Transcript Myths and Realities: Programming/Staffing & Staff

Myths and Realities:
Programming/Staffing & Staff
Development/Involving Parents and the
Community
Idalia, Ilza, Carol, and Erin
June 17, 2010
Chapter 8:
Programming Myths
Research is unequivocal about the most
effective program for English language
learners…
T/F?
Research is unequivocal about the most
effective program for English language
learners…
False. Program design vary so widely from site to site that a BE
program in one district may look nothing like another district.
Program designs and classifications are very different from
state to state.
• We need to take in consideration the social political context in
the US.
• Four most cited studies of program effectiveness:
-Baker and De Kanter report 1981,1983
-Willig’s 1985 meta analysis
-National Longitudinal study ( Ramirez 1991)
-Collier’s 1992
•
Researchers can’t agree on what’s the most
effective program for ELL students…
T/F?
Researchers can’t agree on what’s the most
effective program for ELL students…

False.
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Indicator 1- High expectations , language and subject matter
development, concept development in the L1 (see p128)
Indicator 2 –instructional designs that provide the opportunity to
interaction among English and ELLs students.
Indicator 3 – support for concept development through the L1.
Students able to ask or answer questions in their L1. For teachers
that are not proficient in the L1, asking for translators to help.
Comprehensive training for teachers and staff
Instructional leadership- support from principals, administrators
Supportive Whole school context- all teachers take part of
educating and supporting ELL’s , reaching out to the community.
Newcomer centers are not a legal
program option…
T/F?
Newcomer centers are not a legal
program option…
False.
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Districts have the opportunity to set up a newcomer
center to inform/teach newcomers of the American
culture and American school system for up to 1 year.
This center can be half or full day.
Content area instruction in L1 or sheltered English
classes
This type of centers are under scrutiny of the OCR –
Office of Civil rights.
It is best for ELLs to be pulled out of regular ed
classes for English language instruction…
T/F?
It is best for ELLs to be pulled out of regular ed
classes for English language instruction…

It depends…
• Teachers have said that students benefit from a
less stressful situation in which to work with other
ELLs
• Degree of pullout time varies for special classes
(migrant education, speech and language, Title I
reading, ESOL):
-Students may spend more time in pullout classes
than in regular class
• Teachers may not be in communication with other
teachers who work with ELLs
It’s against the law to segregate students, so you
can’t offer special classes for ELLs…
T/F?
It’s against the law to segregate students, so you
can’t offer special classes for ELLs…
False.
This is a comparison to the segregation of African American
students.
• Programs designed for ELLs are not designed to separate races,
but act as a temporary measure to ensure academic
achievement and language development of ELLs.
• Some recent English language learner programs incorporate
contact with native English speakers.
-Two way immersion and push-in ESOL programs
-These programs are based on the understanding that both
ELLs and native English speakers will enhance language
development of both students.
-Enhance cross-cultural understanding
•
There are no standards for ESL
curriculum…
What standards do we use locally?
There are no standards for ESL
curriculum…
 False.
There are well-respected national standards and
suggested curricula that may be helpful to teachers of
ELLs. Some states have state-specific standards for ESL.
•
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In 1990s, content standards were established on a national
scale to serve as a frame of reference for teachers and
curriculum developers to modify locally according to statespecific requirements.
Mid 1990s- the National Study of School Evaluation created process
for accrediting schools based on national standards
-Schools serving ELLs were expected to review and evaluate
the programs of study offered to ELLs
ELLs are usually appropriately placed in
special ed programs…
T/F?
ELLs are usually appropriately placed in
special ed programs…

