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Virginia Rojas

Biography:
As an ASCD (www.ascd.org) faculty member and independent consultant, VIRGINIA ROJAS conducts professional training on effective programs and strategies for English Learners. Dr Rojas works with American international schools throughout the world as well as with school districts in the US and Canada. She is recognized for her leadership and her commitment to the development of second language proficiency among school populations, especially within an inclusionary and collaborative context. It is her belief that strategies which assist English Language Learners in K-12 settings are beneficial for all learners and that ESL and classroom teachers need to work together to provide seamless language-development and academic achievement programs in order to target instruction and assessment to simultaneously increase English proficiency and academic achievement. This is the message of her 2007 publication, Strategies for Success with English Language Learners: An Action Toolkit for Classroom and ESL Teachers, published by ASCD and of Educating English Language Learners: Connecting Language, Literacy, and Culture (2010), ASCD DVD Series. vprojas@aol.com

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Two Day Institute - Jan. 26 & 27

Title ESL: Building English Learners' Identities of Competence
Description
The origins of traditional ESL programs grew from a deficit model where English learners were perceived as 'problems' needing to be fixed by specialists in order to function in mainstream classrooms. Rethinking and redefining this orientation is leading educators to figure out ways to design high-challenge, high-support learning environments in which English learners gain a sense of their own competence through academic literacy and achievement.

Outcomes include:

  • the development of a professional knowledge base on language and learning issues in K-12 settings, including an understanding of the role of English learners' mother tongue proficiency and usage;
  • an understanding of best practices in responsive schooling for English learners;
  • an understanding of how to utilize standards-based and assessment-driven backwards planning to design high challenge, high support learning environments in K-12 classrooms;
  • practice in how to use specific instructional strategies so English learners can do with support what teachers want them to know and do; and
  • how classroom and ESL specialists can work together to differentiate instruction and assessment equitably.
Targeted Audience
K-12
Level
All levels welcome.
Outcomes Participants will learn. . . 
  • 'responsive' strategies to provide access to English learners;
  • literacy strategies to build academic language proficiency in an array of text types; and
  • differentiation strategies so to support content-area achievement.
Prerequisites None.
Handouts Handouts will be posted as received. Please check the Handouts page for listing.
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