Complete Schedule
7 Ways to Improve Instruction for Linguistically Diverse Students
Presentation Type
Breakout Session (Electronic Copy Not Available)
Abstract
In this session, presenters will use photographs, videos, and artifacts to present vignettes and examples of seven teaching strategies that emerged from a longitudinal research study. Come engage with key insights learned from English learners as they attended first through sixth grade. See how to enrich lessons with vocabulary; incorporate what students bring from home into your lessons; identify academic language in text; make home-school connections; coordinate across grade levels; create stronger teacher-student relationships, and use culturally-appropriate assessments.
Start Date
7-4-2017 11:15 AM
End Date
7-4-2017 12:30 PM
Event Host
UNI College of Education
Repository
UNI ScholarWorks, Rod Library, University of Northern Iowa
Copyright
©2017 Amy Frederick and Maggie Struck
Recommended Citation
Frederick, Amy and Struck, Maggie, "7 Ways to Improve Instruction for Linguistically Diverse Students" (2017). Elementary Literacy Conference. 20.
https://scholarworks.uni.edu/literacyconf/2017/all/20
7 Ways to Improve Instruction for Linguistically Diverse Students
In this session, presenters will use photographs, videos, and artifacts to present vignettes and examples of seven teaching strategies that emerged from a longitudinal research study. Come engage with key insights learned from English learners as they attended first through sixth grade. See how to enrich lessons with vocabulary; incorporate what students bring from home into your lessons; identify academic language in text; make home-school connections; coordinate across grade levels; create stronger teacher-student relationships, and use culturally-appropriate assessments.
Comments
Featured Speakers:
1. Amy Frederick, PhD, is assistant professor at University of Wisconsin-River Falls in the Teacher Education Department. She was an ELL teacher, professional developer, and literacy coach before earning her doctorate in literacy at the University of Minnesota. Her expertise is in teaching literacy with young emergent bilinguals and working with teachers in this area. She conducts professional development, presents at conferences, and authors curricular resources for teaching English learners.
2. Maggie Struck, PhD, is assistant professor at Hamline University in the School of Education. She was a youth worker, elementary education teacher, and literacy coach before earning her doctorate in literacy at the University of Minnesota. She has expertise in culturally relevant and digital approaches to literacy learning in the elementary classroom and working with teachers in this area. She is committed to educational equity and building bridges between student's literacy practices outside of school and their literacy practices in school settings. Her research is rooted in the current connected learning movement focused on developing “pathways” that move across formal and informal educational settings.