:”TESOL is always working to improve English language teaching worldwide, and the creation of teaching and learning standards is an integral part of that goal. TESOL standards and best practices initiatives respond to a very real need of English language teachers, and comprise projects in various states of completion.
“There are many sets of myths that have been written on the hot topic of second language acquisition. McLaughlin’s list is still read by many, even though it was written in 1992. Even Edutopia recently came up with its own list. I have decided to compile a list of myths that I call Myths From the Trenches. They have been submitted to me by teachers and most of these I have experienced in my educational career. Please use comments below to add to this list. When you post a myth, please also provide a response. We can use this approach to clarify many misconceptions. The reason these myths are important to identify and talk about is because they persist, and for many ELLs these myths have harmful consequences.”
MYTHS AND MISCONCEPTIONS ABOUT SECOND LANGUAGE LEARNING: WHAT EVERY TEACHER NEEDS TO UNLEARN by BARRY MCLAUGHLIN
“By discussing commonly held myths and misconceptions, this paper attempts to clarify a number of important issues in the area of second language learning. These include the ease and rapidity with which children learn a second language, the optimal age at which to begin second language instruction, the importance of the extent of exposure to the second language, the relationship between oral communication skills and academic language skills, and cultural and individual differences in language learning styles.
Each myth presented in this paper is followed by a discussion of related research on second language learning and its implications for classroom teachers. It is important for the teachers of language minority students to understand that second
language learning by school-aged children is a longer, harder, more complex process than most of them have been led to believe.”
“The overall purpose of this handbook is to promote collaboration, mutual understanding, and use of language development standards among all educators who work with ELLs. The Essential Actions, derived from current theory and research, provide a rationale for each component and element of WIDA’s standards framework. They may be used in conjunction with WIDA’s 2007 or 2012 Standards books or independently, once teachers have familiarity with the components and elements.”
“WIDA is proud to announce the release of the K–12 Can Do Descriptors, Key Uses Edition, the Early Years Can Do Descriptors (for children 2.5–5.5 years old), and the K–12 PODEMOS, the Spanish Language Development Edition of the Can Do Descriptors.”
“WIDA Video Contests In 2015, WIDA sponsored its second video contest. In 2011-2012, WIDA sponsored its first video contest for educators of English language learners. We were impressed by not only the number of submissions we received but also by the commitment of the educators involved. Each video shows examples of educators promoting language development and content learning through innovative school experiences. The teachers were also invited to reflect upon their teaching regarding the decisions they made and how to continue developing their students’ social and academic language.”
“I have recently been reflecting on how rigor by itself can really do more harm than good. I originally titled this blog as “Fed Up with Rigor” but quickly realized (after it started making circles on social media) that it might be sending the wrong message. Let me make myself clear: I am all about high expectations for ALL students, especially marginalized students such as culturally and linguistically diverse learners. However, I am passionate about High Rigor and High Support. In the US, the buzz word these days is “rigor” which administrators will often swoop in and say, “All kids need more rigorous curriculum!” “We have to close the achievement gap!” (A few rare types will actually wake up and realize it’s an opportunity gap). But the administrators who like to throw the buzz words around without thinking “Oh, wait, what do my teachers need to achieve my lofty goals?” really use rigor as a way to boast about their high and lofty goals which ends up being empty promises. What about training, resources, space, adequate planning time for all teachers to teach well so that all kids have ACCESS to rigor? The message of this blog is: Rigor without support is not enough. Rigor for some and not the others perpetuates inequalities. Rigor without support sets up more kids to fail.”