilingual Learners, was a 2023 Equity in Excellence Award Winner. Her second book, Igniting Real Change: Equity and Advocacy In Action, will be published in June of 2025.

In this English lesson, you will learn 11 different ways Americans use the word "Dip" in English.

Welcome to episode #54- 20 Words for Communication, Spreading Information & Secrets. The language around spreading information, communication and talking about secrets is a common one in American culture. The transfer of information, whether on the news or in your personal life, is something that you need to know how to talk about in English. In this episode, you'll learn how to discuss this topic confidently using 20 popular phrasal verbs, slang words and idioms. Don't forget to download the Study Guide, where you can practice what you learned in the episode! The Study Guide includes:All 17 words and definitionsAll new words in real life contextsExample sentences Practice activitiesThe transcriptGet your Study Guide Right >> HERE

Losing weight by calorie counting? Remember Weight Watchers? In today's English listening lesson https://adeptenglish.com/lessons/ discover how science has moved on, and calorie counting might not just be outdated it could actually be harmful."Diet culture is a life thief. It steals your time, energy, and mental space—things you'll never get back." Christy Harrison, MPH, RDSubscription Episode 72 follow-up: We explore how Weight Watchers-style diets may have damaged food perception and perhaps fuelled the rise in eating disorders. The good news? Science-backed weight loss is here. This eye-opening lesson improves your English and challenges diet culture.Why This Matters for English Learners? It will help you expand your English vocabulary with terms like 'calorie restriction' and 'eating disorders' for current health debates and discussing global issues such as obesity. Diets are everywhere. Understand the science to follow conversations and share your views. Ready to learn https://adeptenglish.com/company/learning-system/ English and rethink weight loss? Let's begin.Tired of ads? Want more English lessons?