False.
Research evidence suggests that a child’s race and ethnicity
significantly influence a child’s probablility of being
inappropriately placed in special education programs
• Distinguishing between incomplete second language acquisition
and a learning disability or delay is a difficult task.
• Individuals with Disabilities Education Act Amendments to the
Education of all Handicapped Children Act require states to
collect and examine data on the overrepresentation of
minorities in special education
o Teams of educators must convene
o Strong call for testing in native language of ELL student in
question, problems must be seen in both languages
•
Chapter 9:
Staffing and Staff Development
ESOL teachers must be able to speak a
second language…
T/F?
ESOL teachers must be able to speak a
second language…
 False.
In order to be an ESOL teacher, it is not
necessary to speak a language other than English,
as the language of instruction is English.
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Only some states require that teachers become familiar
with a nonnative language in order to sensitize
themselves to the experience of learning a second
language. (California)
There are also ESOL teachers who are not native
speakers of English
When hiring bilingual teachers, districts can assume
that teachers with bilingual certification are fluent
in a second language…
T/F?
When hiring bilingual teachers, districts can assume
that teachers with bilingual certification are fluent
in a second language…
 False.
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Sometimes so many bilingual teachers are needed that district
hires teachers who are not bilingual.
Those hiring should assess their ability to communicate and
teach in the target language and make sure they are placed in a
position that corresponds to that language.
Sometimes students are hired in a bilingual position and work
towards getting their certificate.
Sometimes the reverse is true-- they speak the second
language, but are not fluent in English.
A district that doesn’t have many ELLs doesn’t need
to hire ESOL or bilingual teachers…
T/F?
A district that doesn’t have many ELLs doesn’t need
to hire ESOL or bilingual teachers…
 False.
The settlement patterns of immigrants is
not predictable; districts should plan for the
future.
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The district needs to anticipate future needs and trends
(look at North Dakota and South Dakota!)
It is critical to assess the need for “knowledgeable and
culturally sensitive employees”; faculty shoud be
knowledgeable about subject matter content and second
language acquisition theory.
Staff development money and resources
should be directed to teachers…
T/F?
Staff development money and resources
should be directed to teachers…
 Kind
of…but it should also target all personnel.
Anyone who comes into contact with ELLs should
receive appropriate, focused staff development.
• Especially in places where racism and
misunderstandings are rampant, the school needs to
educate everyone in order to reverse cross-cultural
ignorance and animosity.
(This is notably important now with illegal immigration
in the spotlight.)
•
When considering staffing needs, schools
should concentrate on teachers…
T/F?
When considering staffing needs, schools
should concentrate on teachers…
 Again,
kind of…it is important to consider the
expertise of all staff members.
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Staff members should “mesh” with the program
goals.
It would be extremely beneficial to have
administrators, aides, counselors, and librarians be
interested in working with ELLs. (In our school, we
have seen the limitations of monolingual counselors
and librarians.)
There aren’t enough resources to provide
intensive ongoing, substantive staff development
relating to ELLs…
T/F?
There aren’t enough resources to provide
intensive ongoing, substantive staff development
relating to ELLs…
 Difficult
to answer. When district do allocate
sufficient resources, ELLs have greater achievement.
Faculty and staff should be involved in planning the inservice so
that their needs are met.
• Schools should organize staff development over time (maybe
connect with other schools).
• Staff development should take into consideration the linguistic
and sociocultural context of learning a second language.
(Example of teachers unintentionally emphasizing English.)
•
Planning should be on immediate needs and
long-term planning can wait…
T/F?
Planning should be on immediate needs and
long-term planning can wait…
False.
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Both goals can be set.
Districts must have a clear vision created by faculty,
staff, students, and community members.
Along with hiring staff that is knowledgeable about
working with ELLs, the school can encourage more
established teachers to attend workshops to upgrade
their skills.
For the long term, the school needs to develop an
educational plan to better conceptualize the direction for
the school, identify what they know/need to learn, and
decide how funds should be spent.
ELLs learn better when placed with teachers
who are native English speakers…
T/F?
ELLs learn better when placed with teachers
who are native English speakers…
Chapter 9 (continued)
Myth #8 English language learners learn more quickly when they are placed
exclusively with teachers who are native speakers of English.
Fact: Whats really important is that a teacher is well-qualified to teach.
Nonnative speakers can be excellent ESOL teachers.
These teachers have first hand experience in learning and using second
language. Their linguistic and cultural experience has sensitized them to the
needs of their students.
Accent: interaction with other English language speakers is likely to have
greater impact on verbal styles. They emulate their peers not their
teachers.
Chapter 10:
Involving Parents and Community
ELL parents don’t care how well their
children are doing in school…
T/F?
ELL parents don’t care how well their
children are doing in school…
Myth #1 We’ve tried to get our parents involved, but they don’t seem to care
about how well their children are doing in school; if they did they’d answer
out phone calls and come to parent-teacher conferences.
Fact: There are often good reasons why L2 parents don’t come to school. We
need to find alt. ways to involv and work collaboratively with them. Also,
parents may be involved in ways we don’t recognize.
Reasons why parents don’t respond: pg. 163
Parents may be involved by using their actions(their own work) and words to
underscore the value of an education.
When teachers are monolingual English
speakers, it’s hard to involve parents and
community members more…
T/F?
When teachers are monolingual English
speakers, it’s hard to involve parents and
community members more…
Myth #2 It is impossible to involve L2 parents as most of our teachers
are monolingual English speakers.
Fact: Small steps can go a long way and demonstrate to parents and
community members that they are important and valued.
Latino parents emphasize social and moral development, considering it
the basis of all other learning, including intellectual learning and
academic learning.
Tied to myth #1.
Ways to involve: evenings meetings on topics of interest, translators,
family mini workshops with students leading,newsletters, community
volunteers etc.
It’s not a good idea to visit parents’ homes…
T/F?
It’s not a good idea to visit parents’ homes…
Myth #3 It’s too much of a hassel and not worth the effort to visit students
homes and parents don’t appreciate the intrusion.
Fact: Home visits can build strong bridges with families.
* We can learn about how the parents are involved in the students education at
home.
Teachers can “check themselves” and change their misinformed views of the
family.
Better understanding of students needs. ( social services, donations etc.)
Overall: Improved communication, greater understanding and appreciation for
the children and their families.
It’s not worth sending home notices when
parents can’t read…
T/F?
It’s not worth sending home notices when
parents can’t read…
Myth #4 It’s not worth sending home notices to families because parents can’t read.
Fact : Even if some can’t read it is likely that other family members are literate in L1 or
L2.
Two very important issues: ELL parents and education of their children
an often misinformed view of ELL family members’ level of literacy
the legal requirement that parents be informed in writing and in a language that
they understand.
Effect of #1: distancing the families from the school and their children’s education.
#2 – Provision of these services is srequired by law
Title VI of the Civil Rights Act of 1964 and the NCLB Act of 2001
*Seattle and Los Angeles- Effective translations and interpretation programs
Bilingual Family Center plus website in eight different languages
Translation Unit- Onsite translators