Transcript Slide 1

ESL 101
Eliza Sorte, Director
Northwest Montana Educational Cooperative
2290 Farm to Market Road, Suite A
Kalispell, MT 59901
Phone: 406-752-3302
Fax: 406-257-3869
Email: [email protected]
Fist to Five
What is your current understanding of second
language acquisition and teaching ELLs?
Show with a fist to five.
(fist being 0 understanding and 5 being expert
understanding—all other numbers somewhere
on that scale)
Objectives
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Can you explain what Lau v. Nichols is?
Can you empathize with a second language learner?
Can you explain the difference between BICS and
CALP?
Can you distinguish between myths and reality of
second language acquisition?
Can you make a conscious effort to use the 10
strategies for improving students’ understanding?
Pre-Test
 By
yourself, please take the
following pre-test about second
language acquisition.
Pre-Test
Handout
Terms
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ELL (English Language Learner)
ESL (English as a Second Language)
LEP (Limited English Proficient)
CALP (Cognitive Academic Language Proficiency)
BICS (Basic Interpersonal Communication Skills)
1. False
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Learning a second language is hard work
and even the youngest learners do not
simply “pick up” the language.
2. False
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It can take 6-9 years for an ELL to achieve
the same level of proficiency in academic
English as native speakers.
3. True
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Immigrant students during the early part of
the century did not learn English quick or
well. Many dropped out to work in jobs that
did not require the kinds of academic
achievement and communication skills
expected with today’s employment.
4. False
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In controlled research, it has been found that
adults and teenagers learned a second
language more readily. Children may appear
to learn a language more quickly because
they have more opportunity for social
interaction and the communication
requirements are lower. Teenagers and
adults have acquired learning strategies and
have more “hangers in their closets.”
5. False
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Research shows that it is much better for
parents to speak in their native language at
home. The language used will be richer and
more complex and the basic concepts will be
developed in their native language. Students
will eventually translate that learning into
English.
6. True
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Children need comprehensible input.
Imagine that you are a student in a Japanese
classroom where everyone is speaking
Japanese. You have no idea what they are
talking about. You could sit there a long time
and learn very little unless someone helps
you with the context. Language is not
“soaked up.”
7. False
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Children can speak and socialize long before
they can use the language for academic
purposes. BICS (playground language) take
1-3 years to develop and CALP (classroom
language) can take from 3-7 years or longer.
8. True
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Culture can affect how long it takes children
to learn English. Do your students come
from modern industrialized countries, or rural
agricultural societies? Do your students
come from language backgrounds using
different writing systems? Previous
schooling and school expectations will also
affect language.
9. False
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Math, despite its symbolic nature, is actually
one of the most difficult subjects for ELLs
because of the dominance of multiple
meaning vocabulary words. i.e. sum and
some. Also simple mathematical tasks are
often buried within English.
10. False
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Students will need to progress at their own
rate through the stages of language
acquisition. Some students will move
quickly, while others will require more time.
The “silent period” is actually a stage that
needs to be recognized.
Lau v. Nichols (1974)
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A San Francisco school district failed to provide
English language instruction or adequate
instructional procedures to approximately 1800
students of Chinese ancestry.
The U.S. Supreme Court guaranteed children an
opportunity to a “meaningful education” regardless of
their language background.
Requires that school districts provide for linguistic
and cultural diversity.
The “Lau Remedies” were later added.
Casteňeda v. Pickard (1981)
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Programs must be sound in theory
Provided with sufficient resources in practice,
and
monitored, for effectiveness with
improvements made when necessary
Montana’s Definitions
An individual
A)
who is aged 3 through 21 and is enrolled or preparing to enroll in elementary or
secondary school;
--AND-B) i) who was not born in the United States or whose native language is a language other
than English; or
ii) I) who is American Indian or Alaska Native, or a native of the outlying areas; and
II) who comes from an environment where a language other than English has had a
significant impact on the individual’s level of English language proficiency; or
iii) who is migratory, whose native language is a language other than English, and who
comes from an environment where a language other than English is dominant;
--AND-C)
whose difficulties in speaking, reading, writing, or understanding the English language
may be sufficient to deny the individual
i)
ii)
iii)
the ability to meet the state’s proficient level of achievement on state assessments described in
section 111(b)(3);
the ability to successfully achieve in classrooms where the language of instruction is English; or
the opportunity to participate fully in society
Montana’s LEP Population
?
There are about
6,700 LEP students
in Montana
80% + - LEP students are
American Indian
Our Expectations
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80% of students will be proficient in Reading,
Writing, and Math
All students will learn English
ELLs will learn content and concepts with the
same expectations we hold for native English
speakers (however, instruction, products, and assessments may look different)
BICS v. CALP
Basic Interpersonal
Communication Skills
(Basketball Court)
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Cognitive Academic
Language Proficiency
(Classroom)
BICS v. CALP
Level of Proficiency
Cognitive Academic
Language Proficiency
(Classroom)
Native English Speakers
ESL Learners
Conversational Proficiency
Level of Proficiency
Basic Interpersonal
Communication Skills
(Basketball Court)
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Academic Proficiency
“Problems arise when teachers
and administrators think that a
child is proficient in a language
when they demonstrate good
social English”
(Haynes 2006)
The Basic Standards for ELLs
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Reading
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Writing
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Listening
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Speaking
Video Clip
Farsi, with and without support.