Director of English Learner Programs Robin Hinchliffe

William Zahner, Understanding the Role of Language in Math Classrooms ROUNDING UP: SEASON 3 | EPISODE 17 How can educators understand the relationship between language and the mathematical concepts and skills students engage with in their classrooms? And how might educators think about the mathematical demands and the language demands of tasks when planning their instruction?  In this episode, we discuss these questions with Bill Zahner, director of the Center for Research in Mathematics and Science Education at San Diego State University. BIOGRAPHY Bill Zahner is a professor in the mathematics department at San Diego State University and the director of the Center for Research in Mathematics and Science Education. Zahner's research is focused on improving mathematics learning for all students, especially multilingual students who are classified as English Learners and students from historically marginalized communities that are underrepresented in STEM fields. RESOURCES Teaching Math to Multilingual Learners, Grades K–8 by Kathryn B. Chval, Erin Smith, Lina Trigos-Carrillo, and Rachel J. Pinnow National Council of Teachers of Mathematics Mathematics Teacher: Learning and Teaching PK– 12 English Learners Success Forum SDSU-ELSF Video Cases for Professional Development The Math Learning Center materials Bridges in Mathematics curriculum Bridges in Mathematics Teachers Guides [BES login required] TRANSCRIPT Mike Wallus: How can educators understand the way that language interacts with the mathematical concepts and skills their students are learning? And how can educators focus on the mathematics of a task without losing sight of its language demands as their planning for instruction? We'll examine these topics with our guest, Bill Zahner, director of the Center for Research in Mathematics and Science Education at San Diego State University.  Welcome to the podcast, Bill. Thank you for joining us today. Bill Zahner: Oh, thanks. I'm glad to be here. Mike: So, I'd like to start by asking you to address a few ideas that often surface in conversations around multilingual learners and mathematics. The first is the notion that math is universal, and it's detached from language. What, if anything, is wrong with this idea and what impact might an idea like that have on the ways that we try to support multilingual learners? Bill: Yeah, thanks for that. That's a great question because I think we have a common-sense and strongly held idea that math is math no matter where you are and who you are. And of course, the example that's always given is something like 2 plus 2 equals 4, no matter who you are or where you are. And that is true, I guess [in] the sense that 2 plus 2 is 4, unless you're in base 3 or something. But that is not necessarily what mathematics in its fullness is. And when we think about what mathematics broadly is, mathematics is a way of thinking and a way of reasoning and a way of using various tools to make sense of the world or to engage with those tools [in] their own right. And oftentimes, that is deeply embedded with language.  Probably the most straightforward example is anytime I ask someone to justify or explain what they're thinking in mathematics. I'm immediately bringing in language into that case. And we all know the old funny examples where a kid is asked to show their thinking and they draw a diagram of themselves with a thought bubble on a math problem. And that's a really good case where I think a teacher can say, “OK, clearly that was not what I had in mind when I said, ‘Show your thinking.'”  And instead, the demand or the request was for a student to show their reasoning or their thought process, typically in words or in a combination of words and pictures and equations. And so, there's where I see this idea that math is detached from language is something of a myth; that there's actually a lot of [language in] mathematics. And the interesting part of mathematics is often deeply entwined with language. So, that's my first response and thought about that.  And if you look at our Common Core State Standards for Mathematics, especially those standards for mathematical practice, you see all sorts of connections to communication and to language interspersed throughout those standards. So, “create viable arguments,” that's a language practice. And even “attend to precision,” which most of us tend to think of as, “round appropriately.” But when you actually read the standard itself, it's really about mathematical communication and definitions and using those definitions with precision. So again, that's an example, bringing it right back into the school mathematics domain where language and mathematics are somewhat inseparable from my perspective here. Mike: That's really helpful. So, the second idea that I often hear is, “The best way to support multilingual learners is by focusing on facts or procedures,” and that language comes later, for lack of a better way of saying it. And it seems like this is connected to that first notion, but I wanted to ask the question again: What, if anything, is wrong with this idea that a focus on facts or procedures with language coming after the fact? What impact do you suspect that that would have on the way that we support multilingual learners? Bill: So, that's a great question, too, because there's a grain of truth, right? Both of these questions have simultaneously a grain of truth and simultaneously a fundamental problem in them. So, the grain of truth—and an experience that I've heard from many folks who learned mathematics in a second language—was that they felt more competent in mathematics than they did in say, a literature class, where the only activity was engaging with texts or engaging with words because there was a connection to the numbers and to symbols that were familiar. So, on one level, I think that this idea of focusing on facts or procedures comes out of this observation that sometimes an emergent multilingual student feels most comfortable in that context, in that setting.  But then the second part of the answer goes back to this first idea that really what we're trying to teach students in school mathematics now is not simply, or only, how to apply procedures to really big numbers or to know your times tables fast. I think we have a much more ambitious goal when it comes to teaching and learning mathematics. That includes explaining, justifying, modeling, using mathematics to analyze the world and so on. And so, those practices are deeply tied with language and deeply tied with using communication. And so, if we want to develop those, well, the best way to do that is to develop them, to think about, “What are the scaffolds? What are the supports that we need to integrate into our lessons or into our designs to make that possible?”  And so, that might be the takeaway there, is that if you simply look at mathematics as calculations, then this could be true. But I think our vision of mathematics is much broader than that, and that's where I see this potential. Mike: That's really clarifying. I think the way that you unpack that is if you view mathematics as simply a set of procedures or calculations, maybe? But I would agree with you. What we want for students is actually so much more than that.  One of the things that I heard you say when we were preparing for this interview is that at the elementary level, learning mathematics is a deeply social endeavor. Tell us a little bit about what you mean by that, Bill. Bill: Sure. So, mathematics itself, maybe as a premise, is a social activity. It's created by humans as a way of engaging with the world and a way of reasoning. So, the learning of mathematics is also social in the sense that we're giving students an introduction to this way of engaging in the world. Using numbers and quantities and shapes in order to make sense of our environment.  And when I think about learning mathematics, I think that we are not simply downloading knowledge and sticking it into our heads. And in the modern day where artificial intelligence and computers can do almost every calculation that we can imagine—although your AI may do it incorrectly, just as a fair warning [laughs]—but in the modern day, the actual answer is not what we're so focused on. It's actually the process and the reasoning and the modeling and justification of those choices. And so, when I think about learning mathematics as learning to use these language tools, learning to use these ways of communication, how do we learn to communicate? We learn to communicate by engaging with other people, by engaging with the ideas and the minds and the feelings and so on of the folks around us, whether it's the teacher and the student, the student and the student, the whole class and the teacher. That's where I really see the power. And most of us who have learned, I think can attest to the fact that even when we're engaging with a text, really fundamentally we're engaging with something that was created by somebody else. So, fundamentally, even when you're sitting by yourself doing a math word problem or doing calculations, someone has given that to you and you think that that's important enough to do, right?  So, from that stance, I see all of teaching and learning mathematics is social. And maybe one of our goals in mathematics classrooms, beyond memorizing the times tables, is learning to communicate with other people, learning to be participants in this activity with other folks. Mike: One of the things that strikes me about what you were saying, Bill, is there's this kind of virtuous cycle, right? That by engaging with language and having the social aspect of it, you're actually also deepening the opportunity for students to make sense of the math. You're building the scaffolds that help kids communicate their ideas as opposed to removing or stripping out the language. That's the context in some ways that helps them filter and make sense. You could either be in a vicious cycle, which comes from removing the language, or a virtuous cycle. And it seems a little counterintuitive because I think people perceive language as the thing that is holding kids back as opposed to the thing that might actually help them move forward and make sense. Bill: Yeah. And actually that's one of the really interesting pieces that we've looked at in my research and the broader research is this question of, “What makes mathematics linguistically complex?” is a complicated question. And so sometimes we think of things like looking at the word count as a way to say, “If there are fewer words, it's less complex, and if there are more words, it's more complex.” But that's not totally true. And similarly, “If there's no context, it's easier or more accessible, and if there is a context, then it's less accessible.”  And I don't see these as binary choices. I see these as happening on a somewhat complicated terrain where we want to think about, “How do these words or these contexts add to student understanding or potentially impede [it]?” And that's where I think this social aspect of learning mathematics—as you described, it could be a virtuous cycle so that we can use language in order to engage in the process of learning language. Or, the vicious cycle is, you withhold all language and then get frustrated when students can't apply their mathematics. That's maybe the most stereotypical answer: “My kids can do this, but as soon as they get a word problem, they can't do it.” And it's like, “Well, did you give them opportunities to learn how to do this? [laughs] Or is this the first time?” Because that would explain a lot. Mike: Well, it's an interesting question, too, because I think what sits behind that in some ways is the idea that you're kind of going to reach a point, or students might reach a point, where they're “ready” for word problems.  Bill: Right. Mike: And I think what we're really saying is it's actually through engaging with word problems that you build your proficiency, your skillset that actually allows you to become a stronger mathematician. Bill: Mm-hmm. Right. Exactly. And it's a daily practice, right? It's not something that you just hold off to the end of the unit, and then you have the word problems, but it's part of the process of learning. And thinking about how you integrate and support that. That's the key question that I really wrestle with. Not trivial, but I think that's the key and the most important part of this. Mike: Well, I think that's actually a really good segue because I wanted to shift and talk about some of the concrete or productive ways that educators can support multilingual learners. And in preparing for this conversation, one of the things that I've heard you stress is this notion of a consistent context. So, can you just talk a little bit more about what you mean by that and how educators can use that when they're looking at their lessons or when they're writing lessons or looking at the curriculum that they're using? Bill: Absolutely. So, in our past work, we engaged in some cycles of design research with teachers looking at their mathematics curriculum and opportunities to engage multilingual learners in communication and reasoning in the classroom. And one of the surprising things that we found—just by looking at a couple of standard textbooks—was a surprising number of contexts were introduced that are all related to the same concept. So, the concept would be something like rate of change or ratio, and then the contexts, there would be a half dozen of them in the same section of the book. Now, this was, I should say, at a secondary level, so not quite where most of the Bridges work is happening. But I think it's an interesting lesson for us that we took away from this. Actually, at the elementary level, Kathryn Chval has made the same observation.  What we realized was that contexts are not good or bad by themselves. In fact, they can be highly supportive of student reasoning or they can get in the way. And it's how they are used and introduced. And so, the other way we thought about this was: When you introduce a context, you want to make sure that that context is one that you give sufficient time for the students to understand and to engage with; that is relatable, that everyone has access to it; not something that's just completely unrelated to students' experiences. And then you can really leverage that relatable, understandable context for multiple problems and iterations and opportunities to go deeper and deeper.  To give a concrete example of that, when we were looking at this ratio and rate of change, we went all the way back to one of the fundamental contexts that's been studied for a long time, which is motion and speed and distance and time. And that seemed like a really important topic because we know that that starts all the way back in elementary school and continues through college-level physics and beyond. So, it was a rich context. It was also something that was accessible in the sense that we could do things like act out story problems or reenact a race that's described in a story problem. And so, the students themselves had access to the context in a deep way.  And then, last, that context was one that we could come back to again and again, so we could do variations [of] that context on that story. And I think there's lots of examples of materials out there that start off with a core context and build it out. I'm thinking of some of the Bridges materials, even on the counting and the multiplication. I think there's stories of the insects and their legs and wings and counting and multiplying. And that's a really nice example of—it's accessible, you can go find insects almost anywhere you are. Kids like it. [Laughs] They enjoy thinking about insects and other icky, creepy-crawly things. And then you can take that and run with it in lots of different ways, right? Counting, multiplication, division ratio, and so on. Mike: This last bit of our conversation has me thinking about what it might look like to plan a lesson for a class or a group of multilingual learners. And I know that it's important that I think about mathematical demands as well as the language demands of a given task. Can you unpack why it's important to set math and language development learning goals for a task, or a set of tasks, and what are the opportunities that come along with that, if I'm thinking about both of those things during my planning? Bill: Yeah, that's a great question. And I want to mark the shift, right? We've gone from thinking about the demands to thinking about the goals, and where we're going to go next.  And so, when I think about integrating mathematical goals—mathematical learning goals and language learning goals—I often go back to these ideas that we call the practices, or these standards that are about how you engage in mathematics. And then I think about linking those back to the content itself. And so, there's kind of a two-piece element to that. And so, when we're setting our goals and lesson planning, at least here in the great state of California, sometimes we'll have these templates that have, “What standard are you addressing?,” [Laughs] “What language standard are you addressing?,” “What ELD standard are you addressing?,” “What SEL standard are you addressing?” And I've seen sometimes teachers approach that as a checkbox, right? Tick, tick, tick, tick, tick. But I see that as a missed opportunity—if you just look at this like you're plugging things in—because as we started with talking about how learning mathematics is deeply social and integrated with language, that we can integrate the mathematical goals and the language goals in a lesson. And I think really good materials should be suggesting that to the teacher. You shouldn't be doing this yourself every day from scratch. But I think really high-quality materials will say, “Here's the mathematical goal, and here's an associated language goal,” whether it's productive or receptive functions of language. “And here's how the language goal connects the mathematical goal.”  Now, just to get really concrete, if we're talking about an example of reasoning with ratios—so I was going back to that—then it might be generalized, the relationship between distance and time. And that the ratio of distance and time gives you this quantity called speed, and that different combinations of distance and time can lead to the same speed. And so, explain and justify and show using words, pictures, diagrams. So, that would be a language goal, but it's also very much a mathematical goal.  And I guess I see the mathematical content, the practices, and the language really braided together in these goals. And that I think is the ideal, and at least from our work, has been most powerful and productive for students. Mike: This is off script, but I'm going to ask it, and you can pass if you want to.  Bill: Mm-hmm. Mike: I wonder if you could just share a little bit about what the impact of those [kinds] of practices that you described [have been]—have you seen what that impact looks like? Either for an educator who has made the step and is doing that integration or for students who are in a classroom where an educator is purposely thinking about that level of integration? Bill: Yeah, I can talk a little bit about that. In our research, we have tried to measure the effects of some of these efforts. It is a difficult thing to measure because it's not just a simple true-false test question type of thing that you can give a multiple-choice test for.  But one of the ways that we've looked for the impact [of] these types of intentional designs is by looking at patterns of student participation in classroom discussions and seeing who is accessing the floor of the discussion and how. And then looking at other results, like giving an assessment, but deeper than looking at the outcome, the binary correct versus incorrect. Also looking at the quality of the explanation that's provided. So, how [do] you justify an answer? Does the student provide a deeper or a more mathematically complete explanation?  That is an area where I think more investigation is needed, and it's also very hard to vary systematically. So, from a research perspective—you may not want to put this into the final version [laughs]—but from a research perspective, it's very hard to fix and isolate these things because they are integrated. Mike: Yeah. Yeah. Bill: Because language and mathematics are so deeply integrated that trying to fix everything and do this—“What caused this water to taste like water? Was it the hydrogen or the oxygen?”—well, [laughs] you can't really pull those apart, right? The water molecule is hydrogen and oxygen together. Mike: I think that's a lovely analogy for what we were talking about with mathematical goals and language goals. That, I think, is really a helpful way to think about the extent to which they're intertwined with one another. Bill: Yeah, I need to give full credit to Vygotsky, I think, who said that. Mike: You're— Bill: Something. Might be Vygotsky. I'll need to check my notes. Mike: I think you're in good company if you're quoting Vygotsky.  Before we close, I'd love to just ask you a bit about resources. I say this often on the podcast. We have 20 to 25 minutes to dig deeply into an idea, and I know people who are listening often think about, “Where do I go from here?” Are there any particular resources that you would suggest for someone who wanted to continue learning about what it is to support multilingual learners in a math classroom? Bill: Sure. Happy to share that.  So, I think on the individual and collective level—so, say, a group of teachers—there's a beautiful book by Kathryn Chval and her colleagues [Teaching Math to Multilingual Learners, Grades K–8] about supporting multilingual learners and mathematics. And I really see that as a valuable resource. I've used that in reading groups with teachers and used that in book studies, and it's been very productive and powerful for us. Beyond that, of course, I think the NCTM [National Council of Teachers of Mathematics] provides a number of really useful resources. And there are articles, for example, in the [NCTM journal] Mathematics Teacher: Learning and Teaching PK– 12 that could make for a really wonderful study or opportunity to engage more deeply.  And then I would say on a broader perspective, I've worked with organizations like the English Learners Success Forum and others. We've done some case studies and little classroom studies that are accessible on my website [SDSU-ELSF Video Cases for Professional Development], so you can go to that. But there's also from that organization some really valuable insights, if you're looking at adopting new materials or evaluating things, that gives you a principled set of guidelines to follow. And I think that's really helpful for educators because we don't have to do this all on our own. This is not a “reinvent the wheel at every single site” kind of situation. And so, I always encourage people to look for those resources.  And of course, I will say that the MLC materials, the Bridges in Mathematics [curriculum], I think have been really beautifully designed with a lot of these principles right behind them. So, for example, if you look through the Teachers Guides on the Bridges in Mathematics [BES login required], those integrated math and language and practice goals are a part of the design. Mike: Well, I think that's a great place to stop. Thank you so much for joining us, Bill. This has been insightful, and it's really been a pleasure talking with you. Bill: Oh, well, thank you. I appreciate it. Mike: And that's a wrap for Season 3 of Rounding Up. I want to thank all of our guests and the MLC staff who make these podcasts possible, as well as all of our listeners for tuning in. Have a great summer, and we'll be back in September for Season 4.  This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling all individuals to discover and develop their mathematical confidence and ability. © 2025 The Math Learning Center | www.mathlearningcenter.org  

