D E V E L O P I N G B I L I N G U A L , B I L I T E R A T E , & B I C U L T U R A L

S T U D E N T S

THE INTERNATIONAL BACCALAUREATE & ENGLISH

LEARNERS

THS IB WL Teacher/Chair

CPS WL PD Specialist

CPS ESL/Bilingual

Specialist

RHS Assistant Principal

HPHS WL Chair & EL Director

NWJH Principal

Language Matters Conference

Loyola University Chicago

November 15, 2014

PRESENTER: SANDRA ARREGUÍN

E N G L I S H L E A R N E R I N K I N D E R G A R T E N

PERSONAL EXPERIENCE

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The philosophy of the International Baccalaureate (IB) program is closely aligned to that of additive models of bilingual education because both promote acquisition of another language. English Learner (EL) students have much to offer an IB program when their language development needs are met. Successful participation of ELs in IB will lead to positive growth for programs and schools. This presentation will focus on the IB program and EL students. Linguistically and culturally responsive practices that lead to bilingual, biliterate and bicultural students will be discussed. Additionally, student perspectives around this topic will be shared.

RIGGED GAME BY DYLAN GARITY

TURN & TALK

Question(s):

•How can our educational system

be perceived as a “rigged”

system for ELs?

•What from the performance

resonated with you the most?

TIME TO WRITE!

• Form groups of 3-4 people.

•Write the IB Mission Statement.

•Use the WORDLE and sentence

starters for support.

IB MISSION STATEMENT

• The International Baccalaureate aims to develop

inquiring, knowledgeable and caring young people who

help to create a better and more peaceful world

through intercultural understanding and respect.

• To this end the organization works with schools,

governments and international organizations to develop

challenging programmes of international education and rigorous assessment.

• These programmes encourage students across the world

to become active, compassionate and lifelong learners

who understand that other people, with their differences,

can also be right.

PARADIGM SHIFT: ENGL ISH LEARNERS ARE PERFECT CANDIDATES FOR

IB

KYBURG, R.M., HERTBERG-DAVIS, H., & CALLAHAN, C.M. (2007). ADVANCED PLACEMENT AND INTERNATIONAL BACCALAUREATE PROGRAMS: OPTIMAL LEARNING ENVIRONMENTS FOR TALENTED MINORITIES? JOURNAL OF ADVANCED ACADEMICS 18(2), 172-215.

• Diverse learners, including ELs, are successful in

flexible environments that consider individual

learning needs

• Critical components for the success of minority

students and ELs in AP and IB are:

• High Expectations

• Scaffolding

• Support

• Common School Vision

MAYER, A.P. (2008). EXPANDING OPPORTUNITIES FOR HIGH ACADEMIC ACHIEVEMENT: AN INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAM IN AN URBAN HIGH SCHOOL. JOURNAL OF ADVANCED ACADEMICS 19(2), 202-235.

“The more things you have in place to reach more kids—teachers who

are supportive… kids are excited…there is social connection—

you have a chance of drawing in more and more kids."

-John, Program Coordinator

Social Scaffolds

Academic Enrichment

Opportunities

Counseling

COCA, V., D. JOHNSON, AND T. KELLEY-KEMPLE (2012). WORKING TO MY POTENTIAL: THE POSTSECONDARY EXPERIENCES OF CPS STUDENTS IN THE INTERNATIONAL BACCALAUREATE PROGRAMME. CONSORTIUM ON CHICAGO SCHOOL RESEARCH, CHICAGO.

• IB DP students feel prepared for and do well in college

• IB DP students face the issue of low social capital and poor support

• IB DP serves a higher than average proportion of Latino students

• 38% Latino

• 1st generation

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H 24, 2012

WHO ARE OUR EL STUDENTS?

A D A P T E D B Y J . H I L L I A R D F R O M M . G O T T L I E B , W I D A

EXPECTED GROWTH OVER THE ELD LEVELS

HOW LONG DOES IT TAKE TO LEARN A LANGUAGE?

“CAREFULLY ELABORATED PRINCIPLES ARE THE CORNERSTONE OF INFORMED PRACTICE.”

AÍDA WALQUI & LEO VAN L IER

PR

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: TH

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ICE

(W

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, 2010)

•Deep disciplinary knowledge

•Generate disciplinary concepts & skills

•Generate cognitive/higher-order thinking

Sustain Academic Rigor

•High challenge and high support

•Students develop own expertise

•Clear criteria for quality work

Hold High Expectations

• Interactions w/ teacher & peers

•Focus on the construction of knowledge

Engage Students in Quality

Interactions

•Language in meaningful contexts

•Use of disciplinary language

•Amplify don’t simplify communications

•Address specific language issues

Sustain a Language Focus

•Structure opportunities to scaffold learning Develop Quality

Curriculum

“At Stanford’s

Understanding Language,

we have found that ELLs

benefit from instructional

approaches that treat

language and content in an

integrated way that is

designed to help them build

the language skills that they

need to succeed in content,

classrooms, college and

careers.” -Rebecca Greene,

Language Consultant

Understanding Language

1. Scaffolding

understanding

2. Purposeful grouping

3. Background knowledge

4. Extended discussion

5. Valuing linguistic

differences

5 KEY STRATEGIES FOR ELL

INSTRUCTION

IDEAS FOR SUPPORTING ENGLISH LEARNERS IN IB PROGRAMS

Classroom

• Know your EL students

• Plan w/ EL students in

mind

• Consider WIDA ELD

standards & “CAN DO”

descriptors

• Scaffold instruction

• Provide many

opportunities for oracy

School-Wide

• Know your EL students

• Engage staff in

development of own

expertise

• Offer content classes in

LOTE

• Offer HL Spanish

• Graduate students w/

Seal of Biliteracy

G R A D E L E V E L C L U S T E R 6 - 8

CAN DO DESCRIPTORS

PARALLEL LINES

•Partners read quotes to each

other and discuss.

•Repeat.

HERE’S WHAT. SO WHAT? NOW WHAT?

① Here’s what. Factual statements.

② So what? Interpretations of data/info.

① Now what? Plan of action, including questions.

LET’S BE META…

Question:

Were strategies used in today’s

presentation that could support

ELs in an IB class? If yes, what

were they?

S A R R E G U I N @ L U C . E D U / S A R R E G U I N @ N S S D 1 1 2 . O R G

THANK YOU!