Galloway Township Public Schools Helping English Language Learners

Galloway Township Public Schools Helping English Language Learners Orientation for Teachers Mr. Diaz & Mrs. Randsdorp ELL Teachers

Galloway Township Public Schools Mr. José Diaz Mrs. Debora Randsdorp English Language Learners Teachers Galloway Township Public Schools

Meeting the Needs of English Language Learners, Collaborating with Regular Classroom Teachers and Supporting The Local ESL Parents Working Successfully with English Language Learners Staff Development Workshop

Objective of this Workshop To develop an understanding of the definition of an English Language Learner. To learn how to create an inclusive, sensitive environment for English Language Learners entering your classroom. To distinguish between the myths and realities of second language acquisition. To learn how to model and teach learning strategies. To learn how to develop sheltered content lesson plans. To help teachers of English Language Learners to identify proven strategies to implement in the classroom.

Definitions of Terms Used BICS: Basic Interpersonal Communication Skills. This is the language ability required for everyday conversation. Content-based English as a Second Language: This approach makes use of instructional materials, learning tasks, and classroom techniques from academic content areas as the vehicle for developing language, content, cognitive and study skills. English is used as the medium of instruction. Dual Language Program: Also known as two-way or developmental, the goal of these bilingual programs is for students to develop language proficiency in two languages by receiving instruction in English and another language in a classroom that is usually comprised of half native English speakers and half native speakers of the other language. ELL: English language learner. A national-origin-minority student who is limited-Englishproficient. This term is often preferred over limited-English-proficient (LEP) as it highlights accomplishments rather than deficits. (ESL) English as a Second Language: A program of techniques, methodology and special curriculum designed to teach ELL students English language skills, which may include listening, speaking, reading, writing, study skills, content vocabulary, and cultural orientation. ESL instruction is usually in English with little use of native language. FEP: Fluent (or fully) English proficient. Language Dominance: Refers to the measurement of the degree of bilingualism, which implies a comparison of the proficiencies in two or more languages. Language Proficiency: Refers to the degree to which the student exhibits control over the use of language, including the measurement of expressive and receptive language skills in the areas of phonology, syntax, vocabulary, and semantics and including the areas of pragmatics or language use within various domains or social circumstances. Proficiency in a language is judged independently and does not imply a lack of proficiency in another language. LEP: Limited-English-proficient. (See ELL)

ASPECTS OF LANGUAGE PROFICIENCY BICS Basic Interpersonal Communication Skills 6 months to 2 years L 1 L 2 o 5 t CALP Cognitive Academic Language Proficiency 7 ars e y

Differentiating Instruction: Interestingly, many of the techniques and ideas which will be presented in this workshop may not only be useful for the ELL students, but they can be beneficial for the native speakers as well. A term we’ve all heard in education is “differentiation; ” we differentiate to teach the same content in myriad ways to multiple types of learners to make sure that all children are given the opportunity to succeed. When designing differentiated instruction for ELL students, teachers should not alienate ELL students with lessons intended only for them. Instead, teachers should differentiate instruction in such as way as to benefit native speakers as well. Even if some of the techniques are designed to use with ELL students, they are still techniques which present the information in a new way. Therefore, teachers do not need to call attention to the fact that some of the techniques are intended for only ELL students because all can benefit from them. American students also need to learn about and become aware of the various cultures in our American society. By incorporating multicultural lessons in the classroom, ELL students will feel more welcome in the classroom environment and American students will gain awareness for their fellow students.

Part 1: The Students A Definition - Who Are the English Language Learners? English Language Learners are Students of Non-English Language Background, meaning that their native language is not English, or they come from homes where a language other than English is spoken in daily interaction, either by the students themselves or by their parents/legal guardians.