Did you know over 60% of California families speak multiple languages at home? In this episode, we sit down with Dr. Anya Hurwitz, Executive Director of SEAL, to unravel the complexities and triumphs of educational equity for multilingual learners. We explore Dr. Hurwitz's passionate dedication to redesigning education, balancing emotional support with systemic change, and empowering teachers to unlock the full potential of every child. Discover the power of language, the importance of cultural inclusion, and how to transform challenges into opportunities for collective impact. This week's episode 165 of How Women Inspire Podcast is about educational equity for multilingual learners! In this episode of How Women Inspire Podcast, Anya Hurwitz is sharing the importance of unlocking all of a child's potential and actionable steps you can take right now to build a team of mentors and supporters in our lives. Dr. Anya Hurwitz is the President and Executive Director of Sobrato Early Academic Language, a nonprofit in California that works with school districts, county offices of education, schools, preschool LEAs, teachers, families, California Department of Education, and many other education champions to advance educational outcomes of English Learners and Dual Language Learners. Dr. Anya has a longstanding commitment to creating the conditions for public schools to meet the diverse needs of their students' academic and socio-emotional development. She has worked as a teacher, school leader, district administrator, and within the educational nonprofit sector.Some of the talking points Julie and Anya go over in this episode include:SEAL's mission to help multilingual learners in California and beyond learn, thrive, and lead.Several barriers to multilingual education, including the historical context of language policies and the lack of bilingual teachers.The balance between fear and courage in leadership roles.The power of relationships across different ages and the importance of learning from younger people.Thank you for listening! If you enjoyed this episode, take a screenshot of the episode to post in your stories and tag me!  And don't forget to follow, rate, and review the podcast and tell me your key takeaways!Learn more about How Women Inspire at https://www.howwomenlead.com/podcast CONNECT WITH ANYA HURWITZ:LinkedInX (formerly Twitter)SEAL websiteCONNECT WITH JULIE CASTRO ABRAMS:LinkedIn - JulieHow Women LeadHow Women InvestHow Women GiveInstagram - HWLLinkedIn - HWLFacebook - HWL

In this episode of the English With Grace podcast, host Grace invites board-certified speech-language pathologist Lenora Edwards to discuss her experiences and insights into language development and speech therapy. Lenora explains the difference between accents and speech issues, offers practical exercises for English learners to improve pronunciation and boost confidence, and highlights the importance of cultural competency. They also explore how children's ability to learn languages differs from adults and share tips on overcoming shyness and building confidence in language learning. The episode wraps up with Lenora's favorite motivational quote and details on how listeners can access Better Speech's services.00:00 Introduction to English with Grace00:46 Meet Lenora Edwards: Speech Language Pathologist01:43 Understanding Accents vs. Speech Issues03:55 Language Development in Children and Adults05:54 Practical Tips for Improving English Speaking Skills11:29 Building Confidence in Language Learning19:41 The Importance of Playfulness in Learning23:18 Final Thoughts and Inspirational QuoteFind more information about Better Speech here https://www.betterspeech.com/

Ever freeze mid-sentence? Forget a word you just learned? Or feel like your voice disappears the moment someone asks you a question in English? You're not alone—and you're not doomed!

