Transcript No Slide Title

Learning Gap Linked to
ELL/ LEP Instruction
Osterling – EDCI516-B01 Summer 2002
Objectives

As a result of this class, students will be
able to add information to their
knowledge base about SLA and literacy.
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They will continue to link class readings and
discussion to classroom practice.
They will gain an understanding of some of the
research currently being conducted with SLLs.
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ELL/ LEA Challenges

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Assist students develop:
 Cognitive,
 Linguistic,
 Social abilities.
While they struggle with
the multiple challenges of:
 Language acquisition;
 Academic learning;
 Social adaptation.
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Research Question

How can we take the
strengths that ELL/ LEP
bring to school and
enliven the school
experience by
connecting it in
meaningful ways to
their lives, deepening
their knowledge?
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Our Goal
Creating a Global Community
Life-Long Learners
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Underlying Assumption
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No single approach or
program model works
best in every situation.
Many different approaches
can be successful when
implemented well.
Local conditions, choices,
and innovation are critical
ingredients of success.
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ELL/ LEP Students

4,416,580 students enrolled in public schools
(PK -12). 1999-2000 school year.
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9.3% of total public student enrollment.
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Some 400 different world languages.
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76.6% are Spanish-speakers.
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Some 40 percent never graduate from high school.
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What Are the Most Common Language
Groups for LEP Students?
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Anneka Kindler, NCBE
In 1999-2000, states reported over 400 languages spoken by
ELL/ LEP students nationwide.
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Spanish (76%);
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Vietnamese (2.3%);
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Hmong (2.2%);
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Haitian Creole (1.1%);
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Korean (1.1%);
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Cantonese (1.0%).
All other language groups represented less than 1% of the LEP
student population.
http://www.ncbe.gwu.edu/askncbe/faqs/05toplangs.htm
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Black & Hispanic: Growth
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1990 Census
Millions
2000 Census
30
30
25
20
15
10
5
0
35.3
35.4
22.4
35.2
Millions
35
34.7
34.8
34.6
34.4
Race / Ethnicity
Black
Racial / Ethnicity
Black
Hispanic
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Hispanic
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Theorists
John Dewey
Jean Piaget
Edward Sapir
Benjamin Whorf
B.F. Skinner
Noam Chomsky
Steve Krashen
Lily WongFillmore
Virginia Collier
Jim Cummins
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Lev Vygotsky
Kenji Hakuta
Wayne Thomas
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Bilingualism: Additive /
Subtractive
Additive
Subtractive
Proficiency in two languages.
First language/ culture is promoted
and developed
Proficiency in one language.
Second language/ culture is
intended to replace first language/
culture.
High self-esteem
Lower self-esteem,
Increased cognitive flexibility
Loss of cultural / ethnic identity.
The acquisition of a second
language does not occur at the
expense of proficiency in the first
language.
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Cummins: BICS & CALP
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Basic Interpersonal
Communication
Skills.
Aspects of
communication used
daily in routine
communication
exchanges.
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Cognitive Academic
Language
Proficiency.
CALP skills are those
that are necessary
for literacy
obtainment and
academic success.
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Bilingual Education
Bridging and Building
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Wide Range
Methods and Programs
Academic Needs of
L2/Bilingual Learners
Content
Literacy
Language
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Bilingual Education in the US:
1950s – 1960s
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In 1958, following the Soviet launching
of the first artificial earth satellite,
curriculum reforms resulted in improved
instruction not only in math and
science, but in foreign languages
(Gonzalez, 1979).
Cuban revolution (1959) brought many
new Spanish-speaking residents to
southern Florida.
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Miami’s Coral Way
Elementary School
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America’s oldest 20th century
public bilingual school.
In 1963, Coral Way responded to
the educational needs of Cuban
children who began arriving in the
early 1960s by becoming a
bilingual school.
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Forty years later:
Two-Way Bilingual Immersion
Programs in the U.S.
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260 programs in 23 states. All meet three of the following
criteria:
Integration: Language-minority and language-majority
students are integrated for at least 50% of instructional time
at all grade levels
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Instruction: Content and literacy instruction in both languages
is provided to all students.
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Population: Within the program, there is a balance of
language-minority and language-majority students, with each
group making up between one-third and two-thirds of the
total student population
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Models of Bilingual Education
Sources of Differences
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Goals & objectives
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Cultural, linguistic &
pedagogical assumptions
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Use of L1 & L2 as a
medium of instruction
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Use of L2 teaching
methodology
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Grouping & placement
procedures
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Many Different Methods
Literary Method
Learners taught to imitate classics instead putting
L2 to use in everyday situations.
Grammar
Translation
Popular 1800s. Assumption: language is primarily
graphic. Emphasis translating back and forth. Little
to do speaking and listening.
Direct Method
People learn L2 easier were taught without any use
of L1.
Audio-Lingual
Method
Popular 1940s - 1950s – Structural linguistics and
behaviorist psychology. SLA as habit forming
process. Focus oral discussion. Little room for
creativity.
Communicative
Approach
Emphasis communicative competence. Focus on
everyday situations, less formal structures.
Language
Immersion
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Introduced Quebec 1960s: Parents Englishspeaking minority
wanted children learn French.
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U.S. Challenges in L2 Education
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Teacher preparation &
professional development
Program selection, design
and implementation to fit
local goals & needs
Second-language and
academic content
instruction based on high
academic standards
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Some Common Terms & Labels
Bilingual Education
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Submersion & Immersion
Transitional bilingual
education (TBE)
Mainstreaming
Dual Language Program/
Dual Immersion/
Two-Way Immersion/
Two Way Bilingual
Education.
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Submersion or “Sink or Swim”
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Provides little or no
structured support for
second language
learning
Assumes that some,
possibly most,
students will fail if
they don’t learn
English fast enough to
keep up in the
mainstream
Tends to “blame the
victim” for failures of
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the
system
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English as a Second Language
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Sets aside time for
direct teaching of
English skills using
second-language
methodology
Preferably intensive,
but often inadequate in
duration and
concentration
Can be fragmented; not
easily transferred to
core curriculum
Can be accompanied by
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low
expectations
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ESL Pullout
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Least effective and
most costly model –
requires extra ESL
resource teachers.
Most common type
of program for ELL.
ELL/ LEP students
miss important
academic subjects.
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ESL Content Classes
Sheltered Instruction

