ESL SupplementalCertification Training

154

Evangelina GuerraHitchcock ISD

Domain I

Domain II

Domain III

Acronyms

Contents

Domain I (25%) ◦ Language Concept◦ Language Acquisition

Domain II (45%)◦ ESL Instruction◦ Assessment

Domain III (30%)◦ Foundations of ESL Education◦ Cultural Awareness◦ Family and Community Involvement

Overview of ESL (154 Supplemental)http://texes.ets.org/assets/pdf/testprep_manuals/154_esl_supp.pdf

DOMAIN I

Social shared code or system for representing concepts through the use of arbitrary symbols and rule-governed combinations of those symbols.

Language

Production of signals with the intention of relaying information and the expectation that the signal will be interpreted as intended.

Communication

Includes gestures, body posture, facial expressions, eye contact, head and body movement, and physical distance.

Nonlinguistic Cues

Knowledge of the operating principles needed to be a language user.

Enables language users to determine what makes sense and what is nonsense.

Linguistic Competence

–Phonology

–Morphology

–Syntax

–Lexicon

–Semantics

–Discourse

–Pragmatics

Nature and Concepts of Language Systems

▶Basic Interpersonal Communication Skills Everyday language Communicative Universal across all native speakers Usually takes 2 to 3 years to master

▶Cognitive-Academic Language Proficiency Reading/writing connection Abstract thinking Academic instruction Usually takes from 5 to 7 years to master

BICS vs. CALP (Cummins)

Is taught and learned in the following order:

◦ Listening

◦ Speaking

◦ Reading

◦ Writing

Second Language

Contrastive Analysis Errors in L2 are a result of differences

between first and second language.

Error AnalysisErrors occur because of a language development

or little or no development of L1 or L2.

Errors Acquiring Second Language

DOMAIN II

Age Differences ▶ Pacing Gender ▶ Methods Teacher ▶ Aptitude Cognitive Development ▶ Time Learning Styles ▶ Setting Grouping Practices ▶

Motivating Attitude ▶ Materials

Factors that Affect ELL Students’ Learning

Code-Switching is moving from L1 to L2 and back to L1.

◦ Period with no verbal sound / communication

◦ Learner is absorbing and taking in new learning

◦ This period could last from 4 to 8 months

Understand the Process of L1 and L2

Pre-Production Stage

Early Production Stage

Speech Emergency Stage

Intermediate Fluency Stage

Oral Fluency Levels

Visual

Tactile Kinestetic

Auditory

Learning Styles

Audio Lingual Approach

Total Physical Response

Natural Approach

Language Experience Approach

Silent Way

Cognitive Approach

ESL Teaching Methods

Focuses on understanding and communicating meaning

Takes place within a rich, challenging and content-centered curriculum

Uses many kinds of activities

Incorporates students’ experiencies in order to provide “comprehensible input”

Literacy Instruction

The learner would demonstrate the ability to perform such complex tasks as:

◦ Sequence of events

◦ Distinguish facts from fantasy

◦ Complete worksheets and tests in the content areas

◦ Use charts, tables, graphs, maps

◦ Engage in class discussions

◦ Work in reference material

Development of CALP

Learning Activities Related to the Brain Hemispheres

LEFT BRAIN RIGHT BRAIN

Workbooks

Drill and repetition

Following Directions

Computations

Collecting facts

Creative art activities

Creative writing

Self-expressive activities

Solving problems

Values clarification

Instruction

Pacing

Methods

Modifications in the Classroom

Assessment

Formal Informal

TAKS

IDEA

TELPAS

Woodcock Munoz

Portfolios

Self assessment

Oral performance

Writing assessment

TEA Education Code Chapter 29.051-29.064http://ritter.tea.state.tx.us/curriculum/biling/tec29.html

TAC Chapter 89, Subchapter BBhttp://ritter.tea.state.tx.us/rules/tacupdates/september2007/ch089bb.pdf

LEP Policies

DOMAIN III

National Defense Education Act(1958)Provided federal money for the expansion of foreign-language teaching.

Bilingual Education Act(1968)LES students will increase English-language skills, maintain and perhaps increase mother-tongue skills, and support the cultural heritage of the student.

Equal Educational Opportunities Act(1974)Implement meaningful instruction for students of Limited English Proficiency.

History of Bil/ESL Education

Amendments to the Bilingual Education Act(1978)Funds for research were included.

Refugee Act(1980)Legislation provides funds for educational programs and other services for refugees.

History of Bil/ESL Education (Cont.)

Lau v. Nichols, San Francisco (1974) ◦ 1800 Chinese students not being educated equally.

Cintrón v. Brentwood Union Free School District, New York (1977)◦ Bilingual teachers being fired.

Ríos v. Read, Patchogue-Medford, New York (1977)◦ New York should provide quality program for ESL students.

• Castañeda v. Pickard, Raymondville, Texas (1981)◦ Discrimination and inadequate bilingual instruction.

Court Decisions

Self-contained

Pull-out classes

Newcomer centers

Dual language classrooms

Immersion programs

Types of ESL Programs

Affective domain

Linguistic domain

Cognitive domain

Domains of an ESL Program

Biculturalism

Acculturation

Assimilation

Ethnicity

Ethnocentrism

Teacher Awareness

Serving on the LPAC

Serving on the ARD committee

Serving on the SBDM committee

Serving as a resource for other teachers

ESL Teacher Roles

Parent/teacher conferences

Mid-point progress checks

End of an instructional reporting period

Report cards

Parental Communication

Technology that supports literacy

Computer-assisted language learning

Use of the Internet

Technology Integration

Expectations for all students should be to perform at the highest level possible for each individual student.

Language barrier should not be a factor in expecting the best the student has to offer.

Student Expectations

The environment a child is raised in can have a huge impact on a student’s learning and the knowledge they come to the classroom with.

Motivation, real life skills, self-esteem, importance of education, respect of educators, and background information are all factors that affect the student’s learning potential.

Family Environment

A

AH

AEC

B

BICS

CALP

ELL

ELPS

ESL

FES

HLS

I

ISLA

L1

L2

LEP

LES

LPAC

NCLB

NES

PBMAS

PEIMS

SIOP

TEKS

TELPAS

Acronyms,How many do you know?