Complex, Grade-Level Text: An Excellence and Equity Tool for Language Learners

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Complex, Grade-Level Text: An Excellence and Equity Tool for Language Learners

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NONIE K. LESAUX

OVERVIEW

Complex, grade-level text is a cornerstone of everyday learning for all students, including language learners at all stages of English proficiency. But grade-level text isn’t just a tool for academic success—it’s an equity tool. This session will focus on the ways that content-rich, grade-level texts cultivate knowledge, language, and comprehension skills, and what effective use looks like in today’s classrooms. The session will also delineate how teaching with complex, grade-level text, especially with English language learners, is actually crucial for promoting educational equity.

ABOUT THE SPEAKER

Nonie K. Lesaux is Roy E. Larsen Professor of Education and Human Development at the Harvard Graduate School of Education. Her research focuses on promoting the language and literacy skills of today’s children from diverse linguistic, cultural and economic backgrounds. Lesaux’s work has earned her the William T. Grant Scholars Award, and the Presidential Early Career Award for Scientists and Engineers, the highest honor given by the United States government to young professionals beginning their independent research careers. Lesaux’s research appears in numerous scholarly publications, and its practical applications are featured in three books. She is also the author of a widely circulated state literacy report that forms the basis for a Third Grade Reading Proficiency bill passed in Massachusetts. She is the series editor of Lift and co-author of Reach Higher, both from National Geographic Learning.

Designing Literacy Instruction for Today’s Multilingual Learners

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Designing Literacy Instruction for Today’s Multilingual Learners

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NONIE K. LESAUX

OVERVIEW

Today’s educators working in English medium classrooms across the globe know from their everyday work that strong communication and literacy skills are critical to the success of our multilingual learners in today’s knowledge-based society and economy. Supporting this success requires some key changes in the instructional approach for this large, diverse, and growing population. In this session, we will explore key instructional shifts, especially one to a content-based approach, to foster multilingual students’ literacy skills in English and support their college and career goals.
 

ABOUT THE SPEAKER

Nonie K. Lesaux is Roy E. Larsen Professor of Education and Human Development at the Harvard Graduate School of Education. Her research focuses on promoting the language and literacy skills of today’s children from diverse linguistic, cultural and economic backgrounds. Lesaux’s work has earned her the William T. Grant Scholars Award, and the Presidential Early Career Award for Scientists and Engineers, the highest honor given by the United States government to young professionals beginning their independent research careers. Lesaux’s research appears in numerous scholarly publications, and its practical applications are featured in three books. She is also the author of a widely circulated state literacy report that forms the basis for a Third Grade Reading Proficiency bill passed in Massachusetts. She is the series editor of Lift and co-author of Reach Higher, both from National Geographic Learning.

 

Exploring the Shifting Literacy Needs in English Medium Instruction

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Exploring the Shifting Literacy Needs in English Medium Instruction

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NONIE LESAUX

Content-Based English

OVERVIEW
Many students all over the world share the same goal: academic success in English. However, these students may not share the same background or experiences. This session will explore how a shift to a content-based approach to English instruction and curriculum can better meet the needs of tomorrow’s global leaders.

 

ABOUT THE SPEAKER
Nonie K. Lesaux is Academic Dean and the Juliana W. and William Foss Thompson Professor of Education and Society. Her research focuses on promoting the language and literacy skills of today’s children from diverse linguistic, cultural and economic backgrounds, and is conducted largely in urban and semi-urban cities and school districts. Lesaux’s work has earned her the William T. Grant Scholars Award, and the Presidential Early Career Award for Scientists and Engineers, the highest honor given by the United States government to young professionals beginning their independent research careers. She has served on the U.S. Department of Education’s Reading First Advisory Committee, and the Institute of Medicine and National Research Council’s Committee on the Science of Children Birth to Age 8. Lesaux’s research appears in numerous scholarly publications, and its practical applications are featured in three books: Teaching Advanced Literacy Skills (Guilford Press, 2016), Cultivating Knowledge, Building Language: Literacy Instruction for English Learners in Elementary School (Heinemann, 2015), and Making Assessment Matter: Using Test Results to Differentiate Reading Instruction (Guilford, 2011). She is also the author of a widely circulated state literacy report, Turning the Page: Refocusing Massachusetts for Reading Success, that forms the basis for a Third Grade Reading Proficiency bill passed in Massachusetts.