English Language Development (ELD)
This toolkit is designed to be used in both Integrated and Designated English Language Development. The strategies address reading, writing, speaking and listening to prepare ELs for literacy in the 21st century.
These toolkits are designed to help classroom teachers understand and make meaning of the CA EL Roadmap policy. They include tools for individual and collective assessment of practices through the lens of the EL Roadmap principles, enabling teachers to hone in on their ownprofessional learning needs and priorities.
The Teaching and Learning Cycle (TLC) is a pedagogical framework for scaffolding academic writing through deep and critical thinking tasks, academic discussions, interactive reading, and language development. Through the TLC, students delve deeply into disciplinary learning, examine and unpack discipline-specific written text types, practice writing the same text type, and independently write using tools that support their reflection on (and self-evaluation of) both the content and language they are using.
The English Learner Tool Kit helps state and local education agencies help English Learners (ELs) by fulfilling these obligations.The Toolkit has 10 chapters (one for each section of the DCL), and contains an overview, sample tools, and resources.
The Newcomer Tool Kit is designed to help U.S. educators; elementary and secondary teachers, principals, and other school staff who work directly with immigrant students—including asylees and refugees—and their families. This resource has 5 chapters, and contains an overview, sample tools, and resources.
The English Language Proficiency Assessments for California (ELPAC) website serves as the portal for resources that a local educational agency (LEA) will need to administer the ELPAC.
ELD & Multilingual Education
This document provides sample questionnaires across grade bands that are designed to provisionally identify students as English learners (ELs) during the COVID-19-related school closures, which impede the administration of face-to-face screening protocols.
These toolkits are designed to help classroom teachers understand and make meaning of the CA EL Roadmap policy. They include tools for individual and collective assessment of practices through the lens of the EL Roadmap principles, enabling teachers to hone in on their own professional learning needs and priorities.
Information provided by the CDE regarding the California Education for a Global Economy (Ed.G.E.) Initiative (Proposition 58). The CA Ed.G.E. Initiative authorizes school districts and county offices of education to establish language acquisition programs for both native and non-native English speakers, and requires school districts to solicit parent and community input in developing language acquisition programs.
The Orange County Department of Education (OCDE) is the official National Training Center (NTC) for the Project GLAD® (Guided Language Acquisition Design) model. The goal of the NTC is to support Local Educational Agencies (LEAs) in building sustainable implementation structures to meet the needs of English learners/emergent bilinguals through the development of trainers.
The CUNY-NYSIEB website provides resources to educators to better understand translanguaging as a strategy that teachers could use to help students draw on their linguistic resources in order to make meaning of content, engage in learning, and to develop language practices for academic use.
Multilingual Education
The World Languages Standards for CA Public Schools, K-12 are intended to provide guidance to teachers, administrators, students, parents and the community at large in implementing World Languages programs to ensure successful entry at any point in the curriculum from K-12.
The World Languages Framework provides guidance to educators, parents, and publishers, to support implementing CA content standards. The curriculum framework was adopted by the SBE in January 2019 and is currently accessible as a pre-publication version.
The 3rd edition of the Guiding Principles for Dual Language Education was designed for educatorswho are interested in effective dual language education. The resource is an effective tool for planning, self-reflection, and continual improvement.
The initiative is a call to action that asks that stakeholders expand access to world language classes, programs, and experiences, provide more training to bilingual teachers, and improve the quality and availability of advanced language classes so that by 2030 half of all K–12 students in CA will have participated in programs leading to proficiency in two or more languages, either through a class, a program, or an experience.
The State Seal of Biliteracyis a statement of accomplishment for gaining competency in two or more languages, and may be viewed as an asset when applying for employment and/or college admission.
- Common Core en Español: State Standards Initiative Project
The following state guidance documents were translated and linguistically augmented to serve as a guide for equitable assessment and curriculum development, resulting in high levels of biliteracy. These documents were produced by San Diego County Office of Education, in collaboration with the Council of Chief State School Officers (CCSSO) and the CDE.
The purpose of this Toolkit is to assist staff in dual language programs that serve English language learners (ELLs) to understand how to meet assessment and accountability guidelines. Produced by Kathryn Lindholm-Leary, Ph.D., and Gary Hargett, Ph.D. and the California Department of Education.
Multilingual Education frequently asked questions on instructional approaches and other issues related to dual language education. CDE Resource.
- Best Practices for Dual Language Elementary Students
The following archived webinars introduce dual language educators to teaching and learning approaches and processes that support elementary students' abilities to access and engage in disciplinary literacy. The webinars were sponsored by the Region 15 Comprehensive Center at WestEd, in collaboration with the California Teachers Association (CTA) and CDE.
This resource provides quality texts to support Spanish literacy development for dual or world languages programs. There are over 100 3rd through 8th grade Spanish lessons on the site, with plans to add hundreds more in the coming months.
As one of the United Nations system libraries, the UNESCO Library collection contains practically all publications issued by UNESCO, as well as a selection of scholarly titles devoted to the areas covered by UNESCO's fields of expertise, such aseducation, culture, social and human sciences, communication and information.
Large-scale digital library project, hosted and maintained by the University of Alicante (Spain). It comprises the largest open-access repository of digitised Spanish-language historical texts and literature from the Ibero-American world.
Links to resources to support language teachers with the shift to remote teaching and learning. Such topics include building relationships and virtual communities, embedding authentic texts in world languages, and engaging all language learners in online instruction.
Resources for remotely teaching Chinese during the COVID-19 global pandemic. Resources include such topics as assessment, curricula and curriculum frameworks, lessons, and books and articles about early language and immersion education.
