ESL 101 What Every Teacher Should Know About

ESL 101: What Every Teacher Should Know About English Language Learners Presented by: Anna Pacifico

Agenda Introductions Objectives Identification ESL Programs The Law District Demographics Culture Parent Involvement Second Language Acquisition Classroom Strategies § SIOP Model § 8 Components

INTRODUCTIONS

First, jot down a couple of reasons you attended this workshop and what you would like to leave with. Next, introduce yourself and share: • Your name • Your school • What you teach • The objectives you wrote down

Then, turn to a partner and discuss the origin of your name. Finally, share the origin of your partner’s name with the group.

OBJECTIVES

Objectives Participants will understand the basic principles behind teaching English as a second language, and learn effective classroom strategies to use with English language learners by listening to and reading the presentation, as well as asking questions throughout.

IDENTIFICATION

Acronyms § § § § § ESL (English as a Second Language) ELL (English Language Learner) LEP (Limited English Proficient) SIFE (Students with Interrupted or no Formal Education) LAB-R (Language Assessment Battery Revised) NYSESLAT (New York State English as a Second Language Achievement Test) TESOL (Teaching English to Speakers of Other Languages) L 1 (First language) L 2 (Second language)

Definition of LEP/ELL (154. 2) Pupils with limited English proficiency by reason of foreign birth or ancestry: Speak a language other than English Understand speak little or no English Score below a state designated level of testing • • LAB-R NYSESLAT

ESL PROGRAMS

ESL Program Models Push-In Model Pull-Out Model Sheltered Classrooms Bilingual Education Dual Language Programs

ESL Pull-Out Model §Most commonly used model §Instruction taught in English Pros Does not require bilingual staff Fits into school schedule Cons Often disconnected from classroom because students are pulled out from their regular classroom Research shows to be least effective

Language Instructional Time Free Standing ESL and Bilingual Programs English Proficiency Level (based on the LAB-R or NYSESLAT) Grades K - 8 Grades 9 - 12 Number of Units ESL NLA ELA Beginning 2 1 - 3 1 - Intermediate 2 1 - Advanced 1 1 1 NOTE: 1. NLA (Native Language Arts) is required for students in a bilingual program. 2. One unit of study equals a minimum of 180 minutes per week divided into daily allotments (36 minutes) of instructional time. Approved by Board of Regents May 2003

THE LAW

The Law Supreme Court Case Lau v. Nichols, 1974 No Child Left Behind CR Part 154

Lau v. Nichols, 1974 Ø Class action lawsuit brought by non-English proficient Chinese students against the San Francisco Unified School District Supreme Court found that identical education does not constitute equal education under the Civil Rights Act of 1964 Required district to take affirmative action to overcome the educational barriers faced by non. English speaking students in the district

No Child Left Behind Title I Ø Ø Mandates English language proficiency testing and academic achievement testing of ELLs Sets requirements for establishing achievement objectives and other educational reforms Title III Ø Ø Ø Mandates language proficiency testing of ELLs Discusses issues related to ELL programs Outlines ELL-specific parent notifications

No Child Left Behind LEAs receiving Title III and Title I funds are held accountable for meeting annual measurable achievement objectives (AMAOs) and making adequate yearly progress (AYP) on: The NYSESLAT The ELA

CR Part 154 q q Establishes standards for school districts serving LEP students in order to ensure: LEP students receive appropriate services LEP students have equal access and opportunities for participation in all school programs and services

Assessments for ELLs LAB-R – initial identification NYSESLAT – determines continued eligibility as LEP/ELL and demonstrates progress State Content Assessments -ELA (more than 1 year in program) -ELA Regents-required for high school graduation -Math, Science, Social Studies in English or native language, as appropriate and available

DISTRICT DEMOGRAPHICS

Top Five Language Groups in Buffalo Public Schools Language Percent Spanish 49. 5% Burmese Dialects 14% Somali Dialects 11% Arabic 7. 5% Vietnamese 2% All Others 16% Total Number of LEP Students in Buffalo = 2, 964 Multilingual Dept. October 2009

