The following topic briefs are a series of educator resources produced by the CUNY-New York State Initiative on Emergent Bilinguals (CUNY-NYSIEB)/ CUNY-Bilingual Education Resources: Supporting and Sustaining Initiative.
This was a collaborative project of the Research Institute for the Study of Language in Urban Society (RISLUS) and the Ph.D. Program in Urban Education funded by the NYSED from 2011 to 2019. These materials include resources for educators working with diverse groups of Multilingual Learners/ English Language Learners (MLLs/ELLs) in a variety of settings. For more information, visit nysed.gov.
This document contains three different sections which provide resources for administrators and educators working with Multilingual Learners/English Language Learners (MLLs/ELLs).
• The first section is a topic brief that addresses questions such as: Who are students with interrupted/inconsistent formal education? What are the Educational Services available to this group of students? It also provides examples of promising practices to support students with interrupted/inconsistent formal education in schools.
• The second section presents profiles of students with interrupted/inconsistent formal education to encourage educators in New York to think about how unique each of their students are, regardless of the labels that they have received.
• The third and last section offers an annotated bibliography.
This Topic Brief serves as a guide for all educators and school leaders of pre-school and Kindergarten programs who wish to adapt their classroom practices so that Emergent Multilingual Learners’ home languages are preserved and their cultural and linguistic identities are more explicitly invited, valued, and leveraged in the early childhood setting. Because early childhood classrooms are often rich in linguistic diversity, teachers must be prepared to embrace and build from multilingual students’ full emergent linguistic repertoire (García & Otheguy, 2016), while maintaining strong partnerships with families.
This document contains three different sections which provide resources for administrators and educators working with Multilingual Learners/English Language Learners (MLLs/ELLs).
• The first section is a topic brief that addresses questions such as: Who are former MLLs/ELLs? What are the Educational Services available to this group of students? It also provides examples of promising practices to support former MLLs/ ELLs in schools.
• The second section presents profiles of former MLLs/ ELLs to encourage educators in New York to think about how unique each of their students are, regardless of the labels that they have received.
• The third and last section offers an annotated bibliography.
This document contains three different sections which provide resources for administrators and educators working with Multilingual Learners/English Language Learners (MLLs/ELLs).
• The first section is a topic brief that addresses questions such as: Who are multilingual learners/ long-term English Language Learners? What are the Educational Services available to this group of students? It also provides examples of promising practices to support long term MLLs/ ELLs in schools.
• The second section presents profiles of long term MLLs/ ELLs to encourage educators in New York to think about how unique each of their students are, regardless of the labels that they have received.
• The third and last section offers an annotated bibliography.
This document contains three different sections which provide resources for administrators and educators working with Multilingual Learners/English Language Learners (MLLs/ELLs).
• The first section is a topic brief that addresses questions such as: Who are developing MLLs/ELLs? What are the Educational Services available to this group of students? It also provides examples of promising practices to support developing MLLs/ ELLs in schools.
• The second section presents profiles of developing MLLs/ ELLs to encourage educators in New York to think about how unique each of their students are, regardless of the labels that they have received.
• The third and last section offers an annotated bibliography.