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The culture of being an ELL student: ELL students’ academic performance is highly influenced by their home culture and native language. l The ELL student population is comprised of many different cultures. l Language acquisition is best supported when parents and students continue to use their native language in the home. l Native language literacy has a positive correlation to English literacy development. l The ELL students enter school with a variety of different ability levels. They may have: l l never been exposed to English, but have strong first language skills some command of social/oral English language a small amount of English literacy, having just begun studying English in their native country weak first language skills due to interrupted or limited schooling in their native land.

ESL/ELL “English as a Second Language (ESL)” instruction means specialized instruction to assist ELL students in attaining full proficiency in listening comprehension, speaking, reading, and writing of the English language.

Goals of ELL l GOAL 1: To use English to communicate in social settings. Standard 1: Students will use English to participate in social interaction. Standard 2: Students will interact in, through, and with spoken and written English for personal expression and enjoyment. Standard 3: Students will use learning strategies to extend their communicative competence.

Goals of ELL l GOAL 2: To use English to achieve academically in all content areas. Standard 1: Students will use English to interact in the classroom. Standard 2: Students will use English to obtain, process, construct, and provide subject matter information in spoken and written form. Standard 3: Students will use appropriate learning strategies to construct and apply academic knowledge.

Goals of ELL l GOAL 3: To use English in socially and culturally appropriate ways. Standard 1: Students will choose a language variety, register, and genre according to audience, purpose, and setting. Standard 2: Students will use non-verbal communication appropriate to audience, purpose, and setting. Standard 3: Students will use appropriate learning strategies to extend their sociolinguistic and sociocultural competence.

ELL Materials l Build fluency with collections of leveled books designed for independent reading by students at a range of language and literacy levels. l Build background in content knowledge; puppets, word walls, pictures, posters, videos, music, and other manipulatives.

What Guides ELL Services? Several state and federal regulations mandate school districts are required to provide services for English Language Learners.

What Guides ELL Services? Lau v. Nichols: A class action suit brought by parents of non-English-proficient Chinese students against the San Francisco Unified School District. In 1974, the Supreme Court ruled that identical education does not constitute equal education under the Civil Rights Act of 1964. The court ruled that the district must take affirmative steps to overcome educational barriers faced by the non-English speaking Chinese students in the district. [414 U. S. 563 (1974)]

How ELL Services eligibility is determined: Student goes to school to enroll Parent completes Home Language Survey/Language Use Survey (required by NJ School Code) Indicates that English is the only language spoken in the home and by the student Indicates that there is another language besides English spoken in the home and by the student No ELL screening necessary ELL screening completed to determine program eligibility

Role of the ELL Teacher l l l l Complete ELL screening process to determine program eligibility. Provide ELL instruction aligned with WIDA English Language Proficiency standards and NJCCCS. Reinforce Differentiation of district curriculum. Enrich student knowledge of American traditions, customs, history, and literature. Evaluate student language proficiency each trimester, complete progress report and conference with parents on ELL progress. Provide input to classroom teacher regarding student progress. Evaluate student language proficiency annually (listening, speaking, reading, and writing) using ACCESS for ELLS assessment as mandated by the state of New Jersey.

The Language Domains l Listening - process and understanding spoken language in a variety of situations l Speaking - engage in oral communication in a variety of situations for a variety of purposes and audiences l Reading - process, interpret and evaluate written language, symbols and text with understanding and fluency l Writing - engage in written communication in a variety of forms for a variety of purposes and audiences

The Second Language Acquisition Continuum Level 1 Level 2 Level 3 Level 4 Entering Beginning Developing Expanding Level 5 Level 6 Bridging Reaching Movement along the continuum is based on an English language learner’s increasing: Vocabulary Usage – The specificity of words and phrases l. Linguistic Complexity – The amount and quality of speech or writing l. Language Control – Comprehensibility based on the amount and types of errors l

What do you know about Second Language Acquisition?

1. Native language literacy assists students who are learning English. • (True) Research has shown that knowledge of the structures and rules in a first language transfer in learning English. Students who have studied academic content in first language can and do transfer their knowledge of language and content from first language to second language. On the other hand, students who have had little formal schooling or interrupted schooling in native language will have more difficulty learning English.

