Transcript Solid ESOL Lessons: From Theory to Practice

Solid ESOL Lessons:
From Theory to Practice
Karie Mize, Ed.D. ([email protected])
Carmen Cáceda, Ph.D. ([email protected])
Maria Dantas-Whitney, Ph.D. ([email protected])
ESOL/Bilingual Education Program, Western Oregon University
Oregon Association of Teacher Educators
Salem, Oregon -- January 27, 2012
Outline of Presentation
• Audience check-in
• Our approach to ESOL/Bilingual teacher
education
– Philosophical underpinnings
– Theory
– Planning
– Practice
• Q&A
Program Philosophy
• Teachers as life-long professionals
• Solid theoretical foundation
• Knowledgeable about current trends in the field. Able
to always keep up-to-date
–
–
–
–
Research
Methodology
Curriculum/Materials/Technology
Policy
• Advocates for students and families. Able to keep their
needs in the foreground of their practice
• Critical consumers of information. Able to comply with
mandates and innovate/adapt at the same time
Just like a carpenter…
Carpenters
Teachers
• Theoretical foundation:
(linguistics) how does
phonology influence spelling
• Methodology: GLAD
strategies
• Curriculum/Materials/
Technology: Bilingual
children’s literature;
translation software
• Policy: Standards/
Assessment requirements
• Service/advocacy: Students &
families
• (math) measurement and
angles
• Wood frames vs.
concrete/brick structures
• Composite materials vs. wood
• Building codes
• Clients
Just like a carpenter…
Critical consumers who can comply and innovate
Our Approach to ESOL/Bilingual
Teacher Education
One tool:
ELP Standards
(Forms &
Functions)
Group task
• Get together into four groups and follow the
directions in your card.
• You will be asked to share what you wrote
with the whole group
Functions
• The tasks or purposes of language. The use of
language to accomplish things in informal and formal
settings
• Social purposes (e.g., expressing needs and wants,
greeting, agreeing and disagreeing, complaining)
• Academic purposes (e.g., asking questions,
explaining cause and effect, drawing conclusions)
• Increasing competence in any language function
requires the use of increasingly complex sentence
structures
Forms
• Parts of speech, verb tenses and subject/verb agreement, use
of pronouns and conjunctions, and sentence structure
(complex and compound sentences and word order)
• Vocabulary
– Mortar words (general utility)
– Brick words (content-specific)
• Linking forms and functions: Using mortar templates (e.g.,
______ are _________, but are ________.)
• Language forms (e.g., verbs, nouns, adjectives) are tools to
enact language functions, in other words, to make specific
meanings for particular functions
Components of Linguistics
• Phonology: the study of the sounds of a language
• Morphology: the study of words and parts of
words
• Syntax: the study of the structure of sentences and
the rules that govern the formation of a sentence
• Semantics: the study of meanings of individual
words and of larger units such as phrases and
sentences
• Pragmatics: the study of language use in context
A Three-Dimensional Framework
(Larsen-Freeman, 2001)
• In dealing with the complexity of grammar, three
dimensions must concern us:
– Structure/form (morphology, syntax & phonology)
– Meaning (semantics)
– Context-appropriate use (pragmatics)
Fluency & Accuracy
• Fluency: ease of both oral and written
comprehension and of the production of
speech and writing
• Accuracy: precision and correctness with
which students speak, write, comprehend
language
• It’s important to provide opportunities to
develop both!
Oracy and Literacy
ORACY
R
P
E
R
C
Listening
Speaking
O
E
D
T
C
I
Reading
Writing
T
V
I
E
V
LITERACY
E
ELD
levels
Sociocultural Perspective on Language
Acquisition and Language Pedagogy
• Language acquisition begins in our social practices
before it is internalized by our individual minds
• Language is not a collection of forms or an object of
analysis that exists apart from its context and its
speakers. Rather, language is a resource used to
realize and enact social life
• Language teaching:
– situated activities
– specific identities
– collaboration to negotiate new language and concepts
within specific contexts
Solid ESOL Lessons:
From Theory to Planning to Practice
Insightfulness about the PURPOSE(S) of each lesson
Content
Lesson
Language Arts
Lesson
ELD
Lesson
Content
Literacy
ESOL
Passenger
ESOL
Content
Literacy
Passenger
Literacy
ESOL
Content
Driver (Stds.)
