Teaching English Learners and Immigrant Students in Secondary

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Teaching English Learners and Immigrant Students in Secondary Schools: Presented by Jayne Sherman The

Teaching English Learners and Immigrant Students in Secondary Schools: Presented by Jayne Sherman The Purpose of this presentation is to: • Provide an understanding of the original purpose of secondary schools in educating students • Provide information concerning the legal foundations regarding the education of English learners • To understand effective practices for educating secondary English learners (immigrant and migrant) • Through discussion and activities demonstrate how commitments in practice can be incorporated in teaching immigrant ELLs in secondary schools.

Agenda • Chapter 1 Making connections between Chapter one, the Historical, Legal, and Educational

Agenda • Chapter 1 Making connections between Chapter one, the Historical, Legal, and Educational Rationales, and the de Jong and Sox articles. (activity: time line/think pair share/Bumper sticker activity-short video clip & T chart activity) 20 min. • Chapter 2 Commitments in Practice (video: 8 min, activity: group work/charts) 15 minutes • Game Time (Jeopardy: a review) 15 min. • Closure and video clip(5: 00) 10 min.

“No matter their race, creed, zip code, or first language, every child in this

“No matter their race, creed, zip code, or first language, every child in this nation is entitled to a quality public education. It’s the one and only way to place the promise of the American dream within reach of everyone. ” Dr. Thelma Meléndez de Santa Ana Assistant Secretary for Elementary and Secondary Education, February 3, 2010, National Association for Bilingual

Foundations of Teaching English Language Learners and Immigrant Students in Secondary School Chapter 1

Foundations of Teaching English Language Learners and Immigrant Students in Secondary School Chapter 1

Did you know… According to the National Center for Education Statistics, “the percentage of

Did you know… According to the National Center for Education Statistics, “the percentage of public school students in the United States who were English language learners (ELL) was higher in school year 2013– 14 (9. 3 percent) than in 2003– 04 (8. 8 percent) and 2012– 13 (9. 2 percent). ” (From the Condition of Education, 2016) Currently, the numbers continue to increase.

Original Purposes of High School To implement the Cardinal Principles of Secondary Education (1918):

Original Purposes of High School To implement the Cardinal Principles of Secondary Education (1918): ü To provide wide-ranging curriculum that supported learning focused on English, math, science, and history ü To unify and Americanize immigrant students with diverse backgrounds and track students into basic course work and vocational tracks

High Schools Prior to 1954 Brown vs. Board of Edu.

High Schools Prior to 1954 Brown vs. Board of Edu.

Bilingual Education and the Law Civil Rights Act (1964) Lau vs. Nichols (1970 -1974)

Bilingual Education and the Law Civil Rights Act (1964) Lau vs. Nichols (1970 -1974) Lau Remedies (1975) The Bilingual Education Act (1965) President Lyndon Johnson signed bill into law making bilingual education a federal policy (1968) Serna vs. Portales Municipal Schools (1972) Equal Educational Opportunity Act (1974) Goals 2000: Education America Act (1994) No Child Left Behind (2001)

Policy Discourses and U. S. Language in Education Policies: Making Connections

Policy Discourses and U. S. Language in Education Policies: Making Connections

Video Best Practices: Helping English Language Learners Excel T-Chart Activity: Features that Promote Achievement

Video Best Practices: Helping English Language Learners Excel T-Chart Activity: Features that Promote Achievement of Immigrant English Learners or Put Them at Risk

Commitments in Practice Chapter 2 How can theory help in planning, implementing, and assessing

Commitments in Practice Chapter 2 How can theory help in planning, implementing, and assessing instructional design for effective pedagogical practice for ELLs and Immigrant secondary learners? Faltis and Coulter discuss commitments in practice as a way to minimize marginalization and optimize student engagement and learning

Theoretical Stance Cognitive • Krashen’s Monitor Theory • Cummin’s BICS and CALP • Faltis

Theoretical Stance Cognitive • Krashen’s Monitor Theory • Cummin’s BICS and CALP • Faltis and Coulter: Social context matters Sociocultural Faltis and Coulter argue: • The need to consider context, identity affiliations, peer relations and interaction around academic content are socially and culturally constructed

Video New Immigrants Share Their Stories

Video New Immigrants Share Their Stories

Chapter 2 Commitments IN Practice Activity (Pages 37 -40) 1. 2. 3. 4. 5.

Chapter 2 Commitments IN Practice Activity (Pages 37 -40) 1. 2. 3. 4. 5. Active Participation (2) Social Integration (3) Integrated Language Learning (2) Sociocultural Identity Support (3) Connections to Wider Contexts (2) Develop an activity that implements a commitment in practice. Refer to the video. An example of an activity of several of the commitments in practice was the building bridges writing activity where immigrant learners share their stories. What could you do with your students that would demonstrate your assigned commitment in practice? Be prepared to explain your activity and how it relates to your assigned commitment in practice.

Let’s Play Jeopardy!

Let’s Play Jeopardy!

Given the current political climate how can we be agents for change?

Given the current political climate how can we be agents for change?

Jayne’s Closing Comments and Implications • What are the implications for future research? •

Jayne’s Closing Comments and Implications • What are the implications for future research? • What connections can you make to the research read and your own teaching experiences? How do you see yourself implementing commitments in practice as opposed to “for” practice? The activities tonight were examples of strategies that were discussed in both Chapter 2 and the articles to support instructional practices for ELLs such as: using visuals, graphic organizers, social interactions, collaboration, critical thinking, scaffolding

Video My Story of Immigration | Miriam Martinez | TEDx. Carver. Military. Academy

Video My Story of Immigration | Miriam Martinez | TEDx. Carver. Military. Academy