2. Younger children learn English more quickly than older children • (False) Younger language learners may be able to pronounce without an accent. However, older children have more sophisticated language skills. As a child gets older, the child needs to use language in more developed contexts. Younger children acquire social language [or BICS] more quickly than older children and therefore appear to be more fluent speakers of English. However, older students, who have attended school in their native countries and have had native language content instruction can, as mentioned above, transfer their knowledge of language and content from first language to second language. The rate of learning a second language depends on several variables: 1. Age at the time of eexposure to the second language; 2. Previous schooling in first language; 3 the type of second language instruction the student receives.

3. It can take up to seven years to attain English language proficiency. • (True) • • • Academic language takes English Language Learners up to seven or more years to become proficient. The reason that academic language is so difficult for the ELL to master is that: there are few if any non-verbal cues to provide a context for learning; there is often little, if any, face-to-face interaction or communicative discourse; academic language, unlike communicative language, has a higher degree of abstract concepts and context specific vocabulary; information is contained in narrative and expository text; textbooks are written beyond the language proficiency of the ELL; and students need a body of cultural and linguistic knowledge, which they have not developed, to comprehend academic content in a second language.

4. Acquiring the English necessary to succeed academically in all content areas is equally challenging for all second language learners. • (False) English Language Learners who have been given content area instruction in their native language will have an advantage over ELLs who have not. Some ELLs have had little or no education in their native countries.

5. The ability to speak English guarantees success in academic settings. • (False) Being able to speak English fluently in social and conversational settings does not mean that the ELL will be able to use the language academically in the content areas.

6. Teachers should focus on learning the English language first and learning content later. Learning grammar first is the best way to teach second language learners. (False) Schools should not focus on teaching English through decontextualized instruction [e. g. verb tenses, articles, pronunciation skills, etc. ] Integrated instruction which includes learning English through content, teaching learning strategies, incorporating the linguistic features needed to negotiate the content has been shown to be an effective for teaching content academic language proficiency [CALP]. Sheltered methods of instruction which include both content and language instruction, as well as teaching learning strategies include CALLA [Cognitive Academic Language Learning Approach] and SIOP [Sheltered Instruction Observational Protocol].

7. Second language learners should be placed in an English speaking environment as quickly as possible. • (False) Learning a second language is a process, like learning one’s first language. Learning to speak and interact in the new language takes one to three years on average. Learning to use the new language in academic contexts takes from seven to ten years to master. Conversational skills are know as BICS, while academic language proficiency is known as CALP.

8. An English Language Learner cannot participate in other school programs such as Title I, gifted and talented, and special education until 8 exited from an ESL or bilingual he/she • has program. (False) Under the 14 th Amendment and Title VI of the Civil Rights Act of 1964, school districts cannot deny any services, remedial or enrichment to any immigrant child. If the child is eligible for additional services or programs, he/she must be included in those programs.

9. When new English Language Learners enter the school speaking little or no English, they should be placed with younger students. • (False) Students should be placed with their age/grade classmates. This is the only appropriate placement. Because a student doesn’t speak the language does not mean that he/she belongs with younger students. Learning a language is a social, as well as cognitive endeavor and works best when students are with his academic peers. Pair and cooperative group work in the appropriate age/grade setting often provide more comprehensible input and help the beginner learn English.

10. ESL/bilingual education and special education have similar instructional philosophies. Therefore, ELLs can be placed in special education programs. • (False) ESL or bilingual education are programs based on the philosophy of the development of new or second language skills for English Language Learners who have had little or no exposure to English, their second language. Special education programs for native English speakers are specialized programs, which are specifically designed to remediate or provide individualized instruction that will assist native English speakers in learning content in English, their native language. In order for ELLs to be placed in a special education program it must be determined, through appropriate testing in either native language or English, whichever is the dominant language that special education services are warranted. Second language learners who have recently enrolled in your school should never automatically be placed in a special education program without appropriate assessment.

