Table of Contents

Foreword
Publisher’s Acknowledgments
About the Authors
1. The 21st Century English Learner
2. Fostering a Digital Learning Environment
3. The Four Skills + 1 (Listening, Speaking, Reading, Writing, and Viewing)
4. Responding and Creating
5. Flipping the Classroom for English Learners
6. Collaboration and Communication
7. Virtual Communities and Digital Citizenship
8. Critical Thinking and Assessment
9. Parting Thoughts
Appendix A- Technology Tools and Resources
Appendix B- ELD/ESL Methodology Resources
References
Index

About the Author

Heather Parris is the co-founder of Estrada & Parris, LLC, an educational consulting group that provides professional development and curriculum design on instructional strategies and technology integration for the K-12 classroom. She has over 20 years of experience in both K-12 and Higher Education settings and is currently an adjunct professor for the Molloy College Graduate School of Education in Rockville Centre, New York. Her combined expertise on ELs and the use of technology to support learning developed while working for the Board of Cooperative Educational Services of Nassau County (Nassau BOCES) where she was first an ESL Program Specialist for the NYSED Bilingual/ESL Technical Assistance Center and then the Program Coordinator of Model Schools/Digital Age Teaching and Education. She conducts workshops and presents regularly at regional, national and international conferences. She was a contributor and section editor for the NYSED (2011) Guidelines for Educating Limited English Proficient Students with Interrupted Formal Education. She holds a Masters of Science in Education degree for Teaching English to Speakers of Other Languages from Queens College, City University of New York and a Professional Diploma in School District Leadership from Fordham University. Lisa Estrada is the Supervisor of English as a New Language (ENL) and World Languages at Hicksville Public Schools, in Hicksville, New York. She is also an adjunct professor in the Molloy College Clinically-Rich Intensive Teacher Institute in Rockville Centre, New York. Her educational experience and training includes over 25 years of ESL and Bilingual Education in K-12 settings, as well as many years as an ESL/Bilingual Program Coordinator for the Board of Cooperative Educational Services of Nassau County (Nassau BOCES). Through her extensive knowledge of New York State mandates & federal regulations for the education of ELs, she's provided technical assistance and professional development for administrators and teachers working with English Learners throughout Long Island, New York. She has also conducted various workshops at local and national conferences in New York, California, Texas, Rhode Island, and Iowa. She has regularly been chosen by the Gates Millennium Scholars Program to serve as a reader and evaluator for prospective recipients of the scholarships; a program created by Bill Gates designed to recognize and reward outstanding minority high school seniors. In 2011, she was a contributor and section editor for the NYSED (2011) Guidelines for Educating Limited English Proficient Students with Interrupted Formal Education. In an effort to further promote and improve the quality of EL teaching, Lisa has undertaken private ventures that make information available to teachers throughout the country. She co-authors esltechies.com, a blog dedicated to providing free instructional resources to teachers of English Learners (ELs). She is also the co-founder of Estrada & Parris, LLC, a privately owned educational consulting group that provides professional development and curriculum design on instructional strategies and technology integration for the K-12 classroom. She holds a Masters of Arts degree in Teaching English to Speakers of Other Languages with a Bilingual Extension from Adelphi University. She also holds a Professional Diploma in School Administration from Long Island University/C.W. Post. Learn more about Andrea Honigsfeld's PD offerings Andrea Honigsfeld, Ed.D. is a professor in the Division of Education at Molloy College, Rockville Centre, NY. She teaches graduate education courses related to cultural and linguistic diversity, linguistics, ESL methodology, and action research. Before entering the field of teacher education, she was an English-as-a-foreign-language teacher in Hungary (Grades 5-8 and adult), an English-as-a-second-language teacher in New York City (Grades K-3 and adult), and taught Hungarian at New York University. She was the recipient of a doctoral fellowship at St. John's University, where she conducted research on individualized instruction and learning styles. She has published extensively on working with English language learners and providing individualized instruction based on learning style preferences. She received a Fulbright Award to lecture in Iceland in the fall of 2002. In the past eight years, she has been presenting at conferences across the United States, Great Britain, Denmark, Sweden, the Philippines, and the United Arab Emirates. She frequently offers staff development primarily focusing on effective differentiated strategies and collaborative practices for English-as-a-second-language and general-education teachers. Her coauthored book Differentiated Instruction for At-Risk Students (2009) and coedited four-volume Breaking the Mold of Education series (2010-2013) were published by Rowman and Littlefield.

