When it comes to addressing Newcomer students with sincerity, authentic care, and current informed research and practices, one must first consider that many existing trends, myths, and superficial methods must be dropped. One of those is how we have taught language and literacy for many years. Dr. Calderón discusses the integration of academic language and more literacy skills in each content area and how it will benefit all students in the school.
About the Author
Margarita Calderón, Ph.D., is Professor Emerita/Senior Research Scientist at Johns Hopkins University. She has worked on numerous research and development projects focusing on reading for English learners funded by the U.S. Department of Education Institute of Education Sciences, the U.S. Department of Labor, and collaborated with Harvard and the Center for Applied Linguistics on a longitudinal study funded by the NICHD.
The Carnegie Corporation of New York funded her five-year empirical study to develop Expediting Reading Comprehension for English Language Learners (ExC-ELL), a comprehensive professional development model for grades 6–12 math, science, social studies, and language arts teachers that integrates language, literacy, and content. This led to the development of the effective, evidence-based program, Reading Instructional Goals for Older Readers (RIGOR), for Newcomers with interrupted formal education. Dr. Calderón has over 100 publications, is an international speaker, is invited to deliver keynote speeches at major conferences, and conducts comprehensive professional development programs nationally and internationally.