Content-area InstructionContent-area Instruction and LEP/ELLs: and LEP/ELLs: Ways to enhance Ways to enhance

instructioninstruction

L.I.A.S.C.D. ConferenceMelville MarriotOctober 17, 2008

Presenters:Presenters: Terri Brady-M Terri Brady-MééndezndezValerie FernValerie Fernáándezndez-Pardo-Pardo

Suffolk BETAC at Eastern Suffolk BOCESSuffolk BETAC at Eastern Suffolk BOCES

CUP: Common Underlying ProficiencyCUP: Common Underlying ProficiencyThe Iceberg AnalogyThe Iceberg Analogy

(as developed by Dr. James Cummins,(as developed by Dr. James Cummins,Ontario Institute for Studies in Education)Ontario Institute for Studies in Education)

Common Underlying Common Underlying ProficiencyProficiency

Surface FeaturesSurface Featuresof First of First

LanguageLanguage

Surface FeaturesSurface Featuresof Second of Second LanguageLanguage

Second Language Acquisition ProcessSecond Language Acquisition Process(as developed by Dr. James Cummins,(as developed by Dr. James Cummins,

Ontario Institute for Studies in Education)Ontario Institute for Studies in Education)

BBasic asic IInterpersonal nterpersonal CCommunicative ommunicative SSkillskills

(BICS)• takes about 2 to 3

years to develop• involves “here and

now” learning• relies heavily on

extralinguistic cues• depends on context-

embedded language• is cognitively

undemanding

Cognitive Academic Language Proficiency

(CALP)•develops in about 5 to 7 years

•is specific to academic settings

•relies heavily on linguistic cues

•requires interpretation of context-reduced language

•is cognitively demanding

L1 L2

CUP

COGNITIVELY UNDEMANDING TASKS(Relatively Easy)

CONTEXT EMBEDDED(Many Clues for

Meaning)

CONTEXT REDUCED(Few Clues for

Meaning)

COGNITIVELY DEMANDING TASKS(Relatively Difficult)

AV Assisted Lessons Math Computations Science Experiments Graphic Organizers

Writing compositions Reading textbooks/novels Explanation of abstract concepts Standardized tests

Art, Music, PE Following oral directions Face-to-face conversations Viewing exhibits

Telephone conversations Reading notes on board Following written directions Computer tests

[Adapted from chart developed by D. Parker and M. Calderon for Hawaii Dept. of Education]

CUP

L1 L2Cummins’ Cummins’ Model of Language Model of Language

ProficiencyProficiency

ACADEMIC ACADEMIC LANGUAGELANGUAGE

Definition:Language used in the learning of academic subject matter in a formal schooling context; aspects of language strongly associated with literacy and academic achievement, including specific academic terms or technical language, and speech registers related to each field of study.

Source: TESOL ESL Standards for Pre-K-12 Students, March 1997

Components of Components of Academic LanguageAcademic Language

Vocabulary

Grammatical Structures

Language Functions

Content-compatible Content-compatible VocabularyVocabulary (Tier 2 words)(Tier 2 words)

• Polysemous words: words that sound and are spelled alike but have different meanings depending on the context/content area (e.g., consumer in biology and social studies).

• Compound words: word that result from the combination of two different words (e.g., offspring, moonlight)

• Homophones: words that sound the same but are spelled differently (e.g., genes/jeans).

• Multisyllabic words: words longer than 3 syllables (e.g., multisyllabic)

• Word derivations: prefixes or suffixes attached to base words that alter meaning (e.g., reproduction, preview)

• Cognates: (Spanish/English)(Spanish/English) words in two or more languages that may sound or be spelled similarly (e.g., classification-clasificación; democracy-democracía)

Content-obligatory Content-obligatory VocabularyVocabulary (Tier 3 words)

Definition:“Words with a usage or word sense [typically] unique to a specific content area; e.g., for mathematics, hypotenuse, trapezoid, quotient, decimal, digit; for science, photosynthesis, orbit, stamen, bacteria, diffusion, osmosis, microscope, membrane, conifers.”

What might be some words specific to social studies or technology?