In this special episode of Science of Reading: The Podcast, Susan Lambert is joined by Claude Goldenberg, Ph.D., professor of education at Stanford University, to answer questions from our listener mailbag. Together they address a wide range of topics facing today's educators, such as what to do when your school implements conflicting materials, how to support students that are two or three grades levels behind, best practices for teaching multilingual learners, and more!Show notes: Connect with Claude Goldenberg:Substack: https://claudegoldenberg.substack.com/ ResourcesLiteracy Foundations for English Learners, A Comprehensive Guide to Evidence-Based Instruction by Elsa Cárdenas-Hagan, Ed.D.Join our community Facebook Group: www.facebook.com/groups/scienceofreadingConnect with Susan Lambert: www.linkedin.com/in/susan-lambert-b1512761/Have a burning question? Submit at amplify.com/sormailbagQuotes:“Incrementalism is just not going to serve our purpose unless you want to keep things as they are. And I hate to say this, Susan…some people wouldn't mind leaving things as they are. And we can't do that, and we can't do it incrementally. We've got to really move, like last year.” —Claude Goldenberg“You've got to understand how [two programs] fit together and what the purpose is. Giving teachers materials that are literally incoherent and don't fit with each other is not the answer.” —Claude Goldenberg“We need to have a system ... using the best knowledge that we have systematically throughout the state, throughout the country, with systems that pick up kids who are at risk and don't let them fail.” —Claude GoldenbergEpisode timestamps*02:00 The latest from Claude Goldenberg 04:00 Literacy and the urgency of now7:00 Question 1: What about the pendulum swing?15:00 Question 2: What to do when your school implements conflicting materials?21:00 Question 3: Why are running records and leveled texts discouraged?22:00 Decoding v.s. Word recognition29:00 Question 4: How do we support kids that are two or three grade levels behind?30:00 Dyslexia and the importance of universal screening35:00 Question 5: How would you increase reading proficiency in a school in which nearly every student is a multilingual learner?45:00 Question 6: How do you apply the science of reading to an ELL student in middle school that doesn't yet know the language?48:00 Question 7: Is it best practice for bilingual students who are being taught to decode and encode in English and Spanish to be screened in English and Spanish?*Timestamps are approximate, rounded to nearest minute

Communication isn't about perfect word choice, it's about connecting with others.For native speakers and language learners alike, communicating comes with all kinds of challenges. But no matter how much we stumble over our words, Lindsay McMahon says communication isn't about perfection — it's about connection.The CEO and founder of All Ears English and host of the All Ears English podcast, McMahon is on a mission to help non-native English speakers around the world hone their ability to communicate and connect. Whether you're forming your first sentences in a new language or giving a presentation in the language you've spoken your whole life, “It's about human connection,” she says. “What really matters is are we connecting to our audience… the human being[s] in front of us?”In this episode of Think Fast, Talk Smart, McMahon joins host Matt Abrahams to explore strategies for improving our communication — not by finding the right words, but by finding the right mindset. From active listening and cultural awareness to quieting nerves and building confidence, McMahon's practical approaches help communicators connect more authentically in any language or context.Episode Reference Links:Lindsay McMahon All Ears English Ep.8 Don't Get Lost in Translation: How Non-Native Speakers Can Communicate With Confidence Connect:Premium Signup >>>> Think Fast Talk Smart PremiumEmail Questions & Feedback >>> hello@fastersmarter.ioEpisode Transcripts >>> Think Fast Talk Smart WebsiteNewsletter Signup + English Language Learning >>> FasterSmarter.ioThink Fast Talk Smart >>> LinkedIn, Instagram, YouTubeMatt Abrahams >>> LinkedInChapters:(00:00) - Introduction (01:44) - Common Challenges for English Learners (03:09) - Overcoming the Confidence Catch-22 (05:00) - Communication Lessons from CEOs (05:48) - The Art of Listening (07:35) - Idioms and Hidden Meanings (08:53) - Context Shapes Communication (10:40) - Cultural Analogies and Miscommunication (11:46) - Entering a New Role or Culture (14:05) - Immersive Language Learning (17:20) - The Final Three Questions (21:39) - Conclusion *****Stay Informed on Stanford's world changing research by signing up for the Stanford ReportJoin our upcoming 200th episode live event April 14 & 15Become a Faster Smarter Supporter by joining TFTS Premium.    

Valentina Gonzalez, a passionate advocate for multilingual learners, joins Highest Aspirations to discuss her collaborative work on Welcome to Teaching Multilingual Learners and her solo project, Equitable Instruction for English Learners in the Content Area. With a focus on bridging content and language instruction, Valentina shares her experience working alongside renowned educators Drs. Fisher and Frey, highlighting the transformative power of co-authorship and her unique visual approach. This episode dives into the practical strategies and the foundational "why" behind her books, offering educators the tools to create more inclusive and equitable classrooms.Valentina explores key principles in her work, emphasizing culturally inclusive pedagogy, oracy development, and essential skills instruction. She underscores the importance of understanding and valuing the diverse backgrounds of students, going beyond surface-level vocabulary to address the deeper linguistic needs of multilingual learners. Through her insights, listeners discover how to foster collaborative learning environments and implement strategies that support both language acquisition and meaningful content engagement. This episode is an invaluable resource for educators seeking to transform their practices and create a welcoming classroom for all students.Key questions we address:How can educators apply the "Golden Circle" theory to design instruction that aligns with their core values and meaningfully supports multilingual learners?What are some practical strategies that content area teachers can use to create inclusive learning environments that address the linguistic and cultural needs of multilingual learners?In what ways can collaborative learning and book studies, such as co-authoring and book clubs, enhance professional development and improve teaching practices for educators working with multilingual learners?For additional episode and community resources:Download the transcript here.Valentina's book with Douglas Fisher and Nancy Frey Welcome to Teaching Multilingual Learners!Valentina's second book mentioned Equitable Instruction for English Learners in the Content AreasSimon Sinek's book Start with WhySimon Sinek's TEDTalkFor additional free resources geared toward supporting English learners, ⁠visit our blog Valentina Gonzalez is known for her passionate advocacy and dedication to multilingual learners. As a sought-after speaker and keynote presenter, she travels nationwide to inspire educators with the message that bilingualism is a gift. Valentina has remained steadfast in her commitment to promoting literacy, celebrating cultural diversity, and nurturing language development. Her mission to ensure high-quality education for multilingual learners is deeply personal, fueled by her own experiences as an immigrant and English learner.

How can we create math classrooms where English learners (ELs) don't just survive—but thrive? In this episode, I sit down with Adrian Mendoza, author of Teaching Math to English Learners, to explore strategies that make math more accessible and meaningful for multilingual learners. We unpack the unique challenges ELLs face in math classrooms, from language barriers to cultural differences in mathematical understanding. Adrian shares practical approaches that help ELLs engage deeply with math concepts, develop mathematical language, and build confidence as problem-solvers.If you've ever wondered how to shift your instruction to better support ELLs—or if you're looking for actionable strategies to make math more inclusive—this conversation is a must-listen!Connect with Adrian @adrianmendozaedLearn more and buy Teaching Math to English Learners https://seidlitzeducation.com/our-team/adrian-mendoza/