Reviews

"The ideas introduced in this book can assist us in making the most of the available technology and digital resources of our 21st century classrooms as we plan instruction with our curriculum. The information is presented in an accessible and engaging way to regularly incorporate students' lived experiences and the authentic phenomena of their world ~ through content using visual texts, videos and other digital resources. This book can guide us to make the most of our face to face time with students through rich tasks requiring higher level thinking and application of learning. Additionally, the 'seed' lessons provide us with powerful entry points that support integration of the flipped classroom approach into our practice such that we may promote academic equity for ELLs and all learners." -- Zaiba Beg, Instructional Coordinator: English Language Learners "A much needed book to empower educators to empower their English language learners! ELL Frontiers: contains tools and resources which narrow the digital divide and put students at the center, fostering active learning, as well as independent and engaged learners. New and experienced educators alike will learn what technology can do for the English Language Learner as a citizen of the digital age." -- Carolyn Frye, ELL Resource Teacher "High praise to Honigsfeld, Parris, and Estrada for providing this timely contribution to all of us involved in educating one of the nation's fastest growing populations. Teachers, administrators, specialists, as well as curriculum and professional development leaders will find a treasure trove of strategies and research-based solutions for teaching English learners during our rapidly evolving digital era." -- Debbie Zacarian, Ed.D., Educational Consultant "Teachers of all subject areas and grade levels are challenged to differentiate instruction appropriately for English Learners at various stages of English language development, in unfamiliar contexts. This text builds upon current practices by explicitly addressing how flipped lessons can benefit ELs by conveying concise expectations, more opportunities to grapple with new content individually and through interaction with peers, and ways to scaffold linguistic demands when assessing ELs' academic achievement. Successfully flipped classrooms provide options for ELs to identify essential goals of upcoming lessons, allowing more cognitive energy to acquire the academic language necessary to engage in learning experiences." -- Glenda Harrell, ESL Director "Digital teaching is an important resource for supporting and enhancing learning for all students yet it has not been the focus of many professional resource books for working with second language learners. ELL Frontiers: Using Technology for English Learners changes that. Finally, here is a source for teachers who work with English learners that provides innovative, thoughtful, and clearly articulated ideas for actively involving students in digital learning using the latest technology while keeping in mind best practices for collaborating, conversing, and providing feedback in the classroom. The authors share a range of approaches that help students bolster their background knowledge, think critically, and use class time to interact and engage, such as through flipping the classroom. This book contains a treasure trove of ideas for teachers who want to move their teaching with English learners into the digital age." -- Lori Helman, Ph.D. Director, Associate Professor, Literacy Education "ESL Frontiers is an important addition to our developing understanding of instruction for ELs. By incorporating the best of digital age learning, the authors inspire practitioners to bring EL instruction to the next level. ESL Frontiers shows how technology-enhanced instruction can elevate learning from our prior emphasis on "covering" material to "uncovering" EL's rich experience and perspective." -- Jane Holmberg, Ed.D., Educational Consultant "Parris, Estrada and Honigsfeld offer a dynamic reinterpretation of the learning and teaching environment in their book."ESL Frontiers" With attention to detail they describe learning possibilities and how technology can support English Learners' mastery of academic vocabulary and concepts, their development of oral fluency, and their participation in creative teams with native English speaking students for mutual growth and benefit. Teachers will flip (with joy) as they read the many ways they can support ELs with technology and how such a classroom can promote authentic learning and assessment." -- Don Hones, Chair of Department of Teaching and Learning "The effective and purposeful use of technology tools can have a powerful impact on collaboration and the successful implementation of co-teaching models to best support English Learners. This book will help you to use technology tools that allow ELs to more fully participate with their peers. This will positively impact on learning and growth of the student. Through the effective use of technology tools, the important learning happening in the classroom will also be positively impacted." -- Paul Louis, Director of Curriculum and Assessment "Using technology with ELLs builds confidence and background knowledge so they can participate more fully in class activities. Our ELLs achieve their academic goals and learn the English language. ..Harnessing technology such as in flipped learning is a great way to help students succeed linguistically and academically" -- Teresa Lynch Bashant, Assistant in Research & Educational Services "Many of our students are digital natives, no matter what their proficiency in English is! Since each author has worked directly with ELLs, their expertise is reflected in the tips they offer. This text will provide not only a hands-on guidebook for how to use technology specifically for our ELLs, but also provides the research to support each strategy provided. A must-read in our linguistically diverse digital age learning environments today!" -- Susanne Marcus, Past President "Parris, Estrada and Honigsfeld have brought important attention to English Learners (ELs) as digital learners. This is the first book I have seen to provide support for educators as they are increasingly required to implement technology with diverse learners. The text is practical and provides encouragement for educators who are often just learning the technology themselves! This book is structured to provide teachers with valuable information on different tech tools and teaching methods, a discussion of how to scaffold for ELs, the strengths and challenges; as well as authentic examples for readers to reflect on and build upon with their own ideas." -- Christina Robertson, English Learners Program Administrator "ELL Frontiers will be a tremendously valuable resource for the 21st century classroom teacher. No matter what grade or age is being taught, there are strategies with variations easy to implement instructions. I look forward to incorporating some of the strategies in my ESL classes." -- Sally Rushmore, Managing Editor "This book will show you how to embrace technology and harness its power to meet the needs of your students. In the era of data driven Instruction and the need for differentiation for the diverse needs of ELs in the classroom, a technology rich learning environment provides the opportunity to deliver lessons that allow for the precious time in class to be spent completing hands on activities and using English in an authentic and meaningful manner." -- Mandi Sanchez "Working in a setting where there is one-to-one computer access for students, I have been looking for information on the quality use of technology for English Language Learners (ELLs). ELL Frontiers provides a balanced approach to the theory and real-world implementation of digital instruction for teachers as they strive to help ELLs meet 21st century technology standards. In particular, Chapter 5 addresses the theoretical underpinnings of flipped lessons specific to ELLs while also providing practical suggestions and lesson ideas to help teachers get started and/or enhance their flipped instruction." -- Shaeley Santiago, ESL Instructional Coach "Frederick County is excited about the unique possibilities of a flipped classroom for its English learners. In truth, one of the greatest challenges that our school system and others throughout Maryland face is providing alternative pathways to a high school education for this student group. Many of our secondary ELs must work to help support their families; flipping classrooms for those students might have a tremendous impact on the lives of those students. In essence, flipping instruction could maximize their school experience, help them learning English, and giving them options that might help them complete their education in a much more manageable fashion. The ideas and concepts outlined in this book will help our system create more pathways to success for our English learners, helping all of us move forward to success!" -- Larry D. Steinly, Supervisor of English Language Learning