Source: The Language Demands of School: Putting Academic English to the test.Bailey, A.L., Butler, F.A., Stevens, R. & Lord, C. (2007)

Grammatical Grammatical StructuresStructures

Definition:“The characteristics of language, particularly, the structure and arrangement of works in phrases and sentences within written discourse – a sentence, a paragraph, or a longer portion of language that communicates ideas or concepts. Academic language has grammatical structures and arrangements that may pose difficulties for students.”

Source: Project 4.1 Developing Measures of Academic English Language Proficiency. National Center for Research on Evaluation, Standards and Student testing.

Types of Grammatical Types of Grammatical StructuresStructures

• Compound &complex sentences use two independent or two or more dependent clauses and special “connector” words.

• Nominalization uses a verb or an adjective as a noun or noun phrase (e.g., North Pole, global warming)

• Verb tenses & passive voice• Multiple prepositional phrases

What kinds of grammatical structures might be used mostly in Mathematics? In Science? In Social Studies?

Language FunctionsLanguage FunctionsDefinition:“…part of the discourse structure of language. When looking at a document…the rhetorical mode or purpose (e.g., exposition, narration, persuasion) provides an overall description of the text. Identification of language functions (e.g., explanation, definition, classification) reveals the mechanism by which the writer or speaker carries our his/her purpose.”

Source: Project 4.1 Developing Measures of Academic English Language Proficiency. National Center for Research on Evaluation, Standards and Student testing. (2004)

Examples of Language Examples of Language FunctionsFunctions

• Identification

• Labeling• Enumerati

on• Classificati

on• Sequencin

g• Organizing• Definition

• Compare/Contrast• Argumentation• Description• Explanation• Prediction• Inference• Analysis

What kinds of language functions might be used mostly in Mathematics? In Science? In Social Studies?

Small & Whole Group Small & Whole Group ActivityActivity

Analysis of content-area text Analysis of content-area text for:for:

Tier 2 and 3 vocabulary

Grammatical structures

Language functions

Supporting and observing Supporting and observing

content-area teacherscontent-area teachers1. Prepare lessons with language

and content objectives in mind2. Build/scaffold students’

schema/ background3. Vary techniques to make

content concept and vocabulary clear

4. Model and provide ample opportunities for students to use strategies

5. Provide frequent opportunities for interaction

Adapted by the Suffolk BETAC at Eastern Suffolk BOCES from:Dobb, Fred (2004). Essential Elements of Effective Science Instruction for English Learners, 2nd edition. California Science Project: Los Angeles, CA.Echevarria, J., Vogt, M.E., Short, D. (2000). Making content comprehensible for English language learners: The SIOP model. Needham Heights, MA: Allyn & Bacon

Supporting and observing Supporting and observing content-area teacherscontent-area teachers

6. Practice/Application; Use realia and “hands on”

materials

7. Lesson Delivery: Engage students in 90-100% of

the lesson

8. Review/Assessment Provide comprehensive review of

key concepts and vocabulary Conduct informal, quick

assessments of comprehension and learning

Adapted by the Suffolk BETAC at Eastern Suffolk BOCES from:Dobb, Fred (2004). Essential Elements of Effective Science Instruction for English Learners, 2nd edition. California Science Project: Los Angeles, CA.Echevarria, J., Vogt, M.E., Short, D. (2000). Making content comprehensible for English language learners: The SIOP model. Needham Heights, MA: Allyn & Bacon

Long Island BETACs: Long Island BETACs: Contact InformationContact Information

Nassau BOCES BETAC:Nassau BOCES BETAC:Ellie Paiewonsky, DirectorLisa Estrada, CoordinatorHeather Parris-Fitzpatrick, Program SpecialistTel: (516) 396-2090

Suffolk BETAC at Eastern Suffolk BETAC at Eastern Suffolk BOCES:Suffolk BOCES:

Terri Brady-Méndez, DirectorValerie Fernández-Pardo, Bilingual Resource

SpecialistChrista Stevenson, Bilingual Resource SpecialistAlice Blanch, Bilingual Resource Specialist (P/T)Tel: (631) 286-6552

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