If you are an English learner, be careful about linking vowels to consonants!*Wednesdays, 11AM-12:15PM New York, we hold a weekly small group class, practicing using a text to practice all aspects of pronunciation.And you're invited!If you're interested in American English, sounding natural, and finding ways to express yourself like native speakers, this is the weekly class for YOU!You'll practice saying phrases, get feedback to learn which sounds/parts of pronunciation to target, and hear native and nonnative examples to know what to do/what to avoidAnd if that interests you, register here: https://app.acuityscheduling.com/schedule.php?owner=21550696&appointmentType=736978675 seats maximum every Wednesday. Sections of class may be posted to socials.See an example of what it is like here: https://youtu.be/9Neg_uHJYmw*Welcome to Wake Up American, where Monday through Friday, we spend a couple minutes on a challenging aspect of American English pronunciation and walk through examples to help you achieve a more natural sound the next time you speak in American English at work, at home, or out and about town.See all the episodes: https://www.youtube.com/watch?v=PA83m7lXmjQ&list=PLlZ0dlSbrSXhtU6hvocUB69VuvfWZkgZu❗❗❗❗❗❗JOIN our channel to get access to our Pronunciation Group on Telegram, where you receive feedback and suggestions for YOUR pronunciation every day. See what it is like here: https://youtu.be/FDwPuwstUEoWho am I? My name is Geoff Anderson. I got my MA in Teaching English as a Second Language in 2012, and have been teaching since 2010. I've studied Italian to around level C1-C2. I was also an IELTS examiner for the speaking/writing tests for 3 years.Want to know what classes with me are like? Check out our Mission: English program, where we do livestreams that YOU can join Monday through Friday! It'd be great to do pronunciation exercises with you, answer your American English accent questions, and improve together in our supportive community; see what a Mission: English class is like here: https://www.youtube.com/playlist?list=PLlZ0dlSbrSXhxuga9nOujvx6FL9LU22h7Support the show

An encore episode from season 9 of Highest Aspirations, where we discuss how schools are accommodating English learners with disabilities and the impacts that EL and disability status have on reclassification or exiting with Dr. Sara Kangas. Key questions we address: What impacts have we seen on recent policy changes to reclassification or exiting of ELs with disabilities? How can schools prioritize collaboration and improve their current processes for determining reclassification for SPED ELs? What strategies can we use to ensure that these students are integrated into general education classrooms without compromising on learning in a supportive, language rich environment? For additional episode and community resources: Dual Language Development and Disorders book recommended by Dr. Kangas National Center for Systemic Improvement - Thought Leader Series Visit Dr. Sara Kangas' website to learn more about her work For additional free resources geared toward supporting English learners, ⁠visit our blog  Dr. Sara Kangas is an associate professor in the College of Education at Lehigh University. She is an applied linguist whose research focuses on the school-age population of multilingual learners (MLs) with disabilities. Using ethnography and interpretive policy analysis, Dr. Kangas investigates opportunity to learn for MLs with disabilities, with particular attention to the ways in which education policies, school structures, and ideologies affect their everyday learning experiences. Dr. Kangas has published in top-tier journals such as the American Educational Research Journal, Teaching and Teacher Education, and TESOL Quarterly, among others. Her scholarship has received the James E. Alatis Prize (2018), TESOL Award for Distinguished Research (2015), and the Wilga Rivers Memorial Graduate Student Award (2015). Dr. Kangas earned her Ph.D. in Education with a concentration in applied linguistics at Temple University.

In this lesson, I will teach you 30 of the most confusing phrasal verbs for English learners to master.  Visit https://englishwithkayla.com/ to upgrade your English conversations with my new six-week conversation course //JOIN MY EMAIL LIST https://englishvocabularyhelp.com/join-my-email-community/ //ENGLISH READING RECOMMENDATIONS (beginner, intermediate, advanced) ✨ https://amzn.to/3H6fZ97  //THE ENGLISH VOCABULARY HELP PODCAST ✨  Spotify https://open.spotify.com/show/7was2eefHcQbJQVsV199Gs  ✨ Anchor https://anchor.fm/english-with-kayla  //MY WEBSITE ✨ https://englishwithkayla.com/ //COME SAY HI! ✨  @Englishwithkayla https://www.instagram.com/englishwithkayla/ //CONTACT: ✨ For business inquiries: EMAIL: ENGLISHWITHKAYLA@GMAIL.COM Subscribe to my channel! __________________________ Subscribe to English with Kayla to learn English with Teacher Kayla from the United States. Learn about different English conversation topics each week, and learn many new natural English phrases. Study the American accent, vocabulary, idioms, and phrasal verbs with Kayla. English with Kayla will help you expand your English vocabulary and feel confident to speak in English conversation. I teach English that you will find native English speakers using in their daily vocabulary, not English from a textbook. Subscribe for New Natural English-speaking lessons every week and visit Englishwithkayla.com for more lessons. DISCLAIMER: Links included in this description might be affiliate links. If you purchase a product or service with the links that I provide I may receive a small commission. There is no additional charge to you! Thank you for supporting my channel so I can continue to provide you with free content each week!

Join educational leaders from Kennett Consolidated School District—Heather Collins, Jennifer Miller, and Brenna Austin—as they share their ongoing journey to achieve literacy proficiency for English Learners. Discover how they're driving meaningful change through a continuous improvement model and innovative curriculum updates. Hear firsthand how they use sustained professional development to empower teachers, inspire growth, and support every learner. This episode is packed with insights on building a lasting impact—don't miss it! Learn more at TeachersTalkShop.com.

The testing season is upon us. I wanted to talk about a topic that every teacher working with English learners faces each year, preparing your English learners for state testing and language proficiency tests like ACCESS, TELPAS, and others. These tests play a crucial role in measuring student progress and shaping future instruction. However, preparing for them doesn't have to be overwhelming or tedious. Many students dislike taking the tests and sometimes even dread them. So in the next two episodes, we'll explore practical tips for practicing each language domain. Listening, speaking, reading, and writing with actionable strategies you can implement into your classroom right away. I will share practice examples for students at all grade levels. Today, let's focus on communication. How to practice listening and speaking to get your students ready and to make them feel more confident. Show Notes:Episode 138: Preparing Your English Learners for State and Language Proficiency Tests. Part 1 - Listening and Speaking PracticeSimply Ieva Offers:Season 1 Mastering the Art of Teaching EL Newcomers on The ESL Teaching Podcast PLUS - is LIVE! We are accepting new members until January 27, 2025 - check it out and join usFree resources - sign up and keep in touch:Accommodate and Modify Your Lessons for ELs with Less than 1 Hour of Planning a Week - classroom teacher and admin checklist ESL Newcomer Teaching ChecklistSave time and build confidence in your EL teaching with these resources:EMBARK™ Newcomer CurriculumThe ESL Teaching Roadmap – EL curriculum and coaching membership for middle and high school ESL/ELL teachers.Essential Lesson Plan BundleDigital Masterclass Library “Light the Way to EL Teaching Success”My TpT storeRecord a comment for us - click HERE. We can't wait to hear from you!Related episodes and articles: Episode 50 – Fun and Effective Test Prep Strategies with Laura KebartVOA Learning English - listening practiceLet's connect!Follow me on InstagramFollow me on LinkedInWhat if we reimagined professional development for teachers? The ESL Teaching Podcast PLUS is coming in January and it will revolutionize how you learn and teach English learners—on your time, with strategies you can use tomorrow and a community of educators just like you! And season 1 is about Mastering the Art of Teaching EL Newcomers ! Join the waitlist and be the first to know when the first season goes live and how to get access to it!Support the show

This book is written for teachers with intellectual agility, compassionate hearts, and creative minds — those who want to support their students and appreciate specific strategies. This essential guide is compact, research-based, and includes the most basic supports. It's accessible with ideas that can be implemented in a teacher's established or current structure. This book will provide secondary teachers with essential tools to support Multilingual Learners (MLs) in your classes. After reading this book, teachers will have two main takeaways: one, you'll realize that your classroom is enhanced when you are fortunate enough to have Multilingual Learners in it; two, you'll have the tools to support MLs or English Learners or ESL learners in your classroom and see their growth without compromising the learning of primarily English speakers. https://amzn.to/4gR8Ond

