Effective Programs for English Language Learners · Effective Programs for English Language...
Transcript of Effective Programs for English Language Learners · Effective Programs for English Language...
Effective Programs for Effective Programs for
English Language LearnersEnglish Language LearnersEnglish Language LearnersEnglish Language Learners
Edward Tabet-Cubero
[email protected] 2011OALA 2011
“I said to my children, I’m going to
work and do everything that I can
do to see that you get a good
education. I don’t ever want you to
forget that there are millions of
God’s children who will not and
cannot get a good education, and I cannot get a good education, and I
don’t want you feeling that you are
better than they are. For you will
never be what you ought to be
until they are what they ought to
be.” MLK Jr.In Darling-Hammond, 2009
ELLsELLsThe fastest growing sub-group sub-group in the state of Oregon
The Learning ContextThe Learning Context
How long does it take to acquire a 2nd language?
Basic Conversational Language
• 1-3 yrs.
Implications
• ELLs cannot wait to learn academic content until they’re proficient in English
Academic Language
• 5-7 yrs. under ideal circumstances
• 8-10 on average
• ELLs must make 1.5 year’s progress in 1 year’s time every school year to catch up by 8th grade
GradeGrade Age Equivalent ProficiencyAge Equivalent Proficiency
Native SpeakerNative Speaker 22ndnd Language LearnerLanguage Learner
KinderKinder 5 yrs. 5 yrs. 00
11stst 6 yrs. 6 yrs. 1.5 yrs. 1.5 yrs.
1.5 Year’s Growth in 1 Year’s TimeAdapted from Thomas & Collier 2010
22ndnd 7 yrs.7 yrs. 3.0 yrs. 3.0 yrs.
33rdrd 8 yrs.8 yrs. 4.5 yrs. 4.5 yrs.
44thth 9 yrs.9 yrs. 6.0 yrs. 6.0 yrs.
55thth 10 yrs.10 yrs. 7.5 yrs. 7.5 yrs.
6th 6th 11 yrs. 11 yrs. 9.0 yrs. 9.0 yrs.
7th 7th 12 yrs. 12 yrs. 11.5 yrs. 11.5 yrs.
8th 8th 13 yrs. 13 yrs. 13 yrs. 13 yrs.
The Legal ContextThe Legal Context
English Language DevelopmentEnglish Language Development
•• Pull out ESLPull out ESL
•• Content based ELDContent based ELD
Equal Access to Academic ContentEqual Access to Academic Content
• Sheltered Content Instruction
• Native Language Instruction– Bilingual and Dual Language Pgms.– Bilingual and Dual Language Pgms.
Pieces of the Instructional Puzzle for Second Language LearnersPieces of the Instructional Puzzle for Second Language Learners
Measuring the effectiveness of our programsour programs
How are we doing at putting the pieces together?
AMAOs and AYP
• Make progress in English
• Demonstrate proficiency in English
• Grade level proficiency in core academic areas
within 5 years
2009-10 AMAO Results
AMAO OR % Met Target OR Status
AMAO 1 49.5% 50% Not Met
AMAO 2 A 15.3% 14% Met
AMAO 2 B 26.7% 22% Met
AMAO 3 Reading Math Reading Math Not MetAMAO 3 Reading Math Reading Math Not Met
42.1% 49% 60% 59%
State of Oregon 2009-10 OAKS Reading by Subgroup
87% 88%
82% 82% 83%
75%78%
70%72%
61%63%
60% 60%60%
70%
80%
90%
100%
59%61%
63%
52%49%
60% 60%
39%
32%34%
18%15%
0%
10%
20%
30%
40%
50%
60%
Grade 03 Grade 04 Grade 05 Grade 06 Grade 07 Grade 08 Grade 10
White
Hispanic
LEP
State of Oregon 2009-10 OAKS Math by Subgroup
83% 83% 82%79%
83%
76%
61%
66% 66%68%
60%
69%
57%59% 58%
55%52%
50%
60%
70%
80%
90%
38%40%
52%
35%
17%
0%
10%
20%
30%
40%
50%
Grade 03 Grade 04 Grade 05 Grade 06 Grade 07 Grade 08 Grade 10
White
Hispanic
LEP
Oregon Dropout Rate Trends
When educators see these data year after year, what story in many of their minds?
