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EMBRACING THE FUTURE OF LEARNING

Access the World Through Language, Literacy and Content

NOVEMBER 10TH

SUPPORTING LANGUAGE
AND LITERACY DEVELOPMENT

Today’s educators working in Content- Based English classrooms across the globe, know from their everyday work that strong language and literacy skills are critical to the success of our multilingual learners in today’s world. Supporting this success requires some key changes in the instructional approach for this large, diverse, and growing population. 

 

In this session we will hear from experts in literacy and language instruction about core competencies for the future that are supported by an interdisciplinary approach to foster multilingual students’ literacy skills in English.

Watch how Content-based English programs address

the needs of multilingual learners from across the globe

SCHEDULE

CENTRAL AMERICA  ·  MEXICO                                                                                                                                                               16:00 – 17:00      

COLOMBIA  ·  ECUADOR  ·  PANAMA  ·  PERU                                                                                                                          17:00 – 18:00

BOLIVIA  ·  DOMINICAN REPUBLIC  ·  VENEZUELA                                                                                                                 18:00 – 19:00

ARGENTINA  ·   BRAZIL  ·  CHILE  ·  PARAGUAY  ·  URUGUAY  ·  BOLIVIA                                                                       19:00 – 20:00

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NONIE K. LESAUX

She is an Academic Dean and the Juliana W. and William Foss Thompson Professor of Education and Society. Her research focuses on promoting the language and literacy skills of today’s children from diverse linguistic, cultural and economic backgrounds, and is conducted largely in urban and semi-urban cities and school districts. Lesaux’s work has earned her the William T. Grant Scholars Award, and the Presidential Early Career Award for Scientists and Engineers, the highest honor given by the United States government to young professionals beginning their independent research careers. She has served on the U.S. Department of Education’s Reading First Advisory Committee, and the Institute of Medicine and National Research Council’s Committee on the Science of Children Birth to Age 8. Lesaux’s research appears in numerous scholarly publications, and its practical applications are featured in three books: Teaching Advanced Literacy Skills (Guilford Press, 2016), Cultivating Knowledge, Building Language: Literacy Instruction for English Learners in Elementary School (Heinemann, 2015), and Making Assessment Matter: Using Test Results to Differentiate Reading Instruction (Guilford, 2011). She is also the author of a widely circulated state literacy report, Turning the Page: Refocusing Massachusetts for Reading Success, that forms the basis for a Third Grade Reading Proficiency bill passed in Massachusetts.

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