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eClassroom LoginElizabeth Jiménez
Author and Elizabeth Jiménez is the CEO of GEMAS, a consulting and advocacy firm dedicated to improving the education of English learners and their families. Jiménez earned an MBA from the Peter F. Drucker Graduate Management Center at Claremont Graduate University and a BA in Spanish from CSU, Fullerton. Jiménez taught English learners for nine years; then, she cut her teeth in politics working in her state legislature on pioneering legislation for English learners. She has taught literacy methods courses in English and in Spanish for college teacher preparation programs. Jiménez has written over 25 textbooks for Pre-K-12 English learners. Jiménez is a highly sought after keynote speaker, coach, and professional developer, having worked with school districts and charter schools in over 20 states and Puerto Rico. Her many projects include working with the Department of Education in Puerto Rico; Bassett Unified School District; and Riverside, Inyo, Mono, and San Bernardino Counties in California to improve learning outcomes for English learners. She has been a panelist, session speaker, moderator, or keynote speaker for national and local organizations and conferences including NALEO (National Association of Latino Elected and Appointed Officials), Latino Leadership Conference, LAUSD Achieving A+ Summit, Milken Institute Global Conference, and Puerto Rico TESOL Conference.
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This course presents a dynamic look at teaching English language learners, teaching educators to increase the effectiveness of instructional delivery and to create a culturally responsive classroom. Incorporated into the course are classroom visits that illustrate the principles presented in the course, discussion panels with teachers and middle school students, plus an interview with an actual student on his experience as an English language learner.
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In this course, educators learn the foundations of language development and language acquisition, setting the stage for developing instructional strategies that are more comprehensible for ELL students across all subject areas. Jimenez demonstrates strategies for assessing students’ knowledge, identifying language learning objectives, and developing differentiated instructional practices that address the varying levels of language proficiency often present in a typical classroom.
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