EduCurious Interview with Dr. Julio Acevedo: Deciphering English Language Learners

In this EduCurious podcast episode, Dr. Julio Acevedo, an expert in English for Speakers of Other Languages (ESOL) programs, shares his personal journey from aspiring actor to educational leader, highlighting how his background in drama informs his teaching approach. He emphasizes the importance of making learning engaging and relevant, particularly for English Language Learners (ELLs).The core of the interview focuses on demystifying the ESOL process. Dr. Acevedo explains that when students enroll, they complete a language survey. If any of the three key questions (regarding languages spoken at home or by the student) are answered "yes," the student is tested using the IPT test. This test assesses speaking and listening, and for students in 3rd grade and up, reading and writing. Based on the results, students are placed in the ESOL program (designated as "LY") or, if proficient, designated as “ZZ".Dr. Acevedo details the different classifications within the ESOL program:LY: Actively in the ESOL program, further categorized into tiers:Tier A: Beginners with very limited English proficiency.Tier B: Intermediate, but still developing proficiency.Tier C: Advanced, nearing proficiency but may still need support in specific areas (like standardized reading tests).LF: Students who have exited the program but are monitored for two years.LA: Students who exited the program who continue being evaluated for year three and four.LZ: Students who are completely exited.ZZ: Student completed the survey, tested, but was proficient.He stresses that exiting the program requires both language proficiency (demonstrated through the WIDA/ACCESS 2.0 test) and proficiency on state reading assessments. An EL committee, comprising administrators, ESOL teachers, classroom teachers, and potentially ESC personnel, makes placement and exit decisions. Parents are invited to these meetings but their presence is not mandatory. Parents can opt their children out of ESOL services, even if the student qualifies.Dr. Acevedo discusses various support strategies for ELLs, including:Push-in support: Paraprofessionals or ESOL teachers providing assistance within the regular classroom.ESOL-specific classes: Focusing on reading strategies, language acquisition, and pronunciation.Differentiated instruction: Tailoring assignments to meet the varying needs of students at different proficiency levels (e.g., reducing the number of questions for beginners).Bilingual dictionaries: Teaching students how to effectively use these tools, which are permitted during testing.Extended TimeFlexible SettingTranslated InstructionsHe acknowledges the increasing use of technology (like translation apps and Google Translate) but cautions that these tools are generally not permitted during standardized testing. He also mentions Duolingo as a useful tool for personal language learning, but notes it's not approved for school use due to data privacy concerns.A significant portion of the interview emphasizes the holistic needs of ESOL students. Dr. Acevedo explains that academic success often hinges on addressing underlying barriers such as illness, emotional distress, lack of access to resources, and even immigration concerns. He advocates for building strong community partnerships to support families.Dr. Acevedo's main point of contact for teachers to receive further support from him is through the school's social worker.Whether you're a teacher, a parent, or just EduCurious, join the community as we explore various educational topics and learn from each other. Be SocialWebsite: https://educuriouspod.com/ Email: [email protected] Facebook: https://www.facebook.com/EduCuriousPod Instagram: https://www.instagram.com/edu.curious.podcasts/