Learning about English Learning – The WIDA Institute

Pardon the interruption, but I am going to talk about something that veers down a different path. For those of you who read the usual travel posts, or various poems, or review of board games, this post might not be for you. Many of you might not know this, but I spend a lot of time as an educator. For those of you have your educator license in the United States know that one of the requirements to keep that license is professional development. As an international teacher, this means some time during the summer I have to travel to various parts of the world to take a course that I might find useful in my craft as an educator.

I picked the word ‘might’ for a specific reason. There are many educators out there that will know the meaning of that word choice. Professional development, a lot of the time, is just a moment in your career where you try to develop your ability to remain professional. A lot of the time, it is a rehashing of what you already do, or a way for some retiree to make some extra side money by selling some program that they developed during their teaching career. You have to sit in this program, and nod your head as you try not to get mad that you paid money for this checking of the box that you need in order to renew your license. Rather, you would like to get that professional development that you can bring back to your classroom and use to fill in those gaps within your own instruction.

This brings me to this year’s summertime professional development. I took off to Wisconsin for a week so I could learn everything I could about WIDA, World-Class Instructional Design and Assessment. For those teachers out there, this is probably a program that they are familiar with, and may even implement in their own schools. For everybody else, WIDA is a program used for English language learners to help them in that struggle while they still try to be successful in their content classes. It is usually used for those teachers who run the English language learning programs in their schools, and their purpose is to guide the other teachers as to what they can do in their classrooms to help these students.

I know what you are asking now?

What is an English teacher doing getting trained on how to support English language learners?

Well, the short answer is that in the state of Colorado where my license is, I need to have a a certain amount of hours of English language learning in order to renew my license. There are many Colorado teachers are annoyed by having to jump through this hoop in order to renew their license. I get that feeling, but I like to go into these trainings with the idea that there is something that I can get out of it that I can take back to this classroom. It is this positive attitude that makes these professional development moments worth it.

It was pretty easy to go into this training with this attitude though. The conference covered an area that all international teachers should be aware of when working with their students. There are a variety of languages that are brought to my classroom though I can easily forget this fact because everybody is expected to speak English. Though they speak, read, write, and listen to this language in my classroom, they may still struggle with processing and expressing themselves using this language, and might need those extra structures in place to be successful. What I discovered in this training was that the structures that I could implement for my language users could also be used for my regular students, helping to reach those higher level of expression as well.

I am also starting to see why the state of Colorado requires this training as well. Whether you like it or not, the United States is becoming more multilingual every year, and in ways that would surprise many people. I was talking to a person from North Carolina who is working with many students that use Arabic as their first language. I know that Denver has a huge population of Russian immigrants where certain parts of town, that is the major language spoken. Los Angeles has the second largest population of Korean speakers over any other city in the world, except for Seoul. There are Chinese, Hmong, and Ukrainian speakers coming in all the time, and it is the role of the teacher to help these students learn the material. Even walking around Madison where I was getting the training, I heard a variety of languages spoken from the students that were getting some extra credits during the summer. It is no longer the need to know Spanish in order to help the students coming from Latin America, but a variety of tools that can be used to help all students.

I am really glad that I took some time this summer to go to this institute and learn what they had to teach me. It will definitely help my practice when I arrive in Jordan for my second year there, and it introduced me to other conferences that I will want to take in the future. My only regret was that I was the only content teacher in the training, and I wish that there were more of us there rather than just the English Language Learning teachers that I got to work with. I would hope that more content teachers take that leap and take this class. It will not only help their craft, but it will help to bridge that important gap between them and the English Language Learning teachers in their schools. It will create a classroom that everybody can learn in, and not just the ones who are already comfortable with the language.