Too often, programs for Emergent Bilingual learners use curricula, teaching methods, and assessments that were designed for monolingual English students. As a result, the programs underestimate what these learners know and can do, leading to missed opportunities and poor outcomes.
Watch this on-demand webinar to learn why US schools need a Science of Biliteracy to better meet the needs of their Emergent Bilingual learners. You’ll understand:
Watch this on-demand webinar to learn why US schools need a Science of Biliteracy to better meet the needs of their Emergent Bilingual learners. You’ll understand:
- How the Science of Biliteracy is both alike and different from the Science of Reading
- What the research shows about how bilingual students learn to read—and how two languages interact in the brain
- Why it’s essential to leverage students’ home languages to support literacy development
- How to understand and build on all of the language and cultural assets that students bring to the classroom
Presenters:
Kathy Escamilla, Ph.D.Professor Emerita of Education, University of Colorado
Dr. Escamilla is Professor Emerita of Education in the Division of Social, Bilingual, and Multicultural Foundations at the University of Colorado, Boulder. She served two terms as the president of the National Association for Bilingual Education (NABE) and is a member of the Center for Applied Linguistics (CAL) Board of Trustees.
Doris Chávez-Linville, M.Ed.
Director of Linguistic and Culturally Diverse Innovation, Renaissance
Doris Chávez-Linville is Director of Linguistic and Culturally Diverse Innovation at Renaissance. In this role, she advocates for the best tools in the marketplace to support and uplift linguistically and culturally marginalized student populations. She is also a former bilingual and migrant education teacher.