Reflections from an ELL Student " I clearly remember the first year of school. I spoke almost no English. I could not understand what everyone was talking about. Even the classmate's small chatter made me so nervous. I felt totally left out in the classroom. I was not a part of them. I was only a guest. A guest who was not welcomed. What made me different was a class of ESL. I was so glad that this country had such educational programs for people like me. In ESL I learned English and many skills to learn in the class with other kids. ESL was not only an English-learning class, but it was like a haven in the battlefield for those people who were struggling to fit themselves into a new world. Every time I went to ESL, I felt as if I were in my own house. It was where I was until I could find my place in a regular class. " Marina 17

Part Two: Theory of Second Language Acquisition l English Language Learners go through several stages of language development before they become proficient speakers, active listeners, readers, and writers of English.

Part Two: Theory of Second Language Acquisition Stages of Adaptation for English Language Learners Initial Stage or sometimes called "Honeymoon Stage" l ELL is excited about discovering all the new elements of his/her new life. l Some students are very cooperative and try very hard to please. l Other students feel fear and loneliness. l Usually experience "silent period" of one month up to one year. Student is developing receptive language skills in preparation for speaking.

Part Two: Theory of Second Language Acquisition Stages of Adaptation for English Language Learners Uprooting Stage — Reality Check l ELL realizes that there are differences between his/her own culture and the new culture. l ELL has mixed emotions about the new lifestyle and culture. l Frustration, fear, curiosity, loneliness, lack of identity in the new culture are felt not only by the student, but also the family.

Part Two: Theory of Second Language Acquisition Stages of Adaptation for English Language Learners Culture Shock l May happen simultaneous to Uprooting Stage or shortly thereafter. l Frustrating feeling of loss of all the familiar people, objects, connections, and routines from the home culture. l Mistrusts and fears new situations. l May show signs of withdrawal, hostility, depression. l May exhibit academic problems as the curriculum gets becomes more difficult and the ELL is still adjusting to his/her new environment.

Part Two: Theory of Second Language Acquisition Stages of Adaptation for English Language Learners Adaptation Stage: Assimilation or Acculturation l ELLs usually take one of two courses of action as acceptance of and comfort with the new culture. l Assimilation: ELL replaces home cultural values and beliefs with the new culture. l Acculturation: ELL adopts some of the mainstream culture, while continuing with the customs and values of the home culture.

Part Two: Theory of Second Language Acquisition Stages of Adaptation for English Language Learners Mainstream Stage: Culture Split or Final Acculturation l ELLs usually take one of two courses of action when fully entering the mainstream culture. l Culture Split: At home, ELL practices the family culture, in school practices the new mainstream culture. May exhibit embarrassment when the two cultures meet [e. g. , parent conferences, school activities, such as concerts, sports, etc. ] l Successful Acculturation: ELL has accepted both cultures as part of his/her new life and integrates aspects of both into his/her lifestyle

Language Proficiency Levels

Language Proficiency Levels • Level 1 - Entering: A pupil shall be classified level 1 if the pupil does not understand or speak English with the exception of a few isolated words or expressions. • Level 2—Beginning: A pupil shall be classified level 2 if all of the following criteria are met: (a) The pupil understands and speaks conversational and academic English with hesitancy and difficulty. (b) The pupil understands parts of lessons and simple directions. (c) The pupil is at a pre-emergent or emergent level of reading and writing in English, significantly below grade level.

Language Proficiency Levels • Level 3—Developing: A pupil shall be classified level 3 if all of the following criteria are met: (a) The pupil understands and speaks conversational and academic English with decreasing hesitancy and difficulty. (b) The pupil is post-emergent, developing reading comprehension and writing skills in English. (c) The pupil’s English literacy skills allow the student to demonstrate academic knowledge in content areas with assistance. • Level 4—Expanding: A pupil shall be classified level 4 if all of the following criteria are met: (a) The pupil understands and speaks conversational English without apparent difficulty, but understands and speaks academic English with some hesitancy. (b) The pupil continues to acquire reading and writing skills in content areas needed to achieve grade level expectations with assistance.

