• Session One: Exploring My Culture and ELs Strengths
  • Session Two: Developing Understandings of Culture--Mine and My ELs
  • Session Three: Considering ELs as a Resource in My Teaching
  • Session Four: Developing Knowledge of Assets and Legal Obligations
  • Session Five: Attending to Standards and Classifications with WIDA
  • Session Six: Positioning ELs within the School Game
  • Session Seven: Promoting ELs Learning through My Learning
  • Session Eight: Celebrating and Presenting My Learning
  • Download
  • Translations
  • LA 5.3: The World Outside and Inside Schools

    Analyze, Summarize, Recommend


    Learning Outcome Pedagogical Intent Student Position
    Identify the historical, educational, and political realities in policies, programs, and practice for English learners.

    Assessment: 25 pts.

    TA: 15 Minutes

    Teachers play a pivotal role in placing students in special programs (special education and gifted, among others).  They now are prepared to advocate for their students.

    Students have made inferences concerning judicial law through case studies. They have also analyzed digests of applicable federal laws and court decisions and have considered the differences between ideals and goals. They are now ready to apply their knowledge to placement decision-making processes for two young immigrant girls.


    1. In HW 4.3,  you read “The World Outside and Inside Schools: Language and Immigrant Children” and created a profile for each of the two students: Lilian and Elisa. 
    2. Discuss your profiles and then consider together the legal, moral/ethical obligations present in each girl's profile.

    This content is provided to you freely by EdTech Books.

    Access it online or download it at https://edtechbooks.org/bilingual_education/la_5.3.