ESL Method s Interactive Student Notebook Summer 20

ESL Method s Interactive Student Notebook Summer 20 15

Table of Contents 1. What is E SL? 2. Language 3. The Four Domains 4. Assessme nt 5. Second L anguage Ac quisition & 6. Lesson Pl Program Mo anning dels 7. Different iation 8. ESL Polic y 9. Advocacy 10. Special T opics in ESL

What is ESL? Who are ELs? ELs are… 0 Students learning English as a second language. We call them ELL or EL. 0 Growing rapidly and best practices are not yet fully developed. 0 Diverse—their experiences are affected by a number of factors. 0 Unique—they have rich cultural backgrounds. 0 Emerging bilinguals—they can become bilingual with support. English Learners

All teachers are teachers of language. 0 Teacher as communicator 0 Teacher as educator 0 Teacher as evaluator 0 Teacher as an educated human being 0 Teacher as agent of socialization “All classrooms are language environments, and language is at the heart of teaching and learning. ” Language

The pieces of the puzzle… 0 Lexicon (vocabulary) can be used with knowledge of… 0 Its sounds and their sequencing (phonology) 0 Its meanings (semantics) 0 Its category and how to use it in a sentence (syntax) 0 How related words are formed (morphology) Language

Communicative Competence There are four types: 0 Grammatical Competence 0 Discourse Competence 0 Sociolinguistic Competence 0 Strategic Competence Sheldon demonstrating a lack of sociolinguistic competence Language

Reading for EL 0 Reading is an important skill for EL and should be taught in a 0 0 balanced approach that includes the other 3 language domains. Determining reading levels may be problematic. Texts should be high quality, relevant, and include elements of culture at the surface level and beyond. Language experience approach—Critical pedagogy (Freire) students talk about experience, teacher writes down. “What I say I can write” and “what I write I can read. ” Eventually becomes “what others write I can read. ” This is used with older EL. Narrow reading (Krashen) reading books in a series or with common themes. This helps students to solidify skills because they have background knowledge. Reading

Reading to, with, and by EL Reading

Vocabulary 0 ELs can learn vocabulary through reading texts. 0 Reciprocal Causation: reading comprehension and vocabulary development support one another. 0 Context won’t always help determine meaning. 0 Teach 6 -10 words per week. Writing

Writing for EL is different than it is for native English speakers. Many factors impact ELs writing development. • • • Writing There is a strong correlation between ELs reading and writing abilities “English oral skills have a strong impact on English text-level writing skills. ” (p. 224) Common core standards dictate what students are writing.

Writing in the 21 st Century Multiliteracies refers to the complexity of reading instruction today. Students must learn to read and interpret a variety of texts. Students can share written information in the following ways: ✓ Word Processing ✓ Google Docs ✓ Messaging Boards ✓ Key Pals (email and instant messaging) ✓ Prezi ✓ Voicethread ✓ Glogster ✓ Witter ✓ Wikis ✓ Blogs ✓ Texting ✓ i. Movie Writing

Writing to, with, and by EL Writing

Oral Language Development for EL 0 It takes time for ELLs to develop oral English proficiency. 0 ELLs need some English proficiency before interaction with native speakers is beneficial. 0 Use of English outside of school enhances ELLs’ oral English development. 0 Use of home language for beginning-level ELLs contributes to academic development. 0 English oral language proficiency tests fail to capture the full oral language proficiency of bilingual students. Taken from Foundations for Teaching English Language Learners by Wayne Wright, chapter 7 pp. 152 -153. Listening and Speaking

Listening and Speaking Activities Speaking Listening 0 Total Physical Response—kinesthetic 0 Oral Retellings— comprehension check. and works for a variety of topics. 0 Songs and chants— Comprehension tasks —especially with 0 Oral Presentations— fluency, intonation, and rhyming practice. 0 Listening authentic materials. 0 Listening Centers— comprehensible input with a low affective filter. formal or informal 0 Minimal Pairs— Listening and Speaking pronunciation and differentiating sounds.

Cooperative Learning 0 0 0 Think-Pair-Share Roundtable Concentric Circles Numbered Heads Together Barrier Games Role Play Obstacle Course What Am I? (Headbandz) Acting Out Stories Class Discussions Technology **These activities help students practice listening and speaking while interacting with peers. Of equal importance, they are fun for students and teachers! Listening and Speaking

Assessment • Types of tests: • • • Assessment criterion and norm referenced, summative and formative, traditional and alternative Validity, reliability and bias are complex for EL. Standard error of measurement –not accounted for in high stakes tests Tests are created by monolinguals, normed on monolinguals for monolinguals, yet we expect EL to meet expectations AMAO and AYP: Each year LEP→ FEP and these students are replaced with newcomers. Therefore, it appears that no progress is being made. Value-Added Measurement—makes it appear that learning isn’t happening for EL. Language proficiency testing is still being fully developed. Multiple Measures are necessary to accurately evaluate student growth!

