Description: What does the most current neuroscience, biliteracy and translanguaging research say about teaching Culturally and Linguistically Diverse Emergent Bilingual learners how to read? What are the roadblocks that inhibit Emergent Bilingual students from learning how to read in English – and the factors that facilitate their learning? What must a school district do prior to implementing the Science of Reading policies, procedures, processes, and programs? Using Mind-Brain-Health-Education (MBHE) science principles, neurobiology of bilingualism and biliteracy research, EL Program guidelines, and four decades of teaching Culturally and Linguistically Diverse learners as her foundation, Jo Gusman will answer these questions. She also will share innovative and effective language and literacy curriculum and instruction frameworks, processes and strategies for enhancing ELA/reading and English Language Development (ELD) instruction of English learners at all levels of English language proficiency.

Seminar Resource Handbook: Each person participating in this professional development opportunity will receive the required Seminar Resource Handbook that accompanies this workshop. This Seminar Resource Handbook includes workshop materials and classroom-ready frameworks, processes, strategies and techniques that participants can use immediately with their students.