Language Proficiency Levels • Level 5—Bridging: A pupil shall be classified level 5 if all of the following criteria are met: (a) The pupil understands and speaks conversational and academic English well. (b) The pupil is near proficient in reading, writing, and content area skills needed to meet grade level expectations. (c) The pupil requires occasional support. • Level 6—Fully-English Proficient: A pupil shall be classified level 6 if all of the following criteria are met: (a) The pupil was formerly limited-English proficient and is now fully English proficient. (b) The pupil reads, writes, speaks and comprehends English within academic classroom settings.

Language Proficiency Levels Level 7—Fully-English Proficient/Never Limited-English Proficient: The student was never classified as limited-English proficient and does not fit the definition of a limited-English proficient student outlined in either state of federal law.

Can Do Descriptors

Part Three: Sample Teaching Models and Strategies The goal of this section is to prepare for effective teaching of English Language Learner[s] in content-area classrooms. The preparation, instructional strategies and assessment suggestions will help build student content knowledge, as well as enhance student language development.

Part Three: Sample Teaching Models and Strategies : Preparation

Tips for Teaching ELL Students 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Speak at a slower pace so they can hear individual words. Don’t speak louder. Enunciate your words, including the ending sounds. Use the same “signal words” for your everyday routines. Accompany your words with hand gestures. Build their vocabulary by naming everything as you go about your daily routine. Help them to hear each word in the routine songs you sing. Sing the same songs on a regular basis. Use repetitive songs and rhymes often. Give them words and phrases to identify their personal needs. Ex. “I’m hungry, thirsty, tired, sad, and sick. I have to go to the bathroom. ” Help them to distinguish question words and their meaning. Ex. What is it? Or Where is it? Rather than translate for them, try to scaffold the information. You do this by listening to their sentence and repeating it with the correct grammar as well as extending the vocabulary. You model standard English without correcting their attempts at English. Ex. “Me ball. ” “You have a red ball!” Separate the languages. If speaking the native language, speak it; if speaking English, speak it with scaffolding techniques. Regularly read stories and teach academic skills in the ELL’s home language. Learn some basic phrases in the home languages of your ELL students.

Teaching

Part Four: Let's Put it All Together Assessment Strategies Design a Variety of Alternative Assessments - Assessments should be tailored to students current l l level of English language ability. Some suggestions for alternate and ongoing evaluation of student content knowledge, include: Group response [e. g. oral, written, demonstrated] Use of manipulatives, picture files, oral summary l l l Mathematics: Create computational [addition, subtraction, multiplication and division] sentences with manipulatives. Science: Put planet pieces [pictures, representations of each planet, etc. ] in order of distance from the sun or divide into groups by size or features. Science: Place labels next to the parts of a plant. Literature: Put picture cards of story events in order to summarize the story. Use of a graphic organizer [e. g. web, t-chart, etc. ] which can have: l l l l l Partial answers included. A word bank for open ended, closed, and multiple choice assessments. Partially completed timelines; teachers decide how many items students must match to dates. Dialogue journals Performance and/or observational checklist Tests of key concepts Thumbs up/Thumbs down: Students who are below intermediate levels may respond to "yes/no" questions by placing their thumbs up or pointing their thumbs down. Numbered Answer Cards: Students may use cards with numbers to indicate answers to math problems or choose the appropriate answer from a group of possible answers. Matching flash cards: l l Match dates and events Match cause and event Match vocabulary word and definition Match picture and part Picture frames to draw and represent sequence of events