EL Program Models

Second Language Acquisition Theories and Approaches Innatist Behaviorist Cognitive Sociocultural • Chomsky-Universal Grammar • Audiolingual Method • Krashen— Natural Order, i+1, monitor hypothesis, affective filter hypothesis • Input processing model • Vygotsky— ZPD and Scaffolding • Content Based Instruction • Communicati ve Language Teaching • Freire— Critical Pedagogy Program Models

Systematic Functional Linguistics 0 SFL is a function oriented method that teaches the function and organization of language in order to provide students with the skills they need to read and comprehend various types of academic tasks and texts.

Text Analysis 0 A text analysis is a good way for teachers to discover common language features within a text. 0 This then helps teachers to determine the function the language serves. 0 You can also analyze an exemplar to determine how to teach students to use the language appropriately in the assessment.

Taking a balanced approach… 0 While there are many models and methods for teaching ESL programs, teachers must consider a variety of factors including their students, school, funding, research, and personal preferences. 0 Teachers can be flexible and use a balanced approach that provides integrated practice in the four domains and meets the needs of their students.

Language Objectives 0 Language Objectives use this format: language function + topic + language feature 0 For example: Students will be able to write a paragraph explaining how tornadoes form using linking words. Lesson Planning

Lesson Preparation 0 To prepare to write a lesson that targets a specific language feature, you can prepare by creating an MPI, do a text analysis, and create an exemplar. 0 This can help teachers to discover the language that students will need most to meet the content and language objectives. Lesson Planning

Differentiation 0 ALL teachers have the responsibility to differentiate for their EL. 0 Teachers can scaffold and support the lessons and assessments to get an accurate picture of content knowledge with appropriate language proficiency. Differentiation

Teachers can use this tool while planning. When differentiating, the content objective (middle box) stays the same for all students. The teacher develops language objectives that are then modified for each student based on their proficiency level (top box). The teacher then determines what types of supports will be used for each level of proficiency (bottom box). Differentiation

Here’s an example of each section of the planner… The teacher considers the language based expectations for all students and then differentiates for the remaining students in the class based on proficiency level. Differentiation

Here’s an example of each section of the planner… The standards-based content always remains the same for all students. Differentiation

Here’s an example of each section of the planner… Note that some of the supports are. Differentiation the same for all students, this is similar to Rt. I or multi-tiered systems of supports for students.

Primary Language Support Teachers can provide PLS in a variety of effective ways in the classroom. Some ideas include: • Utilizing bilingual paraprofessionals and members of the community. • Creating bilingual displays • Bilingual dictionaries and translators • Read alouds in language other than English • Dual language books for home • Accept writing in home language Primary Language Support

ESL Policy 0 ESL policy has been informed by these court cases, which have resulted in the following policies… 0 ELs must be identified and serviced 0 ELs have access to all programs and to education that avoids unnecessary segregation 0 ELs must be monitored and exited only when ready to perform in mainstream 0 Programs must meet regulations and taught by EL teachers 0 14 th Amendment 0 Brown v. Board of Ed 0 Elementary and Secondary Education Act 0 Lau v. Nichols 0 Plyer v. Doe 0 Castaneda v. Pickard 0 No Child Left Behind ESL Policy

ESL Policy has come a long way but still has flaws. Regardless, EL teachers can use what they know about policy to advocate for their students. ESL Policy

Advocating for EL EL students and their families may not have access to the rights and conversations that can help them and their child to the most out of their educational experience. Oftentimes, we find ourselves advocating for our students with colleagues, administrators, parents of native speaking students, policy makers and district leaders. Teachers have two powerful tools to use while advocating—research and ESL policy.

Unconscious Bias Examining our own unconscious biases is like brushing our teeth—we can’t just do it once and forget about it. Initial perceptions limit opportunities for certain members of society. We have a responsibility to our students to open doors that they may not even realize they don’t have access to.

Socioeconomic Integration 0 Research shows that low income students ultimately benefit more from attending schools with more affluent peers as opposed to getting more monetary support in a low income school. 0 Many of our EL are also low income. 0 Making low income schools more desirable to affluent families is a good solution. 0 ELs and non-ELs alike can benefit from each other. 0 Our EL may receive services that they wouldn’t have received before.