Transcript Improving Education for English Learners: Research Based

Chapter 3
English Language Development:
Issues and Implementation at Grades 6-12
Susana Dutro & Kate Kinsella
 Input/information
 Discussion with a
Seasonal Partner
 Small group
discussion
 Foundations
for ELD Instruction
for young learners.
 Designing ELD Instruction and
Assessment
 Examples of effective ELD
instruction
 Professional Development
I.
II.
III.
IV.
V.
A discussion of the l__________ ch_________
faced by adolescent English learners
An overview of the d_________ among English
learners in grades 6-12 & standards-based
English proficiency levels
A rationale for i_________ E____ in the
secondary context
An analysis of common course p_________ for
adolescent English learners & the potential
sh___________ of those placements
A m_________ for instructed ELD in the
secondary school context.
I.
II.
III.
IV.
V.
A discussion of the linguistic challenges faced
by adolescent English learners
An overview of the diversity among English
learners in grades 6-12 & standards-based
English proficiency levels
A rationale for instructed ELD in the secondary
context
An analysis of common course placements for
adolescent English learners & the potential
shortcomings of those placements
A model for instructed ELD in the secondary
school context.
a. Complex Linguistic Knowledge (p. 153)
“Adolescent English learners face a
particularly daunting task. To succeed in
schooling, they must gain a multifaceted
knowledge of the English language.” p. 153
6 aspects:
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Phonology
Morphology
Vocabulary
Syntax
Formal & Informal Discourse Styles
Academic & Social Functions
b. Academic English (pp. 153-155)
“Academic English requires sufficient background
knowledge to apply general knowledge of words
differently across subject areas.” p. 154
“We argue that to accelerate the language
proficiency of English learners, teachers of all
disciplines must make “visible” the otherwise
“invisible” skills of content-specific academic
language.” p. 154
c. Gaps in Language Proficiency (p. 155)
Many English learners develop oral fluency
for “face to face communication,” but cannot
perform task that require academic language
proficiency.
“This finding suggests that although a high
number of adolescent English learners are
gaining fluency in English as measured by the
CELDT, a disturbingly high percentage of
these same learners are demonstrating a
limited command of the vocabulary and
structures of academic English necessary for
successful schooling.” p. 155
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Read slides 6-8 to yourself.
Using three index cards, write down any reaction
you have to the information on each slide.
“Give one Get one” activity. Music will indicate
when you will move to one of your Seasonal
Partners to share each other’s thoughts. (Timedpair-share) Each person has two minutes.
Return to your table and share with your group (3
minutes).
Adolescent English learners come with a range of
experiences including:
1. Literacy and content knowledge in the primary
language
2. Previous experience in American schools
3. English language knowledge
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A “one-size fits all” approach will not work &
particular attention needs to be paid to Long Term
EL’s (p. 157)
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Explanation of levels of English proficiency adapted
from Systematic English Language Development
(Dutro 2005a)
ELD standards indicate a student’s instructional
level along a continuum of English skills
Look at the West Ed comparison standards of ELD &
ELA. Carmen Garces will present an overview of
the West Ed document.
(Table Discussion, 5 minutes) How do you envision
utilizing the comparison standards with your
teachers?
Adolescent English learners must have a
c__________ second language base if they are to
be successful in standards-based course work.
Consistent, e_______, and purposeful language
instruction with r________ structured practice is
necessary for adolescent English learners to
develop a competent command of school-based
terms and internalize the forms of academic
language.
Adolescent English learners must have a competent
second language base if they are to be successful in
standards-based course work.
Consistent, explicit, and purposeful language
instruction with regular structured practice is
necessary for adolescent English learners to develop
a competent command of school-based terms and
internalize the forms of academic language.
ELD Instruction: Language is in the foreground and content
is in the background.
Content Instruction: Content is in the foreground and
language is in the background.
(p. 163-164)
ELD Instruction
Content Instruction
Figure 3.2 Blueprint for Instruction of
Adolescent English Learners p. 165
English Language Arts Instruction
Math, SS, Science,
PE, Arts
Instructed ELD
Reading
Intervention
Grade-Level ELA
Goal:
Goal:
Gain literacy skills
needed to
accelerate
achievement
(for students
currently
performing below
grade level)
Goal:
Achieve grade-level
content standards
Develop a solid
English language
foundation needed to
fully engage in
academic and real-life
situations.
Goal:
Achieve grade-level
content standards
Explicit Language Instruction
For Content Learning
Purpose: Teach language needed…
Content: Determined by lesson & student
knowledge of English
Teachers Need: tools to plan lang. &
content learning. Support through
collaborative planning
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English Language Development (ELD) p. 166
Many adolescent EL’s do not receive ELD support once they
have reached upper intermediate level on the CELDT
Reading Intervention pp. 167-168
Often based on CST or placement test without consideration
for the English level or primary language skills. Long-Term
EL’s in Reading Intervention courses are not necessarily
addressing the language needs. (Table discussion)
Sheltered content area instruction pp. 168-169
Focus almost exclusively on access to the core/content.
Language learning often becomes secondary or a nonexistent part of instruction. Opportunity to develop the
skills for speaking & writing about the content is lost. (Refer
back to the Blueprint on page 165)
Special Education p. 169
IEP’s for English learners need to include language
proficiency goals and objectives based on their level of
proficiency.
1.
Purposeful uses of language identified in ELD
standards (language functions) (Figure 3.3 p. 171)
Purposes of language
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To
To
To
To
perform cognitive tasks
express thinking orally and in writing
inform text structure
engage in social and academic conversation
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Participate in discussion
Describe, explain, and elaborate
Predict
Express action and time relationships
Draw Conclusions
Relevance to EL Instruction:
(extended explanation pp. 172-174)
“Students must learn the
meanings of “bricks” (words).
In contrast, they must learn
how to use “mortar”
(grammar).”
p.175
ELD Recommendations
from pp. 181-199
Small group participation in sequential order
“Adolescents whose
second-language
learning needs are
conscientiously met
can and will make
strides in their
secondary schooling
better equipped to
realize their academic
and real-life goals.”
-Dutro & Kinsella,
p. 199