English learners with special needs often face significant barriers to accessing appropriate support in schools, and accurate identification is critical to their success. Steve Gill, a seasoned educator, school psychologist, and consultant with over 15 years of experience, joins Highest Aspirations to discuss the Critical Data Process—a framework designed to guide teams in evaluating and supporting dually identified students. Drawing from his extensive work with thousands of educators and school districts across the U.S., Gill shares his journey from recognizing the gaps in his own training to developing a system that prioritizes context, collaboration, and equity. In this episode, Steve Gill delves into the complexities of identifying special education needs among English learners and the importance of viewing students through an asset-based lens. He highlights the value of building diverse evaluation teams, leveraging localized data, and fostering high expectations for all students. Whether you're an educator, school psychologist, or administrator, this conversation offers practical strategies for refining assessment practices, addressing systemic challenges, and ensuring that every student receives the support they need to thrive. Key questions we address: How can educators effectively use the Critical Data Process to differentiate between language acquisition challenges and potential disabilities in English learners? What role do expectations, context, and collaboration play in creating equitable evaluations and interventions for dually identified students? How can schools and districts adapt their systems to better support language learners and ensure accurate identification of their needs? For additional episode and community resources: Download the transcript here. Visit Steve Gill's website. Steve Gill's book on language acquisition. Steve Gill's book Let's Talk. For additional free resources geared toward supporting English learners, ⁠visit our blog. To expand your connection within the Ellevation community by join our ⁠Ellevation Educator Facebook Group. Steve Gill is an experienced educator, school psychologist, and consultant who has dedicated his career to improving outcomes for English learners and students with special needs. With over 15 years of consulting experience, Steve has trained more than 23,000 educators across the U.S. and worked with professionals in 14 countries. His extensive career includes roles in gifted education, counseling, coaching, and developing innovative frameworks like the Critical Data Process—a tool designed to guide equitable evaluations for dually identified students. Steve is also a prolific author, having co-authored 10 books, which reflect his passion for education, creativity, and practical solutions. Through his work, Steve continues to empower educators with strategies that foster equity, leverage data, and focus on the strengths of every student.

I help new teachers become the teachers they've always wanted to be, and make the impact they've always wanted to make. Classroom Cell Phone Bans: Help or Hindrance? In this episode of 'New Teacher, Big Impact,' host Daryl Williams Jr. explores the controversial topic of banning cell phones in classrooms across the nation. The discussion delves into the unequal impact of screen time, the potential benefits of using cell phones as educational tools, and strategies for supporting English language learners. Daryl also shares advice specifically for male educators on how to protect themselves in their professional interactions. Tune in for practical tips, insightful discussions, and much more!

Join us as we sit down with Nate Hansford, educator and author, to talk about English learners and what we know from meta-analysis research and the Science of Reading. Nate shares valuable insights on important topics including supporting English learners in upper grades, enhancing motivation, providing effective feedback, and leveraging technology. Tune in to discover evidence-based techniques that you can implement in your classroom tomorrow. Learn more at TeachersTalkShop.com

Listen with FREE Interactive Transcript only on the RealLife App. In this episode, I sit down with my co-host to ask him all about his unforgettable journey as a work-and-travel exchange student in the U.S. Hear all about his time working at a ski resort, the culture shocks he faced, the life lessons he gained, and how watching TV shows at home helped him get comfortable with English before the trip. It's a fun and inspiring look at what it's like to work abroad and embrace a whole new world of experiences!   By the end of this episode, you will: Learn about a program Izzy used to find a job in the US Learn great vocabulary related to ski resorts, like "Chairlift", "Snow tubing" and "Terrain park" Have fun with the hilarious stories Izzy shared from the times he worked at the guest service at Seattle ski resort.  Plus: Expand your vocabulary with a ton of practical expressions. Find out about some culture shocks of a Brazilian living in the US Celebrate the achievements of our Learner of the Week.   Show notes here. .......... Follow us on: RealLife English (YouTube) Learn English with TV Series (YouTube)

✔️ FREE Pronunciation Power Mini-Course: https://espressoenglish.lpages.co/free-pronunciation-challenge/ ⭐ American English Pronunciation Course: https://courses.espressoenglish.net/american-english-pronunciation-course-and-shadowing-with-shayna/ These are the top 10 pronunciation problems I've seen in students learning English. Do you have any of them? Today we're going to practice together to help you improve your accent. And if you want to get even better pronunciation in the next 5 days, come join my free Pronunciation Power Mini-Course - just click here and I'll send you 5 days of pronunciation practice to help you get better FAST. OK, get ready to listen and repeat so you can fix these pronunciation difficulties. SPECIAL OFFERS: ✔️ $1 English Grammar E-Books (93% off) - https://bit.ly/1dollargrammarebooks  ⭐⭐⭐⭐⭐ Espresso English Academy: 60% discount! - https://bit.ly/EEacademy 

Listen with FREE Interactive Transcript only on the RealLife App. In this episode, we dive into the challenges of adult friendships, why they're so tricky, and practical ways to build genuine connections. Perfect for English learners, you'll pick up real-life language skills while discovering tips to grow your social circle. Ready to make some meaningful connections? Hit play and join us! Show notes here. .......... Follow us on: RealLife English (YouTube) Learn English with TV Series (YouTube)

In today's episode, Wright Cox, Collierville Board Chairman; Leigh Anne Rainey, Chief Academic Officer; and Jana Church, Intervention and Special Populations Supervisor, discuss their English Learners program and how they are using this program to empower students from diverse backgrounds to overcome language barriers and succeed academically. Listen today to hear insights on how they have structured this program as well as the resources they have adopted to support these students. Whether you are a board member, educator, parent, or community member, this episode offers a comprehensive look at the impact and future of English Learner programs across Tennessee.

Check out our pronunciation textbook, available in  print, ebook, and audiobook: www.fluentamerican.comOne of the biggest differences between how American English native speakers and language learners sound has to do with vowel sounds...even those that exist across languagesThe reality: we often struggle to feel natural adding the elements we need to use in our pronunciation, especially when it comes to what we do with our mouth. Specifically, we cannot often apply our first language's  system onto a second language.Welcome to Wake Up American, where Monday through Friday, we spend a couple minutes on a challenging aspect of American English pronunciation and walk through examples to help you achieve a more natural sound the next time you speak in American English at work, at home, or out and about town.Support the show

In today's episode, you will learn 9 things that you must stop saying if you want to speak English fluently. After this lesson, you will have more confidence in your ability to speak English fluently.If you want to sign up for the free English email newsletter, go to https://speakenglishwithtiffani.com/newsletter