Sheltered Instruction: Strategies
• Working definition of sheltered strategies:
“Anything that is helpful for an ELL”
• Explicitly name strategies as we model them
• Discuss why it would be helpful for an ELL
• Brainstorm modifications for age/grade
appropriateness and content areas
• E.g., Name Erase vs. Popsicle Sticks
Sheltered Instruction: Models
•
•
•
•
Working definition of sheltered strategies
Major models
“Informed eclecticism”
Tree analogy
Sheltered Instruction:
ESOL Observation Form
• Found at www.wou.edu/esol
Sheltered Instruction:
Toolkit Assignment
• Things they want to remember from the
course
• Reminders of best practices for language
learners
http://ed491.weebly.com/sheltered-toolkits.html
Sheltered Instruction:
Explicit Language Objectives
• How is “language” defined?
• SIOP: Clearly define (write and state) language
objectives [equated with 4 language skills]
• Dutro & Moran: bricks and mortar
– “If I had known we needed
I would have gone to the
,
.”
• Turn and talk: How do you define or think of
language objectives?
Sheltered Instruction:
Functions and Forms
• Functions = ESOL Goal
– Long-term, desired outcome
• Forms = ESOL Objectives
– Lesson-specific
– Gradual release of responsibility
• Taught/modeled
• Opportunities for students to practice with peers
(GLAD: guided oral practice)
• Individual practice (writing?)
Sheltered Instruction:
Differentiated Language Demands
Expressing needs and likes
B: animals, birds, food, shelter (wants vs. needs)
EI: Birds need _____.
(noun)
I: Birds need _____ and _____.
EA: Birds need ____ for . . . and ____ for . . .
A: In order to survive, birds need . . .
Begin with a sentence the FEP/native English speaker might
say in the lesson:
____________________________________
Break this sentence down into the ELP levels:
–
–
–
–
–
A:
EA:
I:
EI:
B:
Sheltered Instruction:
GOALS
Content CCG
Language Arts Goal (if applicable)
ESOL Function
OBJECTIVES
Content (Students/I will be able to . . .)
ESOL Forms (list levels of ELLs in the class or choose 2 if hypothetical)
(P:)
A:
EA:
I:
EI:
B:
B:
EI:
I:
EA:
A:
(P:)
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Sheltered Instruction:
Lesson Planning
• Dirt >>> Clay >>> Rock >>> Granite
• Found lesson plan >>> WOU template;
Content Goals and Objectives >>> Evaluate,
modify, and add sheltered strategies; get
feedback >>> Address feedback and add ESOL
objectives
• Comparison of different lesson formats
Supervision
Practice
Context
Track
house
TCs – initial
a) The TC puts into practice the previous theory,
licensure: UG, PB,
but at times, s/he is “powerless” since his/her
or MAT)
performance has to be aligned with the
mentor’s lesson plan, strategies, etc.
b) Mentor’s feedback varies according to their
teaching experience
c) Supervisor’s feedback varies according to
his/her expertise in the field & teaching
experience
Original
house
Teacher
practicum
- MSED
- ESOL
endorsement
a) Another classroom (mentor)
b) Own classroom
Still teachers deal with administrative issues,
district policies, or the curricula; at times, there is
a mismatch.
Supervision
Main duties as a university supervisor
(a) Observe classes (to check whether teacher candidates (TCs) are
putting into practice what they have been exposed to).
(b) Provide feedback on their lesson plans (e.g., to see how TCs
have incorporated the forms and functions)
(c) Grade their work sample, which contains different features (e.g.,
school demographics)
(d) Encourage reflection so that TCs can learn to adapt, adopt, or
change strategies, materials, or lessons as needed.
