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Ahmadzadeh, R. and Zabardast, S. (2014). Learner autonomy in practice. International Journal on New Trends in Education and Their Implications (IJONTE), 5(4), 49-57. Retrieved from: www.ijonte.org/FileUpload/ks63207/File/05.ahmadzadeh.pdf Barr, H. and Koppel, I. (2005). Effective interprofessional education: Argument, assumption and evidence. London, United Kingdom: CAIPE and Blackwell Publishing. Becker, E.A., and Godwin, E.M. Batdi, V. (2014). The views of students and teachers about using fun-based videos in English Language Teaching (ELT). Mevlana International Journal of Education. Doi:10.13054/mije.13.84.4.1 Bialystok, E. (1999). Levels of bilingualism and levels of linguistic awareness. Developmental psychology, 24, 560-567. Retrieved from: http://dx.doi.org/10.1037/0012-1649.24.4.560 Brisk, M. (2006). Bilingual education: From compensatory to quality schooling. Mahwah, N.J.: Routledge. Butler-Pascoe and Mary Ellen. (2003). Technology and teaching English l
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EVALUATION PLAN

The Professional Development Evaluation (PDE) will be performed by instructors who will be supported by QS Intelligence unit. QS Intelligence unit (QSIU) is an organization that has been built over 20 years of institutional data with a research portfolio that integrates the QS Worlds University Ranking since 2004. Its team, with more than 20 members, is highly skilled. In the higher education sector, QSIU strives as an organization focused on the arduous practice of key values as integrity and sympathy and it is known as an autonomous source of global intelligence that provides higher education with evaluation processes. http://www.iu.qs.com/about/meet-the-team/ The Professional Development Evaluation Plan (PDEP) will consist as it follows: 1. The definition of evaluation actors. 2. The definition of what and how to evaluate. 3. The evaluation boundaries definition. 4. The description of strategies to be used for collecting data. 5. What measures or indicators will be used in the
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COMMUNITY ORGANIZATION

Introduction It is important for bilingual schools to count on community organizations to help ELLs to develop language proficiency. One effective way to do so is by online fan practices that are also used for literacy learning and identity work. According to Sauro (2017), online fans are the individuals with positive conviction to examine famous, enticing and interesting topics for a more enriching academic performance. In this manner, ELLs can be engaged in using digital communication such as IPads, laptops, tablets and cell phones to share and discuss about extracurricular academic activities. For instance, community organizations can prompt ELLs to discuss about music, literature, history, television among others. In addition, digital communication gives students expanding learning opportunities to find affinity groups or peers. Therefore, they can share among one another information that they consider relevant for their sociocultural and educational context. (Throne and Sa
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PARENTS OF ELLs

Introduction Parents play an important role during their children’s education as well as a powerful role to fulfill the hopes and demands of their community. It is imperative to put into practice programs from the school that leads to parents’ involvement for success in their children’s education. It is to empower their communities and work with schools to enhance effective communication for high academic achievement of their children in society today. (Fuentes, 2009). The main goal is to involve parents with school and organize and promote learning communities. That is, an integration process that will give parents the opportunity to interact and learn from one another’s culture so that their learning experience and involvement benefits their children’s mother tongue and the English language. Besides, the creation of learning communities with parental involvement at schools helps to enrich and empower cultural values. In this sense, learning is the most important goal to achi
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ELLs

Introduction The rise of new technologies has created an impending educational atmosphere where teachers can support second language learners by technology use not only in the academic scenarios, but also at home. This project examines the effectiveness of the combined approach in learning English through the mobile devices such as iPads, cellphones, laptops and tablets, using social networks to improve the level of communicative skills of ELLs. | Bialystok (1999) has provided a definition of linguistic awareness. Linguistic awareness is the capability humans have for attending and reflecting upon the ability to attend the language use and usage. Metalinguistic awareness is defined as the awareness of language characteristics language that gives the speakers the ability for comprehending or producing utterances, but also verifying the linguistic form and structure regardless the meaning of the utterances (Malakoff, 1999). Metalinguistic knowledge is also defined as learners' expl
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TEACHERS

Introduction According to Ramachandran (2004), nowadays it is very important to integrate technology in teaching practices for several reasons. One of them is that we live in a digital world. Technology has benefited individuals to get a better understanding of literacy. This is not all individuals have the necessity to develop digital skills for communicating, investigating, computing, etc. An important point of integrating technology on second language teaching processes is that human beings need digital skills not just for scaffolding their own knowledge, but instead for thinking critically about the information they will be in contact with. Throughout the technology use, it is easy for ELL teachers to promote and encourage collaborative learning activities which constitute the basis for Negotiation of Meanings. According to Nogués and Pais (2017), the creation of knowledge depends on the realistic representation of the world derived from our minds to give our own interpretatio
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ADMINISTRATORS

Administrators play an important role not only in the technology integration educational programs, but also in the provision and knowledge about how to make technology a valuable learning resource in the development of second language learning processes. Technology has brought many advantages to all those who try constantly to interact with the world today. In the educational field, technology is seen as a rich and effective tool for communication which demands language competence development. By using technology administrators can enhance such language communicative competence. Therefore, bilingual schools administrators must consider and be aware of the importance of integrating technology in the educational programs; technology management and digital skills should be part of the curriculums of basic education. Pais and Nogués (2017) emphasize on the constructivism paradigm ‘learning by doing’; that is, administrators will better retain learning by experiencing; thus, making the le
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