Schools often use the term “Limited English Proficiency” to describe their emergent bilinguals, emphasizing what these students don’t know. But what if we move to an asset-based approach instead, where we understand what our Spanish-speaking students know and can do in both languages—and foster high levels of literacy in each one?
Watch this webinar to see how Star Assessments in Spanish and English provide this level of insight, so you can match instruction and practice with students’ specific needs. You’ll see:
- What the research shows us about effective (and ineffective) language programs
- How strong first-language literacy supports second-language literacy
- How Star shows you the path ahead for every learner, in English and now in Spanish
- How to use Star Assessments in Spanish in dual-language programs—and in English-only programs as well
Note: Once you fill out the form, you’ll have access to two versions of the webinar: one presented in English and the other presented in Spanish.
Doris Chávez-Linville is Director of Linguistic and Culturally Diverse Innovation at Renaissance. A former migrant education teacher and dual-language teacher in her native Monterrey, Mexico, she leads Renaissance product management and innovation around tools that empower emergent bilingual students.
Carol Johnson is a bilingual educator and International Education Officer at Renaissance. She holds a PhD in Second Language Acquisition & Teaching, specializing in how people learn second languages.
Mayela Barrow is a Dedicated District Consultant who supports the implementation of Renaissance products. With a background in bilingual education, she has experience working with emergent bilingual students in both dual-language and transitional programs.