Bilingual Learners in Early Education: Part 1 - Welcoming Environments & Language Development by Cindy Lewis
January 22, 2020 11:00 AM Eastern Time–January 22, 2020 12:00 PM Eastern Time
Online - Zoom
Early Education Webinar: Bilingual Learners in Early Education: Part 1 - Welcoming Environments & Language Development by Cindy Lewis
Wed., Jan. 22, 2020
11:00 AM -12:00 PM ET
Join Cindy Lewis, Program Coordinator for the preschool department of Fremont Christian School in California, as she introduces strategies for setting up the environment to create an inclusive classroom for ELL students. She will also present an overview of how a second language develops, including topics such as the Silent Period and how to measure for receptive understanding.
This webinar is ideal for early education teachers and leaders - Grade 2 teachers (ages 2-7).
About our presenter: Cindy Lewis is a credentialed teacher for Early Education and Elementary-aged students. She completed her M.S. in Education with a research focus on language development in bilingual preschoolers. Cindy currently works as a Program Coordinator for the preschool department of Fremont Christian School in California. Learning and sharing strategies with other educators is one of her greatest joys.
CEUs: ACSI members will receive .17 (one clock hour) of Continuing Education Units (CEUs) for your participation in the webinar. To claim your CEUs, be sure to submit an assessment at the end of the webinar. Please allow two weeks for your certificate to be uploaded to your Virtual Professional Portfolio (VPP).
Recordings: Can't attend the live webinar? No problem! Visit the EE Group in Community to watch the recording of this and previously recorded EE webinars (ACSI members only).
Questions? Contact firstname.lastname@example.org.
Professional development (PD) opportunities are nearly universal in the experiences of U.S. educators, both in public school settings and in Christian schools. The question of which PD strategies are most effective has become more critical in recent years, as schools face increasing internal and external pressures to improve student outcomes and optimize instructional expenditures. As a result, many school leaders are seeking to identify PD opportunities with high return on investment (ROI) in terms of student learning and achievement.
In an effort to address this issue systematically, a comprehensive literature synthesis was commissioned by ACSI (Swaner 2016). The synthesis, which surveyed over 500 scholarly articles and resources over the past 20 years, asked the question, “What are best practices in PD for Christian school teachers and leaders?” While little research was found specific to Christian education, what was available corroborated much of the broader literature on PD in K–12 schools. A set of characteristics of effective PD were identified in the literature, as well as a range of practices for which there exists research on their effectiveness. The synthesis also reviewed the evidence for the importance of cultures of continuous improvement to the effectiveness of any PD efforts.
Statement on the Introduction of the Education Freedom Scholarships and Opportunity Act