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English Language Development

English proficiency levels at all ages require both integrated English language development (ELD) and specialized attention to their particular language learning needs, or designated ELD. Such a multilayered application of the CA ELD Standards requires deep collaboration among educators, support for teachers, and, most importantly, a sustained focus on the strengths and needs of individual students who are English learners and a persistent belief that all students who are English learners can achieve the highest levels of academic and linguistic excellence. 

— English Language Arts and English Language Development (ELA/ELD) Framework for California Public Schools, p. 119

​Integrated ELD

​Integrated ELD, in which all teachers with ELs in their classrooms use the CA ELD standards in tandem with the focal CA CCSS for EL literacy and other content standards.

— ELA/ELD Framework, p. 106

​Designated ELD

​A protected time during the regular school day, in which teachers use the CA ELD standards as the focal standards in ways that build into and from content instruction in order to develop critical language ELs need for content learning in English. 

 ELA/ELD Framework, p. 106

https://www.sdcoe.net/lls/MEGA/PublishingImages/ca-el-roadmap-website-300.jpg California English Learner Roadmap

The Multilingual Education and Global Achievement Department (MEGA) of the San Diego County Office of Education (SDCOE) has created this website as a resource to further assist a Local Education Agency's (LEA) journey in implementing the California Department of Education’s English Learner Roadmap.

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Professional Learning Opportunities

Student Oracy Series: A Matter of Equity: Valuing and Developing Student Talk 

Oracy, learning to talk and learning through talk, plays a critical role in improving educational outcomes, especially for our historically underserved students. Extensive research reveals not only the cognitive benefits of student talk, but also the social and emotional advantages. In addition, verbal communication skills and teamwork are essential for civic engagement and highly sought after by employers.  

In the Student Oracy Series, participants will learn how to develop student talk in a variety of instructional settings, including in virtual and hybrid environments.  Participants will also engage in action research and apply their learning to their own classrooms. The cost is $175 per participant.

Series includes:

  • Four synchronous learning sessions
  • Four asynchronous learning modules/experiences
  • Access to oracy tools/resources

Audience:

  • K-12 teachers, coaches, site administrators
  • Site teams are encouraged to participate together, and special pricing is available for district teams

Cohort “A” (series full/closed)


Synchronous Sessions on Wednesdays from 2:30 to 4 p.m.

  • Session #1:  Dec. 9
  • Session #2:  Jan.13
  • Session #3:  Jan. 27
  • Session #4:  March 17

Cohort “B” (click HERE if interested) 

Synchronous Session Dates TBD 


SDCOE Facilitators:

  • Sonja Munévar Gagnon
  • Eva Pando-Solís, Ph.D.
  • Jennifer Upham

For additional information or questions, contact sonja.gagnon@sdcoe.net



Comprehensive ELD Resources for LEAs

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Distance Learning Units en Español

The San Diego County Office of Education Curriculum and Instruction (SDCOE), Multilingual Education and Global Achievement (MEGA), and Innovation Departments have collaborated to design distance learning units of study in Spanish for grades K-3 that are focused on grade level essential learnings in each content area.

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Instructional Approaches