ELL/ LEP students
receive access
simultaneously to
both the English
language and
academic contentmath, science, and
social studies.
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Content-Area Instruction
Specially Designed Academic Instruction
in English (SDAIE)
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Focuses on teaching content
(social studies, math, science,
etc.) with modifications for
intermediate language proficiency
Strong emphasis on developing
conceptual understanding and L2
literacy
Maintains high expectations, but
assumes a lag in development of
native-speaker equivalent
language and academic skills
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English Immersion
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Instruction is entirely in
“simplified” English so ELL/ LEP
students can learn English and
academic subjects.
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Structured English Immersion
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An over-extended term that
loosely describes a program
for educating language
minority students in English
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Intended to be a spiraling
standards-based curriculum
designed according to
principles and research in
second-language acquisition.
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Transitional Bilingual Education
TBE L1 & TL
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Teaches literacy in
students’ primary
language
Uses second language
teaching methodology
Phases in L2 as a
medium of instruction
Requires structured
content-area
instruction according
to students’ language
proficiency
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The Transitional Model
of Bilingual Education
K
Pre-reading
& early
reading
skills
Basic
Concepts
Social
Skills
ESL
Reading/
Language
Arts
Content
2
Sheltered
Reading
3
Transitional
Reading
Content
Content
Language
Arts
Reading/
Language
Content
Arts
Enrichment
Unknown Concepts -- Known Language
Known Concepts -- Unknown Language
English
Spanish
ESL
1
Early
Reading
Spanish Literacy
Literacy
Block:
Literature
Studies &
Thematic
Units
Read aloud
Oral Language
Emergent
Literacy
Independent
Reading
Musical-Art-Cultural Activities
Math
Science
Social
Studies
Content Areas
{
Spanish Monolinguals 1. Concept Development in Spanish
2. ESL Reinforcement
Bilingual Students = Bilingual Instruction
Enrichment Models
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Total or Partial Immersion
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Requires fully trained
bilingual teachers
Uses the target
language (L2) as a
medium of instruction
Has full biliteracy as its
principle goal and
outcome
Assumes that
advantages of
bilingualism
compensate for
delayed academics
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Dual Immersion
Students with
different first
languages are
grouped so that each
learns the other
group’s language
 Promotes true
additive bilingualism
and biculturalism
 Demonstrated to
enhance cognitive
abilities as well as
language & academic
EDCIskills
516-B01
Summer 2002
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Dual ImmersionthModel
Native English
Speakers
K through 6 Grades
L2 (Spanish) Proficiency
L1 (English)
Literacy & Content Knowledge
Native Spanish
Speakers
Goal: Bilingualism + Biliteracy
L1 (Spanish)
Literacy & Content Knowledge
L2 (English) Proficiency
Bilingual Teacher
Literacy
Block:
90 to
180
Minutes
Non-Bilingual Teacher
Spanish-English Literacy
English Monolingual
Bilingual
Spanish Monolingual
Second Language Instruction
(Spanish)
Content
Area
Block:
90 to
180
Minutes
(English)
Bilingual Guided & Independent Reading
Social Studies/Science/Math
Dominant
Language
Instruction
Alternatives
Dominant
Language
Instruction
Dual Language Instruction
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Transitional Bilingual
Education
Dual or Two Way
Immersion
Content-based
Foreign Language
Instruction with L2
used as a medium of
instruction
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English Language Development
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Focus is on language teaching
using L2 methods
Designed for lower levels of
language proficiency
Emphasis is on listening, speaking
& early literacy instruction
Organized around themes based
on academic standards in the
content areas
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Factors in Selection of a
Bilingual Education Model
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Demographic
characteristics of
students and the
community
Legal mandates
Available resources
Commitment to
language minority
education
Program
implementation and
effectiveness
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Dual Language Instructional
Model-Program Congruency
The chosen model of bilingual education must
provide guidelines and procedures that are
congruent with teachers’ beliefs about
effective dual language instruction.
 Teachers’ beliefs must be congruent with
their patterns of language use in the
classroom.
 Actual patterns of language use in program
implementation must be congruent with the
theoretical principles expressed in the model
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of
dual
language
instruction.
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
Principles of Effective
Language Minority Program
Implementation

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Full and faithful
implementation of a
sound model of
language minority
education will lead to an
effective program.
An unsound model of L2
education will not yield
an effective language
minority program
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Bilingual Education: Overview
Web Sites
Source: Education Week on the Web,
special issue on Bilingual Education
http://www.edweek.org/context/topics/issuespage.cfm?id=8
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