Part Four: Let's Put it All Together Assessment Strategies Hierarchy l A variety of types of questions and questioning strategies can be used with English Language Learners to promote content knowledge. Using Bloom’s Taxonomy [of question types with a variety of alternative response strategies, ELLs can demonstrate content knowledge. Bloom’s Taxonomy consists of the following six types of questions and key question words: l Knowledge: The student reports on what factual information he/she remembers with question words, such as: who, what, where, when, tell, show, name, label, list, describe, collect, and identify. l Comprehension: The student demonstrates that he/she understands the meaning of content information with question words, such as: retell, summarize, discuss, describe, estimate, and contrast. l Application: The student uses information to show he/she can work with the information, with question words, such as: demonstrate, illustrate, give an example, explain the relationship, change, solve, and modify. l Analysis: The student uses information to cluster it into groupings, identify various components, recognize patterns, or break it into parts, with such question words as: explain, classify, separate, divide, connect, order, compare, select, and outline. l Synthesis: The student uses information to draw conclusions, combine ideas and information from several sources, generalize from content information, with such question words as: combine, rearrange, plan, create, rewrite predict, and suppose. l Evaluation: The student can compare and asses the value of evidence, theory and ideas, with such question words and phrases, as: measure, decide, rank, measure, select, and “what do you think about…? ”.

Part Four: Let's Put it All Together Questioning Techniques l Question Samples for Content Using Bloom’s Taxonomy: Below are samples of three questions for each taxonomy category. The first question could be used with primary ELLs, the second with middle elementary grades, and the last with middle and high school students. l Comprehension l l Analysis l l l Do you think Mama Bear was angry when she saw Goldilocks in their house? Take the names of the nine planets and group them according to gas giants and rocky surfaces. People in your town want to shop on Sunday, but the stores are always closed. Explain the steps in changing this law. Synthesis l l Why did Baby Bear cry when he went into the living room? Describe what Mars looks like. Explain the job of President of the U. S. Application l l What did Goldilocks taste? What are the names of the nine planets? Which branch of U. S. government makes laws? What do you think Goldilocks’ mother will say to her when Goldilocks gets home? What could happen if a meteor hit the Earth? How is a family like a government? Evaluation l Why do you think Goldilocks went into the house of the three bears? Do you think there is life on Mars? l Do you agree or disagree with the Second Amendment? l

Part Four: Let's Put it All Together Questioning Techniques English Language Learners can answer all question levels from Bloom’s Taxonomy if questions are carefully worded and/or certain non-traditional response accommodations are in place. Listed below are some questioning strategy suggestions and sample questions for each taxonomy level. l

Part Four: Let's Put it All Together Error Correction l Errors are a natural part of language development and, therefore, all errors do not need to be corrected. Over-correction of student performance in both syntax and pronunciation may make the ELL student unnecessarily anxious and may even hinder the progression of language development. There are several strategies teachers can use to correct errors, without causing fear, stress and anxiety. l Repeat what the student has said, using the correct syntax and pronunciation. l Avoid overly wordy or detailed answers to student questions. l Repeat, review, and summarize information to help link concepts for students. l Check for comprehension when an error in understanding content has occurred by asking students a question related to the content being discussed. Never ask “Do you understand? ” Students will respond affirmatively to save face. l In writing, analyze text for a cluster of similar errors. Correct through mini lessons on the particular grammatical concept.

Reflection

Part Five: Let's Put it All Together Assessment Types l For classroom, non-standardized, state or federally required assessments, it is more beneficial for both the teacher and/or the ELL student to use multiple forms of assessment to track learning. Three types of assessments will provide the teacher with information on student learning, motivation, and attitudes about classroom learning are performance assessment, portfolios, and student selfassessment.

Part Five: Let's Put it All Together Assessment Types 1) Performance Assessments are evaluations in which students construct responses orally or in writing, through a formal assessment tool or in informal assessment contexts. Performance assessments include such activities as: l oral reports and oral interviews l story or content information retellings l individual and group projects l writing samples and student reports [e. g. facilitated through the use of graphic organizers] l demonstrations of content knowledge [e. g. art, music drama], and exhibitions [e. g. science fairs]. l Performance assessments require teacher judgment and, sometimes student self-assessments often through the use of observational tools such as rubrics and/or checklists.

