English Learner Resources for ESOL Coordinators
Unlocking the Research on English Learners
“ELD instruction is designed to help [English Learners] learn and acquire English to a level of proficiency (e.g., advanced) that maximizes their capacity to engage successfully in academic studies taught in English.”
English Language Development: Guidelines for Instruction
"Effective instruction in general is the foundation of effective instruction for ELs. However, it is probably not sufficient to promote accelerated learning among ELs."
Getting It Right: Reference Guides for Registering Students with Non-English Names
Getting a student’s name right is the first step in welcoming him or her to school. Staff members who work with student-level data also know the importance of accurately and consistently recording a student’s name in order to track student data over time, match files across data sets, and make meaning from the data.
For students whose home language is not English, properly recording their information can be more difficult. School personnel who register students may not be familiar with different naming conventions in languages other than English. For example, Chinese, Korean, and Vietnamese names usually list the family name first, followed by the given name. Typically, Russian male and female last names have different endings, so a brother and sister may use slightly different versions of the same name. Incorrectly entering student names can mean that the same student is listed in different databases in various ways and often with incomplete records. Consequently, students who are eligible for services (e.g., English learner support) can be unidentified or overlooked.
English Language Learners: Shifting to an Asset-Based Paradigm
“We need to shift the paradigm by increasing the opportunities and choices for students and families to those that support the acquisition of academic English, while simultaneously developing the students’ native language and teaching the students content. We need to create district and school cultures that celebrate and value linguistic and cultural diversity.”
ELL Low-Incidence Guide
“Based on expanded research in the field of ELL instruction and an increased need for strategies that can be implemented immediately in a wide variety of settings, this report presents ten instructional strategies for schools and districts with a low incidence of ELLs, which can be used whether or not a school has dedicated ELL staff. Current research suggests that these strategies show promise for improving the quality of instruction for ELLs in low-incidence settings. The strategies are research-based and are intended to provide educators with tools and techniques that can be readily implemented in a general education classroom.”
ESOL Considerations for TESS
This document is intended to serve as a resource for teachers and administrators who work with English Learners (ELs). This document was developed through funding from the Common Core State Standards Improvement Grant for Arkansas.
Arkansas Bilingual Interpreter Credential in Education
ABICE is a professional training program and credential for bilingual adults in Arkansas who provide interpreter services in educational settings for families of children from birth through 12th grade. The credential is recognized in Arkansas by both the Department of Human Services, Division of Child Care and Early Childhood Education (DCCECE) and by the Division of Elementary and Secondary Education (DESE). Download “English-Spanish Glossary of Child Chare Terms
ESOL Student Assessment
The English Language Proficiency Assessment for the 21st Century (ELPA21) tests English Learners (EL) to determine their level of proficiency in the English language. More information on ELPA21 can be viewed by visiting the ELPA21 page.
ADE DESE K-12 English Learners Listserv
The ADE DESE English Learners Listserv is designed for educators working with English Learners in the state of Arkansas in Grades K-12. The purpose is to communicate information regarding technical assistance, professional development, and opportunities for schools with English Learners.
You must respond to the confirmation email to finalize enrollment!
|Full Length Meeting – (Video)|(PDF)|
To view a specific topic within the recording, click ahead to the appropriate timestamp in the recording:
DESE ESOL Webpage - 11:13
Funding - 30:35
Alt ELPA - 30:35
ELPA21 Tips - 58:30
Parent Notification - 1:13:17
Exit/Monitoring - 1:25:17
Data Entry - 1:36:12
TransACT ParentNotices - 1:49:57
EL Plan - 1:54:10
Professional Development - 1:55:21
Full Length Meeting - (Video)|(PDF)
|Webinar - (Video)|(PDF)|
Lupe's Story - (Video)
|Webinar - (Video)|(PDF)|
For more information, please contact
- English Learner Ready for Learning Considerations
- Unlocking the Research on English Learners
- Serving Foreign Exchange EL Students
- Research-Based Options for Educational Policymaking: ELLs and Parental Involvement
- FAQ—Federal Guidance on ELs with Disabilities
- Navigating the Intervention and Evaluation Process for ELs with Potential Disabilities: Resource Guide for Local Education Agencies
- Special Needs Funding Rules-ELL Fund
- ESOL Considerations for TESS
- Key Principles For ELL Instruction
- English Language Development: Guidelines for Instruction
- English Language Learners: Shifting to an Asset-Based Paradigm
- English Language Learner Low-Incidence Guide
- 2022 Fall DESE ESOL Coordinators Training.”
- Getting It Right: Reference Guides for Registering Students with Non-English Names