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Cultivating Rich Language Development, Deep Learning, and Joyful Classrooms for English Learners

Cultivating Rich Language Development, Deep Learning, and Joyful Classrooms for English Learners

Martha I. Martinez, Anya Hurwitz, Jennifer Analla, Laurie Olsen, Joanna Meadvin
Copyright: © 2019 |Pages: 25
ISBN13: 9781522582830|ISBN10: 1522582835|EISBN13: 9781522582847
DOI: 10.4018/978-1-5225-8283-0.ch014
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MLA

Martinez, Martha I., et al. "Cultivating Rich Language Development, Deep Learning, and Joyful Classrooms for English Learners." Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners, edited by Grace Onchwari and Jared Keengwe, IGI Global, 2019, pp. 269-293. https://doi.org/10.4018/978-1-5225-8283-0.ch014

APA

Martinez, M. I., Hurwitz, A., Analla, J., Olsen, L., & Meadvin, J. (2019). Cultivating Rich Language Development, Deep Learning, and Joyful Classrooms for English Learners. In G. Onchwari & J. Keengwe (Eds.), Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners (pp. 269-293). IGI Global. https://doi.org/10.4018/978-1-5225-8283-0.ch014

Chicago

Martinez, Martha I., et al. "Cultivating Rich Language Development, Deep Learning, and Joyful Classrooms for English Learners." In Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners, edited by Grace Onchwari and Jared Keengwe, 269-293. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-8283-0.ch014

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Abstract

Although there is general consensus among educators of English learners (ELs) regarding the need for contextualized language development, it is not widely implemented. This chapter explains the theory behind this shift in teaching English language development and for teaching ELs in general. The chapter also discusses the kind of professional development teachers need to make this shift, and the importance of meaningful engagement of families in their children's learning. The chapter situates this discussion within the Sobrato Early Academic Language (SEAL) model's work with schools across California. SEAL is a PK–Grade 3 comprehensive reform focused on the needs of English learners, and is designed to create a language-rich, joyful, and rigorous education. California is an important context given the state's large EL population and recent favorable shifts in educational policy, which provide a unique opportunity for laying a foundation for improved practices and outcomes for numerous English learners.

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