Part Five: Let's Put it All Together Assessment Types 2) Through a Portfolio Assessment approach, teachers systematically collect samples of student work to document progress in meeting instructional goals and attainment of content knowledge. Examples of the content samples saved in a portfolio are: l l l Portfolios are usually assessed with such tools as: l l Drawings and other art work Writing samples at different stages of the writing process Audio tapes of student oral readings Video tapes of performance activities or student-made products Power point projects Reflective reading journals Student self-assessment checklists and portfolio partner evaluations Evaluation summaries [teacher and student] Portfolio Review notes [teacher and student]

Part Five: Let's Put it All Together Assessment Types 3) Student Self-assessment

Part Six: How Do I Get Started? Day 1 - sets the pace. First, welcome the new student. Even without knowing a word of English, the words of welcome, accompanied by a smile and appropriate gestures such as a handshake or a pat on the shoulder, will translate to the student that this is a friendly place and the teacher is glad to have him or her in class. Before a student, ELL or otherwise, can learn, he or she must feel comfortable in his or her learning environment. Simple gestures and friendly words help to create this environment from the moment the student steps into the classroom.

Part Six: How Do I Get Started? INCORPORATING ELL STUDENTS INTO THE CLASSROOM ENVIRONMENT Aside from physically welcoming the ELL student, the next step is to include information that is relevant to those students. This means teachers must research their students’ cultures and ask them questions, find out what interests they have and then give them some literature that reinforces their interests. Make sure they have role models of their culture represented in the classroom. In taking a truly multicultural perspective to content, all students can benefit.

Part Six: How Do I Get Started? 1. Make language visible. 2. Facilitate peer support. 3. Be flexible In making language visible, teachers should utilize posters, graphic organizers, and video clips. To facilitate peer support, the teacher needs only plan times for group interaction. Finally, teachers, whether teaching ELL students or not, should be flexible and ready to accept changes to plan smoothly and easily.

Part Six: How Do I Get Started? Teachers need to simply remember that “second language learners need to have multi-sensory input” and incorporating them smoothly into the native classroom can be much easier

Part Six: How Do I Get Started? the ability to speak a second language (especially in conversational settings) does not guarantee that a student will be able to use the language effectively in academic settings” …it may take five to seven years of consistent and structured study to arrive at a level of full proficiency, wherein students can tackle unfamiliar written materials with native level ability. This is called academic proficiency, a level of linguistic command sufficient to enable students to discern content and meaning based on experience and familiarity with how the language works…Conversational proficiency is often sufficient for social integration with Englishspeaking peers; however, it is not enough to ensure academic success

Part Six: How Do I Get Started? ACCESSING THE FOUR MODES • READING/WRITING: Teachers must encourage students to read and write in the native language. This further enhances their ability to speak the language proficiently. It is important to allow students to speak and write in their native languages. Remember that these students are not only learning new content, but also a new language. By allowing them the opportunity to work with new information in their native language, ELL students can better understand the content as well as the English language associated with it.

Part Six: How Do I Get Started? SPEAKING/LISTENING: Teachers must give students opportunity to talk in class to develop speaking skills. To help ELL students learn to speak and listen in English, the ELL students must practice doing so. Give them that opportunity.

Part Six: How Do I Get Started? Our belief is that children learn best when they understand the need for learning, and when they are engaged in experiences that build on what they know. Thus teaching of phonics and other skills is most effective when incorporated in or combined with meaningful reading and writing of whole texts. At the same time, it is understood that some children need more direct teaching or reinforcement of strategies and skills, than others. Thus it is best to adapt teaching to the needs of individual learners, through a variety of modeling, direct instruction and opportunities for guided practice and problem solving. Whatever the approach, the goal remains constant: to develop readers who read for pleasure and information, and writers who write to communicate meaning and make sense of their world.

Babelfish: A valuable Resource for ELL students

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From Mrs. Randsdorp & Mr. Jose Diaz

HELLO Galloway Township Public Schools English Language Learners Galloway Township Public Schools

From Mrs. Randsdorp & Mr. Jose Diaz