Observation Protocol for Academic Literacies

This book presents a validated observation instrument to support and further develop the pedagogic expertise of teachers of English Learners in US schools. Based on sociocultural and second language teaching and learning theories, the Observation Protocol for Academic Literacies (OPAL) has a variety of uses across teacher preparation programs, pre-K-12 classroom contexts and school districts. This book leads the reader through the process of using OPAL with real classroom observations in the form of vignettes, in order to develop confidence and reliability scoring evidence in research-based practices. The book provides examples of its non-evaluative uses to conduct research, support teachers and identify areas of strength and weakness in their professional development. It also offers researchers and policymakers a tool for collecting classroom-based evidence to inform the implementation and refinement of English Learner programs.

This is a well-written, detailed, and clear description of the development and use of the OPAL that walks the reader through the process using actual classroom examples – well-positioned as an important, flexible resource for courses in assessment, second language acquisition, instructional methodology, and related areas as well as for professional development communities and coaching., In the current landscape of linguistically diverse classrooms, there is no excuse for not providing equitable, high-quality, engaging learning experiences to English learners. Remarkably well-written and user-friendly, this book provides invaluable information for educators to elevate their practice and guarantee that all students have full access and effective participation in instruction., Building on decades of critical reflection on the education of English learners, Lavadenz and Armas offer us this wonderful book designed to engage teachers in reflection and dialogue over how to better promote deep learning with their students. The instrument, OPAL, and the vignettes presented capture the essentials of good teaching. I highly recommend it as a tool both for personal and collective professional reflection.

Magaly Lavadenz is the Leavey Presidential Endowed Chair in Ethics and Moral Leadership in the School of Education and Executive Director of the Center for Equity for English Learners at Loyola Marymount University, USA. Her research interests include teacher education, language education policy and immigrant and diaspora communities.Elvira G. Armas is Director of the Center of Equity for English Learners and Affiliated Faculty in the School of Education at Loyola Marymount University, USA. Her research explores teaching and learning in linguistically and culturally diverse settings and collaboration between schools, families and communities.