LEARNING IN A NEW IN A NEW LANGUAGE - ASCD

E D U C AT I O N

college, career, and civic engagement.

In Learning in a New Language, author Lori Helman

offers educational leaders a comprehensive and

accessible guide to best practices for supporting

students from culturally and linguistically diverse

backgrounds in a school environment that embraces

equity. Helman discusses:

Changing demographics that require

educational leaders to enlarge and enhance

their approaches

?

The importance of engaging families in

forming a cohesive school community that

contributes to student success

?

Fundamental approaches to creating

equity for linguistically diverse students in

the school change process

?

The role of language in academic learning and

what makes learning in a new language unique

?

Evidence-based strategies for literacy and

content-area classrooms

?

Practical tips for where to start in supporting

emergent bilinguals in the classroom, and

presents dozens of online resources for further

exploration.

The responsibilities of educational leaders continue

to expand as they work toward managing school

sites and ensuring equity of student opportunity and

achievement. Helman provides a one-stop resource for

the foundational knowledge and practical guidance

needed to strategically take on these responsibilities.

PhD, is a professor of

curriculum and instruction

and director of the Minnesota

Center for Reading Research

at the University of Minnesota,

where she teaches and

mentors graduate students,

literacy specialists, and future

teachers. Helman's research

is focused on literacy

development, reading

difficulties, effective

teaching practices for

multilingual students, and

the implementation of

schoolwide systems of support.

Alexandria, Virginia USA

Browse excerpts from ASCD books:

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HELMAN

?

Lori Helman,

LEARNING IN A NEW LANGUAGE

Within today¡¯s multilingual communities, a

growing percentage of students are emergent

bilinguals¡ªbringing to school a home language

other than English and thus poised to become

bilingual as they acquire the new language.

As a result, school leaders need to have

essential background knowledge and a

wealth of strategies at their fingertips to

ensure that all students are prepared for

IN A

NEW

LANGUAGE

A Schoolwide Approach to

Support K¨C8 Emergent Bilinguals

Lori Helman

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Library of Congress Cataloging-in-Publication Data

Names: Helman, Lori, author.

Title: Learning in a new language: a schoolwide approach to support K¨C8 emergent bilinguals / by

Lori Helman.

Description: Alexandria, VA: ASCD, 2020. | Includes bibliographical references and index.

Identifiers: LCCN 2019028429 | ISBN 9781416628668 (paperback) | ISBN 9781416628682 (pdf)

Subjects: LCSH: Linguistic minorities¡ªEducation (Elementary)¡ªUnited States. | Linguistic

minorities¡ªEducation (Middle school) ¡ªUnited States. | Limited English proficient students¡ª

United States. | Language arts¡ªCorrelation with content subjects¡ªUnited States. | Second language acquisition¡ªUnited States.

Classification: LCC LC3731 .H45 2020 | DDC 370.117¡ªdc23

LC record available at

28 27 26 25 24 23 22 21 20??? 1 2 3 4 5 6 7 8 9 10 11 12

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IN A

NEW

LANGUAGE

CHAPTER 1: An Urgent Call to Action. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

CHAPTER 2: Engaging with Linguistically

Diverse Families and Communities. . . . . . . . . . . . . . . . . . . . . . . . . . 9

CHAPTER 3: Essential Pieces of Program Improvement . . . . . . . . . . . . . . . . . . 29

CHAPTER 4: Creating Inclusive Schoolwide

Structures and Environments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

CHAPTER 5: Learning Through a New Language: A Primer for Leaders. . . . . 61

CHAPTER 6: Evidence-Based Practices in the Literacy Classroom. . . . . . . . . . 82

CHAPTER 7: Evidence-Based Practices in the Content-Area Classroom. . . . 101

CHAPTER 8: Facilitating Professional Learning . . . . . . . . . . . . . . . . . . . . . . . . . 124

CHAPTER 9: Assessing Your Progress Through an Equity Lens . . . . . . . . . . . 148

APPENDIX : What to Look for When Visiting Classrooms. . . . . . . . . . . . . . . . 157

BIBLIOGRAPHY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169

INDEX . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177

ABOUT THE AUTHOR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182

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1

An Urgent Call to Action

As an educational leader, you have many responsibilities entrusted to

you by a range of stakeholders¡ªthe families and communities you

serve, your students, the school staff, your organization¡¯s board or governing body, policymakers, and the greater community. These responsibilities range from basic management and safety to ensuring that all of

your students have opportunities to become well prepared for college,

career, and civic engagement. As times change, the responsibilities of

school leaders continue to increase, and more information and strategies are needed to cultivate the success of an increasingly diverse population of students. It is in this context that Learning in a New Language: A

Schoolwide Approach to Support K¨C8 Emergent Bilinguals has been written.

The book is designed to be a comprehensive and accessible resource

for instructional leaders who work in multilingual communities with

students who are acquiring English at school. The book brings together

essential background information and evidence-based practical strategies

into a one-stop reference for busy instructional leaders. The focus area

of each chapter represents an aspect of educational reform that is often

addressed in a full-length book. The purpose of this book, however, is

to get to the heart of the topic quickly and present forthright solutions.

School leaders will vary in their background knowledge of the disciplinary content areas, the development of language and literacy, how

to engage family members, cultural responsiveness, and schoolwide

1

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2??? Learning in a New Language

systems of support. This book is designed to provide foundational information in all these areas, with a focus on approaches that are effective

for students learning in a new language and representing a variety of

cultural communities. With the knowledge presented here, instructional

leaders will be able to engage with educators and family members from

a solid foundation of understanding. At the end of each chapter, online

resources for further learning are shared to expand on the content.

This chapter serves as an introduction. To begin, it explores a

few details about the cultural and linguistic diversity of students in

K?8 classrooms in the United States and why recent demographic

shifts call upon educators to enlarge and enhance their educational

approaches. Students from historically marginalized communities¡ªfor

example, those who speak languages other than academic English, are

immigrants, have fewer economic resources, are people of color, are

differently abled, or represent gender diverse or sexual minority populations¡ªface obstacles to receiving equitable treatment in schools and

classrooms. For this reason, a vision for equity is the backbone connecting each chapter of the book and is introduced here in the first chapter. The chapter also provides information about the terminology used

throughout the book and previews the content of each chapter.

Why This Book Is Needed

Approximately 10 percent of K?8 public school students were identified as English language learners (ELLs) in the United States during the

fall of 2015 (USDE/NCES, 2017). Greater percentages of ELL students

attended school in California (21 percent), Texas (17 percent), and New

Mexico (16 percent), and more students were likely to be in grades K?2

(~16 percent) than middle and high school (~4?8 percent; McFarland

et al., 2018). A greater percentage of ELL students (~14 percent) lived

in cities as compared to suburban areas (~9 percent) and towns or rural

communities (~4?6 percent; McFarland et al., 2018). Dozens of languages are represented by multilingual students, but by far the language

with the highest reported number of speakers in U.S. schools is Spanish

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