Languages Spoken by LEP Students in Buffalo

CULTURE

What is culture? the customary beliefs, social forms, and material traits of a racial, religious, or social group the characteristic features of everyday existence (as diversions or a way of life} shared by people in a place or time the set of shared attitudes, values, goals, and practices that characterizes an institution or organization the set of values, conventions, or social practices associated with a particular field, activity, or societal characteristics Source: Merriam-Webster online dictionary www. merriam-webster. com

Stages of Culture Shock Stage 1: Exciting Ø Ø Stage 2: Withdrawal Ø Ø Find things different, strange and frustrating Begin to dislike the culture, feel anxious and withdraw Stage 3: Adjustment Ø Ø Experience “honeymoon” period Feel very positive about the culture Feel more confident in dealing with new culture Understand accept behavior Stage 4: Enthusiasm Ø Ø Ø Feel “at home” Enjoy new culture and function well in it Adopt certain behaviors of new culture

“To Do” vs. “To Be” Cultures To Do” Cultures Ø Ø Define themselves by work Have a mechanical view of society Solve problems in a linear fashion Use logical persuasion in discourse “To Be” Cultures Ø Ø Define themselves by relationships & geography Have a “tribal” view of society Solve problems in a circular fashion Rely on “elders” to make decisions Adapted from: “To Do vs. To Be Culture: Theory Summary” www. comminit. com/en/node/27186/36

Cultural Differences United States Other Cultures Encouraging Embarrassing Expected Rude Physical Contact Normal Taboo Personal Space Arms length Closer or Further Praise Eye Contact

Value Differences United States Other Cultures Personal Control Destiny Change Tradition Competition Cooperation Self-help Birthright Individualism Group Materialism Spiritualism Informality Formality “Acting” “Being” Honesty “Saving Face” Direct Indirect

PARENT INVOLVEMENT

Parental Involvement n n n n n Classroom letters School Websites in multiple languages Cultural Event Nights Parent Advisory Committees School Tours Breakfasts Classroom Volunteers Parents as Teachers School Tours

SECOND LANGUAGE ACQUISITION

Factors that Influence Language Development Age of the student Individual personality Language background Educational background Ø Ø of student of parent Background experiences Socio-economic level

L 1 First Language vs. L 2 Second Language Learned at home Learned at school Learned at a young age Learned at an older age Learned to communicate with family Learned to communicate with teachers and peers in school Largely unconscious Partly “learned” Partly “acquired” Freedom to learn Pressure to learn

Stages of Second Language Acquisition Pre-production Early Production Speech Emergence Intermediate Fluency Advanced Fluency

Social vs. Academic Language Social Language Academic Language Short segments Longer segments Words and Phrases Sentences Everyday Vocabulary Specialized Vocabulary Simple grammar Complex grammar Face-to-Face Interaction Lectures and Textbooks Immediate Feedback Limited Feedback Facial Expressions, Gestures No Visual Cues Informal Formal

BICS vs. CALP ØBasic Interpersonal Communication Skills Everyday language used to interact socially Used on playground, in lunchroom, on bus Context embedded Takes 1 -2 years to acquire ØCognitive Academic Language Proficiency Specialized language used in educational settings Used in classrooms, textbooks, and high-stakes tests Context reduced Takes 5 -7 years to acquire Based on the he work of Dr. Jim Cummins, University of Toronto

The “Iceberg” Theory Surface Structures Deep Structures Based on the he work of Dr. Jim Cummins, University of Toronto

The “Iceberg” Theory Language Skills Pronunciation Vocabulary Grammar Semantic Meaning Functional Meaning Thinking Skills L 2 Knowledge Surface Comprehension Features Application L 1 Surface Features Common Underlying Proficiencies Analysis Synthesis Evaluation Based on the work of Dr. Jim Cummins, University of Toronto

Source: Hohl, Elana. ESL 101: Practical Suggestions for Accommodating English Language Learners in the Regular Classroom. www. oceaconcention. org

CLASSROOM STRATEGIES

Challenges that ELLs Identify No one to help at home with homework Vocabulary, vocabulary No background in the subject Too many new concepts Tests, notes, text too difficult Too much to write and remember Pacing is too fast Teacher speaks too fast Dislike reading Adapted from: Hohl, Elana. ESL 101: Practical Suggestions for Accommodating English Language Learners in the Regular Classroom. www. oceaconcention. org

