March 26, 2024
The education of English language learners (ELL) was the focus of the 11th Annual Leadership Symposium sponsored by the Department of Administrative and Instructional Leadership (DAIL) within The School of Education (TSOE) on March 16 at St. John’s University.
Schools throughout New York City and Long Island have seen a significant increase in this student population, many of whom are the children of the underprivileged and immigrants.
“How will we prepare educators to meet the needs of diverse learners, especially English language learners, in the third decade of the 21st century?” asked James D. Wolfinger, Ph.D., Dean, The School of Education. “We answer that question by coming together in community so that our doctoral students, faculty, alumni, and partners in the field can learn from each other.”
In her keynote address, “English Language Learners: Challenges and Opportunities,” Diane Rodriguez, Ph.D., Associate Dean, Graduate School of Education, and Professor, Division of Curriculum and Teaching, Fordham University at Lincoln Center, explained that “the significance of embracing learning opportunities grounded in the three foundational opportunities of native language, unique culture, and human learning potential cannot be overstated. These strengths serve as crucial cornerstones upon which effective education can be built.”
“By leveraging these assets, educators can create an inclusive and empowering learning environment that caters to the diverse needs of students.”
The symposium also featured research presentations by 29 recent graduates from the SOE doctoral program, as well as four breakout sessions administered by local school superintendents. The symposium was first held in 2013 under the direction of James Reed Campbell, Ph.D., Professor, Administrative and Instructional Leadership. Today, it continues under his leadership, along with Dean Wolfinger; Stephen Kotok, Ph.D., Associate Professor, Administrative and Instructional Leadership, and DAIL Chair; and the faculty and staff of DAIL.
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