Whether you teach young English learners or teenagers and even adults, teaching in language involves teaching the grammar of that language. At the same time, it raises many questions for us. What is grammar exactly? Do we need to teach grammar explicitly when working with English learners in English speaking settings? Or do we let the students absorb it through content? If we do teach explicitly, do we have them practice with worksheets or are there any other ways that would make it stick better? How can I teach if I myself am not comfortable with grammar rules and haven't learned them that well? What if I don't know anything about it? Do I still have to teach it? These are just a few questions I have heard regarding teaching grammar. So I decided to record a couple of episodes that will help put you at ease whether you work with younger English learners and teenagers or adults. And today's episode is all about how to teach grammar to younger learners, kids in elementary grades. So let's talk about strategies that will help you teach grammar to them.Show Notes:Episode 124 - How to Teach Grammar to Younger English LearnersSimply Ieva Offers:Today's episode:The ESL Teaching Roadmap – EL curriculum and coaching membership for middle and high school ESL/ELL teachers. Back-to-school sale - join for 20%off!Free resources - sign up and keep in touch:Accommodate and Modify Your Lessons for ELs with Less than 1 Hour of Planning a Week - classroom teacher and admin checklist Free Audio Training - 3 Mindset Shifts for Instilling and Living Out a Belief that All Teachers are Teachers of Language.ESL Newcomer Teaching ChecklistSave time and build confidence in your EL teaching with these resources:Book a $0 Consult Call - Lead ELs to Progress without OverwhelmEMBARK™ Newcomer CurriculumEssential Lesson Plan BundleMy TpT storeRecord a comment for us - click HERE. We can't wait to hear from you!Related episodes and articles: Episode 15 - How to teach grammar to English learners (the grammar teaching sequence)Let's connect!Follow me on InstagramFollow me on LinkedInJoin the Simply Ieva Facebook GroupThe ESL Teaching Roadmap is your one-stop shop not only for ESL curriculum materials, but most importantly, for personalized teacher support that you will not get anywhere else. If you are ready to say “yes” to more aligned EL teaching, go to www.simplyieva.com/roadmap and join us!Support the Show.

In this episode, Alec Johnson and Nina Flores join Mary and Alicia to discuss Multi-tiered Systems of Supports for English Learners.

Listen with FREE Interactive Transcript only on the RealLife App. Want to know why learning English is life-changing? Tune in as we explore the power of language to connect us globally. Discover how English can help you become a global citizen and experience the "Overview Effect." Let's dive in!   Show notes here. .......... Follow us on: RealLife English (YouTube) Learn English with TV Series (YouTube)

Tired of boring English listening https://adeptenglish.com/english/listening/ practice lessons? Get ready for a laugh-out-loud journey to fluency! Discover how the "Habits of Highly Miserable People" can improve your English skills. This isn't your grandma's language class – it's a witty roller-coaster that'll speed up your vocabulary and comprehension. Struggling with understanding spoken English? Watch our sales video at Adept English https://adeptenglish.com/language-courses/course-one-activate-your-listening/ and discover how our course makes listening practice simple and enjoyable. You'll learn:

Talking about the story of Lord Lucan, the British aristocrat who disappeared in 1974 after the murder of his nanny and attempted murder of his wife. Lord Lucan is an infamous name in Britain, and the story of his disappearance is a compelling glimpse into a life of privilege, high-stakes gambling, and unresolved mystery. I am joined by Alastair Budge, who covered this story for one of his podcast episodes, and we discuss it in detail.

Misty Her first entered Fresno Unified as a first grader, learning English as a second language. Her family was among hundreds of thousands of Hmong refugees who came to the U.S. after the Vietnam War. She's dedicated her career to giving back to the district where she grew up, starting as a bilingual instructional aide, then a teacher, principal, and deputy superintendent. In May, the school board appointed her as the new interim superintendent of Fresno Unified. She is the first woman to lead the district since its inception in 1873, and the first Hmong person, in a district where 10% of English learners speak Hmong at home. What challenges does Her face in leading the third-largest school district in California? Why does her appointment as interim superintendent matter? Guests: Bob Nelson, Outgoing superintendent, Fresno Unified School District Misty Her, Interim superintendent, Fresno Unified School District Lasherica Thornton, Reporter, EdSource Read more from EdSource: Fresno's first female leader vows to address the needs of each student From Fresno Unified to Fresno State: Bob Nelson finds another way to serve Politics, threats, agendas have permeated search for Fresno Unified superintendent, many say Community outrage leads to changes in Fresno Unified superintendent search Education Beat is a weekly podcast hosted by EdSource's Zaidee Stavely and produced by Coby McDonald.

Listen with FREE Interactive Transcript only on the RealLife App. This episode tackles the fear of making mistakes that holds many English learners back from speaking. We'll shift your focus from achieving perfection to building connections. Join us as we explore the power of a positive mindset and practical tips to help you speak English confidently, even with stumbles along the way. Remember, it's about communication, not flawless grammar!   Show notes here. .......... Follow us on: RealLife English (YouTube) Learn English with TV Series (YouTube) Instagram: reallife.english

Do you use AI in your English Learning Journey?

Listen with FREE Interactive Transcript only on the RealLife App.   June is Pride Month! And so in today's episode, we explore topics of LGBTQ+ identity, the courage you need to be yourself. In this conversation, Ethan shares his journey of coming out, reflecting on the challenges and acceptance he faced, highlighting the importance of authenticity and finding support in our communities. This episode is perfect for English learners seeking engaging content and deeper cultural understanding!   Show notes here. .......... Follow us on: RealLife English (YouTube) Learn English with TV Series (YouTube) Instagram: reallife.english

Westerville Education Association member Pablo Chignolli believes everyone has a story to tell. His story is shaped by his experiences after immigrating to the United States from Peru as a young adult. The hardship and discrimination he faced then led him on a journey to foster cultural awareness and inclusivity. Now, as a Spanish teacher at Westerville Central High School, he has teamed up with another teacher to help immigrant students in their school tell their own stories and find their own voices. Mr. Chignolli discusses their new book of memoirs powerful conversation with Ohio Schools editor Julie Newhall. We also dive into plans for the 2nd annual Summer Celebration of Diverse Readers, which is offering East Cleveland students the chance to learn from the voices of diverse characters and diverse authors at a huge book giveaway event in early June. GET THE BOOK | Click here to find "THE ONES AMONG US: Memoirs of Culturally Diverse High School Students in America" on Amazon. SEE THE ART | Following the release of "THE ONES AMONG US," Otterbein University art students and Westerville Central High School photography students created portraits of the twenty students who share their stories in the book. The Ohio Department of Natural Resources and the Ohio Arts Council are hosting an interactive gallery display featuring those portraits at the Deer Creek State Park Lodge through July 1, 2024. Click here for more information about the art exhibit.READ THE STORY IN OHIO SCHOOLS | Pablo Chignolli's story will be featured in the June/July issue of OEA's magazine. You can read the digital edition here. JOIN OEA AT THIS YEAR'S SUMMER CELEBRATION OF DIVERSE READERS | June 1, 2024, from noon - 3 p.m. at the Chambers Community Empowerment Center (14305 Shaw Avenue, East Cleveland, OH 44112). All are welcome for this huge community event featuring free diverse books, free food, free family activities, and community resources. FULL DETAILS: www.ohea.org/diversereadersFeatured Education Matters guest: Pablo Chignolli, Westerville Education Association memberA Spanish teacher in Westerville City Schools, Pablo Chignolli immigrated to the United States from Lima, Peru, in 2003. His arrival in the United States marked the beginning of a journey full of linguistic and cultural challenges. Mr. Chignolli navigated those hardships and issues with discrimination as he pursued a bachelor's degree in Latin American Cultural Studies, with a minor in Andean and Amazonian studies from The Ohio State University. He then went on to earn a master's degree in World Language Education. Upon graduating from that program, Chignolli became a teacher in Reynoldsburg City Schools before moving to a job in Westerville City Schools a few years later. Mr. Chignolli collaborated with fellow Westerville Education Association member Deb Jones, who teaches English Learners, to spearhead the creation of the "The Ones Among Us: Memoirs of Culturally Diverse High School Students," which was published in 2024. About us:The Ohio Education Association represents about 120,000 teachers, faculty members and support professionals who work in Ohio's schools, colleges, and universities to help improve public education and the lives of Ohio's children. OEA members provide professional services to benefit students, schools, and the public in virtually every position needed to run Ohio's schools.Public Education Matters host Katie Olmsted serves as Media Relations Consultant for the Ohio Education Association. She joined OEA in May 2020, after a ten-year career as an Emmy Award winning television reporter, anchor, and producer. Katie comes from a family of educators and is passionate about telling educators' stories and advocating for Ohio's students. She lives in Central Ohio with her husband and two young children. Katie often jokes that her children are walking petri dishes because they are always bringing one kind of 'bug' or another home from preschool and daycare. As you can hear in this episode, Katie was battling yet another one of those illnesses while recording the interviews for this episode. Katie believes she has a good chance of developing an unstoppable immune system by the time her kids are both in elementary school. This episode was recorded on May 15 and May 28, 2024.

