Author: Laureen Avery

Equity for ELs: Learning English in a Competency-Based System

August 2, 2017 by

Laureen Avery

Across the country, educators and policymakers are coming to the same conclusion: the structure of the traditional system is a barrier. The premise of competency education is that the traditional education structure, which is designed to sort students, can be replaced with one that is designed for every student to succeed. When we design for ensuring mastery, we have to build around equity and draw upon the research that informs us about how students learn best.

Chris Sturgis, 2017. In Pursuit of Equality: A Framework for Equity Strategies in Competency- Based Education.

Public education (and public educators) has made a promise that every student will have the opportunity to learn and develop the skills and competencies needed for success beyond high school. It is clear that traditional, established structures have broken this promise for many students, and it is imperative that the developing models of education address these past inequities as core elements in their fundamental structures and design.

English learners (ELs) are one of the groups that fared poorly under the traditional models. Next generation education models (personalized learning, blended learning, competency-based education, and others) are slowly developing an understanding of how to translate beliefs and values into actual practices that transform the core experience of education for English learners. Creating new models that work for English learners must move beyond the need for cultural awareness and into a deep knowledge of how to nurture proficiency in academic language.

iNACOL recently published the results of a broad-based information collection activity in “Next Generation Learning Models For English Language Learners” (Natalie Truong, June 2017). One of the promising practices highlighted was the use of language progressions to support students in a personalized, competency-based system. (more…)

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