Academic and Linguistic Demands: Creating Access to the Next Generation Learning Standards in English Language Arts for Linguistically Diverse Learners (ALDs)
Biography
Dr. Kelley Cordeiro is a two-time alum of Molloy University (Masters Education 2010, Doctorate Educational Leadership, 2021). She is an Instructional Resource Specialist with the NYS Education Department Office of Bilingual Education and World Languages Regional Bilingual Education Resource Network, providing professional staff development and regulatory guidance to educators and administrators serving English learners in K-12 English as a New Language (ENL) and bilingual educational settings. Kelley earned a Doctorate in Educational Leadership for Diverse Learning Communities, receiving the Outstanding Dissertation Award for her research utilizing positioning theory to examine the roles of ESOL educators in co-taught integrated ENL contexts. She is a national presenter, and has authored academic publications on topics including integrated content and language instruction, co-teaching, and social-emotional learning. She is a member of the NYSED OBEWL Strategic Work Group on the Science of Reading for English Learners. As faculty at Molloy University, Kelley teaches courses in ESOL methodology, theory, linguistics and language acquisition. She serves as the L.I. Regional Chairperson for New York State TESOL, TESOL Advisory Board member for L.I. ESOL, and as an appointed member of the TESOL International Awards Professional Council. kcordeiro@molloy.edu
Presentation Type
Presentation
Location
Casey 101
Start Date
1-3-2025 10:00 AM
End Date
1-3-2025 10:45 AM
Description (Abstract)
What does it mean to support English language learners' language acquisition through the content instruction? In this workshop, participants will explore the layout, structure, and implementation of the Academic and Linguistic Demands of the NYS Next Generation Learning Standards for English Language Arts (ALDs). Participants will explore tools that help identify the words, phrases, and language structures embedded in the English Language Arts standards, to provide equitable access to standards-aligned, grade-level instruction to English Language Learners (ELLs). Come learn more about this essential resource for planning successful and targeted instruction for ELLs.
Keywords
English language learners, linguistic demands, language acquisition
Related Pillar(s)
Study
Academic and Linguistic Demands: Creating Access to the Next Generation Learning Standards in English Language Arts for Linguistically Diverse Learners (ALDs)
Casey 101
What does it mean to support English language learners' language acquisition through the content instruction? In this workshop, participants will explore the layout, structure, and implementation of the Academic and Linguistic Demands of the NYS Next Generation Learning Standards for English Language Arts (ALDs). Participants will explore tools that help identify the words, phrases, and language structures embedded in the English Language Arts standards, to provide equitable access to standards-aligned, grade-level instruction to English Language Learners (ELLs). Come learn more about this essential resource for planning successful and targeted instruction for ELLs.