The Affective Filter Hypothesis
(Stephen Krashen, 1991)
Anxiety (low anxiety relates to second language
acquisition)
—Oscar story
 Motivation (higher motivation predicts more second
language acquisition)
---Alberto story
 Self-Confidence (the acquirer with more self-esteem and
self-confidence tends to do better in second
language acquisition)
—Josephina story
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The Stages of Language Acquisition
Handout
Pre-Production Stage
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A few hours to six months
Behaviors
--produces no speech a.k.a. “silent period”
--listens
--non-verbal responses
--dependent on context
Initial Production
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Six months to a year
Behaviors
--student repeats
--continuance of listening
--1 to 2 word responses
--words in isolation
--mispronounces words
Beginning Conversation
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One to three years
Behaviors
--can communicate some messages
--speaks in phrases
--grammatically incorrect sentences
--functions on a social levels
How a paragraph looks
The _____ in New York are very ______ in
the _______. There are not many ______
about and the _____ are made by _____ and
not ______. You _____ the _____ of
______ in the _____, the _____ of the
______, the ______ of ______ ______ and
the ______ of the _______.
Intermediate Fluency
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Three years or more
Behaviors
--dialogue that makes sense
--”It seems” the student is fluent
--beginning to develop academic vocabulary
--produces several sentences, converses
How a paragraph looks now . . .
The ______ Gardens in New York are very
______ in the morning. There are not many
persons about and the sounds are made by
_______ and not men. You hear the _____
of ______ in the lake, the cry of the ______,
the ______ of the birds in the ______ and
the _____ of the _______.
Advanced Fluency
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Varies
Behaviors
--produces whole narration
--makes complex grammatical errors
--shows good comprehension
--uses expanded vocabulary and functions
somewhat on an academic level
And now . . .
The Botanical Gardens in New York are very
peaceful in the morning. There are not many
persons about and the sounds are made by
animals and not men. You hear the splash of
fish in the lake, the cry of geese, the cawing
of the birds in bushes, and the movements of
monkeys.
Modification for ELLs
 Modify
Instruction
 Modify Assignments
 Modify Assessments
Special Education
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If possible, find out if student was receiving services
in their home country.
Keep records of interventions, observations, and,
communications.
If you consider their lack of achievement more than a
“language” issue, you can go through the referral
process without a test in their native language.
Keep in mind the time frame for language
acquisition.
State Assessment
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All students take the Montana CRT
regardless of their language proficiency level
unless they are in their first academic year in
a United States’ school.
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What does that mean? How can you make it
as successful for the ELLs as possible?
(Think-Pair-Share)
ELP Test
The state, to meet requirements of NCLB, is
instituting a state ELP (English Language
Proficiency) test this year.
 This test is required for K-12 students identified as
LEP (Limited English Proficient).
 There are two categories
-----Beginning Level—1st year in US school and/or
basic language skills
-----Intermediate/Advanced Level—more than basic
language skills
 November 28---December 19 (testing window)
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Baby Steps As a School. . . . . . . . .
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Can you learn to pronounce names properly?
Can you get your school handbook translated into the native
languages you serve?
Can you sensitize mainstream students to cultural differences so they
practice tolerance and cooperation?
Can you create a home/school liaison committee for each language
group?
Can you give advance notice to teachers about the arrival of a
newcomer to help them prepare?
Can you label bathroom doors so they have international male/female
symbols painted or posted on them?
Can you create a file of common needed phrases in the student’s
native language?
Can you create a list of people who speak the native languages
represented in your school that you could call in an emergency?
Baby Steps in your Classroom
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Enunciate clearly—do not raise
your voice. Add gestures, point
to objects, or draw. (I said
extra-large!)
Write clearly, legibly, and in
print not cursive.
Develop and maintain routines.
Repeat information and check
for understanding by having
student SHOW versus answer
“Do you understand?”
Avoid idioms and slang. (Crack
the window)
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Present new information in the
context of known information.
Announce lesson objectives
and activities and provide stepby-step instructions.
Present information in a variety
of ways.
Provide summations of the
lesson and emphasize key
vocabulary.
Recognize success overtly and
frequently. But, be aware of
cultural views on praise.
Some practical suggestions . . .
My personal favorites!
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Response Cards
Partner Clocks & Spinner Grouping
Laser Pen
Word Walls (picture, word, definition)
Framed Writing
M-4-2-1
Reciprocal Teaching
Jigsaw Work
Q&A
Reflection
What was an “ah ha” or new learning for you
from this presentation?
What will you do differently the next time you
have an ELL in your classroom?
What support do you need on an individual
level?
Additional Resources
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OPI: Lynn Hinch 406.444.3482
everythingesl.net
Making Content Comprehensible for English
Language Learners (Echevarria, Vogt, & Short:
2000) ISB 0-205-29017-5
Reading, Writing & Learning in ESL (Peregoy &
Boyle: 2001) ISB 0-8013-3249-4
Classroom Instruction That Works with English
Language Learners (Hill & Flynn: 2006)
ISB 1-4166-0390-5