We would love to hear from you! Send us a message (if you'd like a reply, email us at literacypodcast@greatminds.org)We discuss various models for teaching English learners to read  with Magdalena Zavalia, CEO of the PAF Reading Program. We explore different types of models, including monolingual programs, transitional bilingual education, and dual language immersion. Magdalena emphasizes the importance of understanding students' needs and goals when implementing a dual language program. She also discusses the challenges and considerations for teachers and principals, including resources, professional development, curriculum, and scheduling. Magdalena highlights the benefits of dual language instruction for both native English speakers and English learners. Resources Literacy Foundations for English Learners by Elsa Cardenas-HaganEpisode 119: How Reading Science Works for English Learners with Elsa Cardenas-HaganEpisode 152: Science of Reading for All Learners: Multilingual Learners with Claude GoldenbergMultitiered System of Supports for English LearnersColorin Colorado! A bilingual site for educators and families of English language learnersIntelexia - Spanish Reading ProgramPAF Reading Program - English Reading ProgramWe wrote a book! The Literacy 50-A Q&A Handbook for Teachers: Real-World Answers to Questions About Reading That Keep You Up at Night Facebook and join our Facebook Group Twitter Instagram Don't miss an episode! Sign up for FREE bonus resources and episode alerts at LiteracyPodcast.com Helping teachers learn about science of reading, knowledge building, and high quality curriculum.

Today, the News Cycle focuses on the administration at DJUSD which supports English learners. We sat down with Maria Luquin, Director of Multilingual Education and Categorical Programs, to talk about the different resources and requirements for students who are English learners. Then, Ellie Blosch reports on the interpretation services provided by the Language Justice Group, and Alessandra Trask gets to know the multilingual tutors who interpret for Davis High students in their classes. Hosted by Maya Malinowski. Produced by Boyeon Choi. Music by Daniel Ruiz-Jiminez. Packages by Ellie Blosch, Alessandra Trask, and Noah Meyer.

Send us a Text Message.From August 5, 2022Dr. Elsa Cardenas-Hagan joins the podcast to share that reading science works for English Learners. What does it mean to use evidence-based instruction to teach English Learners? Dr. Cardenas-Hagan asserts that every language has its own history, its own culture, its own use. Language supports literacy, and literacy support language. With this cyclical understanding, she explains how to use effective strategies for ALL learners. We wrote a book! The Literacy 50-A Q&A Handbook for Teachers: Real-World Answers to Questions About Reading That Keep You Up at Night Facebook and join our Facebook Group Twitter Instagram Don't miss an episode! Sign up for FREE bonus resources and episode alerts at LiteracyPodcast.com Helping teachers learn about science of reading, knowledge building, and high quality curriculum.

We made it to the last episode of Season 12 - and I couldn't be happier with our guest and the topics we covered. Dr. Sonia Soltero has been a contributor and collaborator in our community since the very beginning. She is currently working with Chicago Public Schools to help support newcomers, so we are excited to bring her on again to share the experience with others. We cover a lot of ground in our conversation, focusing on… Why educators need additional support and training to address the SEL needs of their newcomer and migrant students A framework educators can follow to ensure they are addressing the variety of students' needs in their instruction? How we can leverage partnerships with universities and colleges to better prepare educators to work with multilingual learners …and much more Dr. Soltero is Professor and Chair of the Department of Leadership, Language, and Curriculum, and former Director of the Bilingual-Bicultural Education Graduate Program at DePaul University in Chicago. Soltero has numerous publications on bilingual education, English Learners, and Latino Education having been involved with dual/bilingual education for more than thirty years as a dual language teacher, university professor, professional developer, and researcher. Soltero has an extensive background in design and implementation of dual language and bilingual programs and has worked with school districts as well as bilingual universities across the US. --- Send in a voice message: https://podcasters.spotify.com/pod/show/highest-aspirations/message

Science of Reading: The Podcast is launching a special mini-series dedicated to multilingual/English learners (ML/ELs)! Host Susan Lambert will chat with leading researchers and practitioners about how the Science of Reading supports ML/ELs and why this is so important. Through exploration of the key research and enlightening discussions, Susan and guests will discuss the optimal use of the Science of Reading to enhance students' classroom experiences and overall learning journeys. Listen to this trailer for a sneak peek and be sure to subscribe now so you don't miss this exclusive mini-series—the first episode is out April 30!

Struggling to navigate effective collaboration with your teaching team while supporting the success of your English language learners?Unlock the secrets to successful co-teaching in this episode of Equipping ELLs! Host Beth Vaucher delves into the essential foundations of collaboration, drawing from the expertise found in the book Collaboration and Co-Teaching: Strategies for English Learners by Andrea Honigsfeld and Maria G. Dove. Tune in as Beth shares practical dos and don'ts of collaboration, tailored for teachers of English language learners. From establishing clear communication to pre-planning lessons and navigating challenges, this episode offers actionable insights to enhance your co-teaching journey. Tune in to learn how to empower your collaboration and elevate your ELL students' learning experience!Resources: ⁠⁠⁠Join the Equipping ELLs MembershipShop our TpT StoreCollaboration and Co-Teaching: Strategies for English Learners by Andrea Honigsfeld and Maria G. Dove

Listen with FREE Digital Transcript only on the ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠RealLife App⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠. In this episode, we reminisce about our childhoods devoid of smartphones and delve into the advantages and disadvantages that technology brings us today. From the convenience of instant communication to the challenges of digital addiction, we explore the complex relationship between society, technology, and everyday life. ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Show notes here.⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ ......... Follow us on:⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠RealLife English (YouTube)⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Learn English with TV Series (YouTube)⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Instagram: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠reallife.english⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ --- Send in a voice message: https://podcasters.spotify.com/pod/show/ethan0661/message

You know you should practice your English, but it can feel overwhelming not knowing where to begin, what to study, or how to do it effectively. Today I'll walk you through the essential elements you need to begin practicing more consistently in English. Add a quick, easy and fun daily 10-minute practice to your routine for free! Become a Sprint Rookie: https://bit.ly/43pCotf  Videos to help you know what to focus on and practice more effectively: 15 Minute Morning Pronunciation Practice for English Learners https://hadarshemesh.com/magazine/pronunciation-practice-english/  Get fluent in English FASTER – 3 Unconventional and effective strategies https://hadarshemesh.com/magazine/3-ways-to-improve-english-fast/  The method I use to teach pronunciation (Pronunciation & Productivity tips inside!) https://hadarshemesh.com/magazine/my-method-to-teach-pronunciation/  Do you really need feedback to improve? The answer might surprise you https://hadarshemesh.com/magazine/do-you-need-feedback/ How to stop REPEATING yourself, ORGANIZE your thoughts, and speak TO THE POINT https://hadarshemesh.com/magazine/how-to-be-concise-in-english/