English Language Learners:
“An active learner of the English language who may benefit from various types of language support programs… ELL students might face additional challenges such as acclimating to a new culture and status that interfere with learning English. Given this, instructors should use culturally relevant materials to build on students’ linguistic and cultural resources” and attend to students’ sense of belonging and efficacy. (Reference: National Council of Teachers of English)
See also: Spanish language resources
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DRC Resources |
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Executive summary of a report on California's long-term English Language Learners and recommendations for better supporting students at the secondary level who have not reached English proficiency. SOURCE: External website |
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English for Speakers of Other Languages – Culture and Cultural Proficiency Audio vignettes, pre-made presentations, videos, tools, and useful links for teachers of English Learners regarding characteristics of culture, learning styles, collectivism, and ways teachers can embrace diversity in their teaching style and interactions. SOURCE: ESOL in Higher Ed |
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Training Educators to Understand the Needs of English Learners PreK-12 White paper about educator training in English to Speakers of Other Languages, Touches on building on students' cultural background and experiences and the impact of teacher biases toward students learning English. SOURCE: ESOL in Higher Ed |
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Oakland Academic Social Emotional Learning Guidance Document Oakland's guidance document for school leaders describes the district's mission, vision, and tools for measuring success and describes how SEL is part of instructional priorities and multi-tiered systems of support. SOURCE: Oakland Unified School District |
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SEL and CCSS: Core Tasks Lesson Development Training Part I Washoe's training collaboration between SEL and the Core Task Project, where participants learn about the intersections between SEL and the Common Core, specifically English Language Arts and close reading (part 1). SOURCE: Washoe County School District |
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DRC Guidance Pages |
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| Social and emotional learning (SEL) is reinforced and sustained when districts, families, and community partners align and work together. View process information here. | ||
| The ten indicators of schoolwide social and emotional learning (SEL) provide districts and schools with evidence of high-quality implementation in the classroom, school, family, and community. | ||
| The systemic integration of social and emotional learning (SEL) into district priorities ensures that it will become a vital component of what makes the district, schools, and students successful. View process information here. | ||
| Social and emotional learning (SEL) is reinforced and sustained when districts, families, and community partners align and work together. | ||
| Standards establish developmentally-appropriate and culturally-responsive benchmarks for social and emotional learning (SEL) and sends the message that SEL is a core part of students’ education. View process information here. | ||