Content-area teachers and English language professionals can employ AR to provide next learning virtualization for increased discovery, trial, engagement, personalization, and conversion of language content data into powerful learning AR formats.
The number of ESL students entering public schools remains on a consistent upward trajectory. As educators welcome a more diverse student population into their classrooms, it’s becoming increasingly imperative to add better, more differentiated tools for language learning to our pedagogical tool belts.
With classrooms looking different than they did before COVID-19, we are still under the same pressure to get the desired outcomes from our student and our classes. Though content and outcomes are part of our classroom life, they are not everything. Our classroom community is far more important than any content that we could possibly teach.
Wiley Education Services sat down with Dr. Roshan Boojihawon and Dr. Michael Shulver to discuss differences between online versus classroom teaching, best practices for the online environment, and recommendations for faculty. Key takeaway: distance learning isn’t so scary after all.
Students are currently sitting in virtual classrooms during the pandemic, struggling to understand content-area information. It is critical for ELs to obtain comprehensible input from their teachers, and this has become increasingly difficult in a virtual setting.
The advent of online and blended programs has brought about changes for teachers and learners, and it has required adjustments in curricula. One such adjustment involves the design and development of testing frameworks that can fulfill new program needs.
Coteaching is a powerful intervention for students, especially English language learners, so we knew we needed to figure out a way to continue our collaborative teaching even though we were scattered around the world.
Adjunctification is on the rise in institutions of higher education across the United States. This is not a new phenomenon; colleges and universities have been steadily relying more and more on the underpaid labor of part-time, nonbenefited faculty.
The March 2020 closure of most schools in the United States due to the COVID‐19 pandemic marked a sudden and dramatic shift in how teaching and learning happened. All the 55 million K‐12 students were deeply affected by the move from face‐to‐face to remote learning.
Jennifer Renn, Trish Morita-Mullaney, and Wayne E. Wright
In the face of a rapidly growing K–12 English language learner (ELL) population worldwide, many schools and school districts have struggled to provide training that supports teachers who work with ELL students.
Think about the English learners (ELs) in your school or district. What percentage of each day do they spend with a trained English as a second language (ESL) teacher—one who has studied second language acquisition and language teaching—especially in a distance learning format?