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The Promise of After School Programs for English Learners

The Promise of After School Programs for English Learners. Julie Maxwell-Jolly UC Davis Center for Applied Policy in Education (CAP-Ed) jrmaxwelljolly@ucdavis.edu. Presentation Will Address:. Research with relevance to the potential of after school programs for ELs

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The Promise of After School Programs for English Learners

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  1. The Promise of After School Programs for English Learners Julie Maxwell-Jolly UC Davis Center for Applied Policy in Education (CAP-Ed) jrmaxwelljolly@ucdavis.edu

  2. Presentation Will Address: Research with relevance to the potential of after school programs for ELs How after school programs lend themselves to providing support in these areas Suggestions for how after school programs might do this

  3. Research Evidence for Primary Language Instruction & Support Teaching ELs to read in L1 promotes higher levels of English reading Content instruction in L1 provides better access to content learning L1 provides better access to valid assessment Using L1 improves access to more rigorous content

  4. Opportunities for Practice and Interaction Practice helps ELs make their language knowledge automatic Interaction offers opportunities for ELs to express themselves in a variety of ways Interaction with peers is motivating for EL students

  5. Understanding & Addressing ELs’ Individual Differences ELs need variety of approaches e.g.: • To apply skills in a range of learning situations & formats, • Varied & extensive second language input • Instruction that builds on background experience & knowledge • Instruction that is appropriately rigorous—not watered down

  6. Motivation and Engagement Key principles of engaging & motivating ELs: • Instruction that makes connections to EL students’ lives & experience • Safe & responsive learning environments • Opportunities for interaction in the learning situation

  7. Making Connections with Families of ELs Correlation exists between parental involvement & positive academic outcomes Schools that are closing EL achievement gap have high quality school-community partnerships

  8. AS Programs Suited to Providing L1 Support Not subject to same strictures as regular school day Setting in which educators can use L1 to complement English instruction provided during regular school day Opportunity to use L1 to frontload, review, check for understanding

  9. AS Programs Suited to Providing Opportunities for Practice & Interaction Smaller groups=greater opportunity to interact with adults and other students Smaller groups = less “performance” pressure Greater comfort level = less self-conscious language production Broader array of activities than can be easily accommodated during school day

  10. AS Programs Suited to Addressing ELs’ Individual Differences Smaller group size leads to better understanding of ELs’ This has growing relevance as class sizes increase Staff w same background can understand ELs & use L1to assess EL needs AS access to teachers with L1 important given 40% decrease in bilingual certificates Wider range of activities & subject matter to address individual differences

  11. AS Programs Suited to Motivating and Engaging ELs AS staff from same background make connections to ELs’ lives AS programs foster trusting relationships with staff AS programs help EL students feel safe and accepted All above associated with EL motivation & engagement. Greater range of activities=more possibilities to engage & motivate

  12. AS Programs Suited to Making Connections w EL Families Home-school connection an integral feature of many AS programs Many AS programs administered or sponsored by community organizations Community members often work in AS programs AS staff from similar backgrounds to ELs put parents at ease

  13. Current Policy Context Supports Importance of AS for ELs Most AS programs are in California AS programs situated in schools with greater EL populations Scarce education resources means extra important to ensure effective use for ELs

  14. To Summarize: • Research supports the potential for AS programs to provide extra time for ELs • AS evaluation supports positive effects of AS for ELs • Research-supported strategies for improving EL achievement have potential for applicability in AS setting

  15. Foster Coordination Between After School and Regular School Day Staff

  16. Ensure Intention and Planning of After School Activities with a Specific Focus on ELs

  17. Ensure that Preparation for After School Staff Includes a Specific Focus on English Learners

  18. Recruit and Hire After School Staff Who Reflect ELs’ Backgrounds

  19. Prioritize After School Resources for Programs with the Most ELs

  20. Important to Conduct EL-Specific Evaluation of AS In current trying times, need direction on the best use of scarce resources Emerging but scant evaluation research supports AS for promoting EL achievement To provide guidance, AS evaluations need focus on specific effects for ELs

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