(e) Make TCs “see” theory and practice in place (e.g., the use of pair
work so that students can produce output)
Supervision
Western Oregon University
Summative Assessment of Candidate
Seeking English for Speakers of Other Languages (ESOL) Endorsement
(To be completed by the candidate, the mentor and the university supervisor)
Name of Candidate ____________________________________________________________________
Practicum Supervisor________________________________ Date of completion __________________
School at which practicum was completed __________________________________________________
Work sample title _______________________________
Requirements: Met ____ Not met ____
Endorsement sought: ESOL ___ Bilingual/ESOL ____ Level: Undergraduate ____ Graduate ____
Passing scores on required ESOL test(s): ______ Total Score ______ Subtest 1 ______ Subtest 2 ______
Beginning
Not
Emerging
Observed
(Not Met)
N/O
1
2
Initial Licensure Level
Developing
Proficient
3
4
Continuing Licensure Level
Advanced
Distinguished
5
6
The candidate has demonstrated the ability to plan for instruction of ELLs
__ a. Determining the educational and language acquisition level of students.
__ b. Writing clearly defined content and language objectives that are consistent with school,
district, state and/or TESOL standards.
__c. Integrating language, content, and skills that English language learners need to succeed in
academic tasks.
__d. Scaffolding and pacing the lesson so that appropriately sequenced tasks reinforce and build
on each other.
__e. Designing group activities and guided practice that lead to mastery via a variety of purposeful
grouping strategies.
__f. Providing student-centered activities with sufficient opportunities for development of 4
language skills/modalities (listening, speaking, reading, writing).
__g. Gauging and differentiating language demands so that critical thinking and problem solving
are used by all students, regardless of second language acquisition levels.
__h. Selecting and organizing supplemental material to assist in making lessons clear and
authentic.
__i. Incorporating technologies to benefit ELLs, when applicable.
__j. Planning meaningful lessons, infusing concepts of multicultural and social justice when
possible.
The candidate has demonstrated the ability to shelter and
implement instruction
for ELLs.
___a. Using adjusted “teacher talk,” or appropriate speech for students’ academic and
developmental proficiency level.
___b. Meeting the needs of various learning styles.
___c. Building background to link new concepts.
___d. Introducing and emphasizing necessary vocabulary and academic English.
___e. Using a variety of question types.
___f. Employing a variety of instructional and organizational strategies.
___g. Concluding the lesson with a comprehensive review.
Final Considerations
Theory, practice, and field experiences need to be interwoven
to obtain a solid outcome: the learning of English and
academic language for ELLs.
TCs will benefit from being provided with explicit ways to
connect theory and practice to begin to “own” some of those
tools. Educators have a role to play in this process.
An informed eclectic practitioner is a practitioner who knows
what the tools are, when to use them, and why use them.
Reflection (when planning and executing a lesson) is a key
component in becoming a better teacher.
The mentor is one of the crucial role models who helps TCs
plan and instruct culturally and linguistically responsive
lessons that meet ELLs’ needs,
Final Considerations
Once the teacher candidates teaching period has concluded,
they have the tools and the toolbox, and since they have reflected
on their uses, we believe that they are prepared to make informed
decisions about which ones to use, when to use them, and for
what purposes.
As teacher educators, it is our hope that we have laid the
foundations so that our TCs are skilled and adaptable carpenters
of any future site.
Suggested Reading
Echevarria, J., Vogt, M., & Short, D. (2010). Making content comprehensible for
elementary English learners: The SIOP Model. Boston, MA: Allyn &
Bacon.
Garcia, O. (2009). Education, multilingualism and translanguaging in the 21st
century. In A. ohanti, M. Panda, R. Phillipson & T. Skutnabb-Kangas
(Eds.), Multilingual Education for Social Justice: Globalising the local
(pp. 140-158). New Delhi: Orient Blackswan(former Orient Longman.
Lantolf, J. (1994). Sociocultural theory and second language learning. The
Modern Language Journal, 44, 418-420.
Wright, W. E. (2010). Foundations for teaching English language learners:
Research, theory, policy, and practice. Philadelphia: Caslon Publishing.