I'm of the opinion that there is a special place where the acronyms of life can be laid to rest, but CPS (Chicago Public Schools) is not that place. There's likely a good 1:1 ratio of full terminology to three letter acronyms used in teacher-talk which can be frightening to the untrained ear.
It happens every single year; I'm popping into classrooms, and kindly interrupting teachers to ask for a group of kids who need to take the ACCESS test. Among the kids will inevitably come a name that elicits a look of genuine confusion from the teacher. I know the look, it's the "but he's black" look. There are few points to be made here.
When we talk about building an asset-based approach to ELL education, it goes beyond giving examples of success ELL students who have made it. Instead, an asset-based approach requires us to think about being an English Language Learner as a position of strength.
Jacob Atem's parents were killed in the Second Sudanese Civil War when he was a small child. At age 6 he was forced from his village and walked for days to find a refugee camp. He survived a lion attack, crossing a river with crocodiles, and extreme heat and hunger. Â Jacob was one of more than 20,000 â€œLost Boysâ€ of Sudan who faced similar challenges.
Elaine Chao was 8 years old when her family moved from Taiwan to the United States. Her father had come to the United States 3 years earlier as a college student in New York and worked 3 jobs in order to bring his family there.
We're looking for new writers for the Super ELL blog! Our ideal writer has experience working as an educator or administrator specifically with English Language Learners. This opportunity will allow you to share your knowledge and passion with other ELL advocates.