Female teacher with students

English as a Second Language Screencasts and Resources

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English as a Second Language

Online teaching tutorial tools from COE Student Amy Schlessman, a College of Education TESOL teacher candidate.

Video: How to use Nearpod (Nearpod is a free student engagement platform)

 

Video: How to Install Read & Write Google Extension (Read & Write Google Extension is a literacy software that helps users improve their reading and writing skills)

About the Multilingual Research Center (MRC)

The Multilingual Research Center (MRC) is committed to promoting research and outreach related to multilingualism, multilingual communities, and the education of multilingual populations. Specifically, MRC aims to increase the quality and number of TESOL, World Language, and dual language programs and teachers in Maryland, the nation, and the world through outreach; Sponsor and conduct research which illuminates our understanding of multilingualism and multilingual communities; Disseminate research results to teachers, school systems, and national and international research communities.

Dr. Megan Madigan Peercy, Co-Director of the Multilingual Research Center, shares some resources for teachers and parents to use and consider while English language learner students are home.  Dr. Peercy’s research focuses on centrally important – or “core”-  practices for teaching multilingual youth.

Featured Faculty

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Megan Madigan Peercy
Dr. Megan Madigan Peercy draws from a sociocultural understanding of learning to use self-reflexive and participatory qualitative methods to study the growth and development of teachers and teacher educators, particularly as they work for socially just outcomes for linguistically and culturally diverse learners in PK-12 settings. She is deeply invested in identifying and understanding the pedagogies that teacher educators utilize to support teachers’ experiences of practice, and in the ways in which practice and theory can be in dialogue with one another. 

Since 2015 she has led a collective of early career teachers, teacher educators, and multilingual youth as we have collaboratively explored the kinds of practices that matter for teaching multilingual youth. Examples of her recent work appear in Teaching and Teacher Education, TESOL Quarterly, Language Teaching Research, Action in Teacher Education, and TESOL Journal. Together with Dr. Judy Sharkey, she has recently edited a book entitled Self-study of language and literacy teacher education practices: Culturally and linguistically diverse contexts. She is an Associate Editor for the International Multilingual Research Journal, and Co-Director of UMD's Multilingual Research Center. She serves on the executive committee for the Second Language Research SIG and the Self-Study of Teacher Education Practices (S-STEP) SIG for the American Educational Research Association (AERA). She also serves on AERA's Division K Nominating Committee. She has experience as an ESOL and Spanish teacher across a variety of ages and contexts, ranging from pre-K through adults.

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Dr. Loren Jones is an Assistant Clinical Professor and Coordinator for the Teaching English to Speakers of Other Languages (TESOL) Programs in the Department of Teaching and Learning, Policy and Leadership in the College of Education. Prior to joining the faculty at UMD, Dr. Jones earned her Ph.D. in Teaching and Learning from the University of Miami, Florida and taught Spanish at the secondary level in both traditional and online formats. Through her doctoral studies, Dr. Jones took part in numerous lines of research, but focused largely on literacy instruction in diverse elementary contexts. Her dissertation research examined the use of collaborative writing in a first-grade classroom to promote writing development among English learners (ELs). Dr. Jones' current work is focused on effectively preparing teachers to work with ELs.

 

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