Primary / Secondary Teaching in primary grades tends to be more context embedded (show and tell/hands on/movement) Teaching in secondary grades tends to be less context imbedded and require more listening without the benefit of visual clues (lectures, read and respond to textbooks). Learning for ELLs at the secondary level depends on teachers using strategies and accommodations to help their students learn. Source: Hohl, Elana. ESL 101: Practical Suggestions for Accommodating English Language Learners in the Regular Classroom. www. oceaconcention. org

Simple Suggestions from ELLs Explain things to me; help me to understand Use easier words Teach us how to do it (model) Repeat in different ways (scaffold) Use verbal and non-verbal cues Write on the board Use positive reinforcement Speak slower Give us more time to do the work/assignment Say it more than once so we can “get it” Do group work so someone can explain to me Don’t write in cursive Write it AND tell me Give me written notes so I can study at home Source: Hohl, Elana. ESL 101: Practical Suggestions for Accommodating English Language Learners in the Regular Classroom. www. oceaconcention. org

Classroom Strategies for ELLs SIOP Model (Sheltered Instruction Observation Protocol) 1. 2. 3. 4. 5. 6. 7. 8. Lesson Preparation Building Background Comprehensible Input Strategies Interaction Practice/Application Lesson Delivery Review/Assessment

LESSON PREPARATION

Lesson Preparation Create both content and language objectives Make sure they are measurable and student friendly Formula: Students will ____________ by _____________________. Include meaningful activities Make sure concepts are made explicit and age appropriate Prepare supplemental materials Provide a print rich environment Try to target all 4 modalities: Speaking, Listening, Reading, and Writing

BUILDING BACKGROUND

Build Background Link new to past learning Link new learning to past experiences Make comparisons, real world connections, (a. k. a. why is this concept important? ) Brainstorm together Use picture cards, internet, ask students to bring in things from home Students can make word webs, draw pictures, add to a concept wall

COMPREHENSIBLE INPUT

Comprehensible Input Speak appropriately to accommodate students’ proficiency level (avoid idiomatic expressions) Clearly explain academic tasks Use a variety of techniques to make content concepts clear § Modeling § Hands-on activities § Use materials, visuals, demos, gestures, film clips, body language, realia Graphic organizers such as K-W-L charts, webs, Venn diagrams Visuals in texts Demonstrations Collaborative group work Encourage L 1 use Think-Pair-Share

Adapting Texts Pre-select and pre-teach essential vocabulary Highlight important concepts Use graphic organizers, such as T-notes and Venn diagrams Discuss the text. Don’t expect ELLs to be able to read it on their own. Find parallel texts/trade books that are written at a lower language level Examine new uses of familiar words Discuss synonyms Have students keep personal dictionaries

STRATEGIES

Strategies Scaffold instruction Use a variety of questioning types Provide ample opportunities for students to use strategies--GIST, SQP 2 R, Reciprocal teaching, mnemonics, 12 minute research paper, 2 column notes, repeated readings, … Think-alouds, paraphrasing, partnering… Employ a variety of question types including higher order/critical thinking questions-use Question Cube, Thinking Cube, Bloom’s Taxonomy… Total Physical Response

C 2 IT Strategies In order to improve English language proficiency and increase academic achievement in the core subject areas, you must “see to it” that students are: Ø Comprehending (Krashen) Ø Connecting (Marzano) Ø Interacting (Swain, Kagan) Ø Thinking (Cummins, Chamot & O’Malley) Adapted from: Four Principles for Instruction of ELLs, Center for Applied Linguistics The C 2 IT acronym was created by Amy Suzanne King, copyright 2009

INTERACTION

Increasing Opportunities for Teacher. Student Interaction Create a low anxiety classroom Encourage participation- in many forms Lengthen wait time Begin with Yes/No and one-word response questions, and gradually ask more difficult questions as student gains more knowledge and language skills Try to understand the message rather than the language Repeat, review and summarize

Interaction Use a variety of grouping configurations pairs, triads, teams, varied by language proficiency or interest Provide frequent opportunities for interaction and discussion Sufficient wait time Provide opportunities (when possible) for native language support § § § Teacher aides Bilingual glossaries/dictionaries Online translations Have students write down answers while waiting for one student to respond Assign individual roles during group work

PRACTICE/APPLICATION

Practice/Application Students engaged in hands-on activities/use of manipulatives Give both oral and written directions Help students identify multiple steps Model what you want the student to do Show the student examples of good work Have the students repeat the directions back to you Ask for questions

Homework Help Provide a word bank Assign fewer questions- choose questions that target the "big idea” Evaluate for content only-the message and not the means Provide models and outlines Allow students adequate time to write down the homework assignment Write the assignment down in the same place every day Allow time to begin in class Allow extra time to complete the assignment

LESSON DELIVERY

Lesson Delivery Clearly support content and language objectives Give students ample opportunities to “show off” their knowledge Engage students 90 -100% of the lesson—less “teacher talk”, no “down-time”, students are actively working in whole groups, small groups, individually… Appropriately pace the lesson to students’ ability level

Begin at the End What is It? • Comprehension strategy • Reversed sequence of instruction Traditional Reversed 1. Read the material. 1. Do extension activity 2. Answer study questions 2. Discuss material 3. Preview study questions 4. Do extension activity 4. Read the Material Based on: “Teach the Text Backwards, ” Judith H. Jameson, Center for Applied Linguistics & “Reading in Reverse, ” Jodi Reiss, 102 Content Strategies for English “ Language Learners

REVIEW/ASSESSMENT

Review/Assessment Review key vocabulary Conduct assessment of all learning objectives § Content § Language Regularly give feedback to students on their output--clarify, discuss, correct responses Use a variety of quick reviews Never ask an ELL student, “Do you understand? ” § § § § Use signals (thumbs up, thumbs down) Ask them to complete the sentence Ask them to show you Ask an open-ended question Use picture cards Numbered wheels Small dry erase boards

Assessments For essay questions, allow students to use visuals and graphics, e. g. sequenced pictures, labeled diagrams, maps, etc. Replace multiple choice questions (or even short answer and essay questions) with completion questions which require a much lower reading/language demand Example: The battle of Antietam was important because _____. Use alternate assessments: § Portfolios § Learning logs § Self assessments

Adapting Assessments Use the cloze technique, omitting key words from a paragraph that students have to replace (Using a word list is often helpful in determining comprehension of key concepts) Allow use of a dictionary Allow extended time to complete tests Shorten the test by choosing the concepts that are the most important Limit choices on multiple choice tests Divide word banks into smaller groups Allow students to use their notes (Encourages them to pay attention and take notes) Give an open book test

Remember to keep expectations realistic at the beginning of the year for both you and your ELLs.

Sources Grognet, A. , Jameson J. H. , Franco, L. , and Maria Derrick-Mescua (2000). Enhancing English Language Learning in Elementary Classrooms. Center for Applied Linguistics Publications. www. cal. org Cummins, J. (1979) Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, No. 19, 121 -129. Cummins, J. (1994). Knowledge, power and identity in teaching English as a second language. In F. Genesse (Ed. ), Educating second language children: The whole child, the whole curriculum, the whole community (pp. 33 -58). Cambridge: Cambridge University Press. Echevarria, J. , Vogt, M. E. , & Short, D. (2006). Making content comprehensible for English language learners: The SIOP model. Ferris, P. (2009). Regulations for LEP Students: CR Part 154 , NCLB Title I and Title III, ppt. Department of Multilingual Education. Buffalo Public Schools. Hohl, E. ESL 101: Practical Suggestions for Accommodating English Language Learners in the Regular Classroom. St. James the Less Columbus. www. oceaconvention. org (April 2010). Short, D. J. , Echevarria, J. (1999) The Sheltered Instruction Observation Protocol: A Tool for Teacher-Researcher Collaboration and Professional Development. Center for Research on Education Diversity and Excellence, http: //crede. berkeley. edu/ (March 2008).

CONTACT INFORMATION: E mail: acpacifico@buffaloschools. org Teacher Webpage: http: //www. buffaloschools. org/webpages/apacifico/index. cfm Buffalo Public School #18 118 Hampshire St. Buffalo, NY 14213 (716) 816 -3160