•Pobrecitos
•Hopelessness—the gap is too wide
•So they can’t•So they can’t
•Maybe I can’t
•They don’t care
•Parents don’t value education
•Combine this with societal/media messages
Talented and Gifted
Race/EthnicityRace/Ethnicity Number of TAGNumber of TAG Percent of TAGPercent of TAG Number of ALLNumber of ALL PercentPercent of ALLof ALL
White 32,600 77.5% 373,720 67.6%
Hispanic 853 2.0% 39,784 7.2%
Poverty 9,821 23.3% 276,993 50.1%
What’s the difference between
this child and this child?
Often times it’s simply a matter of OPPORTUNITY
A Child’s Development in SchoolThe Prism Model: Thomas & Collier, 2010
Native Language
• Cognitive Development
• Academic Development
• Language Development
Second Language
• Cognitive Development
• Academic Development
• Language Development• Language Development • Language Development
…”we unrealistically expect English learners to be able to
demonstrate miraculous growth. Policy makers assume that non-
English-Proficient students should somehow be able to leap from
the first percentile to the 50th (as compared to native speakders
of English) in one to two years.”
What are the instructional programs we What are the instructional programs we
put in place to try to accomplish this put in place to try to accomplish this
“miracle?”“miracle?”
• “Sheltered” English Content with…
• Dual Language– One-Way
– Pull Out ESL
– Content Based ELD
• Sometimes Native Language– Native Literacy
– Early Exit Bilingual
– Late Exit Bilingual
–
– Two-Way
– 90/10 (80/20)
– 50/50
Subtractive Language Program ModelsLanguage diversity is a problem to be overcome
PullPull--out ESL out ESL (the most costly program)(the most costly program)
• Students are pulled out of their regular classroom for a period of the day for direct-instruction in English
ContentContent--ESL ESL ContentContent--ESL ESL
• Instruction designed to promote the acquisition of English using content area
English English SubmersionSubmersion
• Goal is for ELL students to learn English as quickly as possible and English is the only medium of instruction
Content adapted from: “Dual Language 101.” Dual Language Education of New Mexico. www.dlenm.org
Subtractive Language Program Models Cont’d
Transitional (Early Exit)Transitional (Early Exit)
• Native language instruction for native Spanish speakers for 1-3 yrs to help transition to all English instruction. Includes L1 LA and content.English instruction. Includes L1 LA and content.
Maintenance Bilingual Maintenance Bilingual (Late (Late Exit)Exit)
• Native language instruction for native Spanish speakers for 3-5 yrs to maintain native Spanish language while acquiring English proficiency. Includes L1 LA and content.
Content adapted from: “Dual Language 101.” Dual Language Education of New Mexico. www.dlenm.org
Types of Dual Language ProgramsTypes of Dual Language ProgramsAdditive Language Program Models: Language diversity is an asset
**Models are based on student population
Developmental OneDevelopmental One--Way (90/10 or 80/20)Way (90/10 or 80/20)
• Mostly native Spanish speaking students (or other target
• languages)
• Start with more Spanish (80-90%) and progressively add English over 5-7 years. Usually hit 50/50 by 4th grade
• **The goal is native-like competency in all of the content areas in two languages
TwoTwo--Way Immersion (90/10 or 50/50)Way Immersion (90/10 or 50/50)TwoTwo--Way Immersion (90/10 or 50/50)Way Immersion (90/10 or 50/50)
• Balanced numbers of students who are native English speakers and native Spanish speakers (or other target languages) ½ English and ½ Spanish speakers, or 1/3 English, 1/3 Spanish and 1/3 Bilingual students.
• Literacy and content-language assignments are clearly defined
• **The goal is native-like competency in all of the content areas in two languages
Heritage Language OneHeritage Language One--WayWay
• Native English speakers from the same cultural background (ancestors spoke the target language)
• **The goal is native-like competency in all of the content areas in two languages
Content adapted from: “Dual Language 101.” Dual Language Education of New Mexico. www.dlenm.org
61
NC
Transicional--Tarde
Dual—1 Via
Dual—2 Vias
English Learners’ Long-Term Achievement by Program Model
W. Thomas y V. Collier, 2001-2009
CE
Ingles en un grupo separado
Ingles en el contenido
Transicional-Temprano
Content from: “Dual Language 101.” Dual Language Education of New Mexico. www.dlenm.org
“Enrichment dual language schooling closes the
academic achievement gap in L2 and in the first
language (L1) for students initially below grade
level, and for all categories of students
participating in this program. This is the only
program for English learners that fully closes
Thomas & Collier
program for English learners that fully closes
the gap.”
(from The Astounding Effectiveness of Dual
Language Education for All abstract NABE
Journal of Research and Practice, 2:1 Winter
2004)
What are the opportunities we’re affording our students?
ADDITIVE MODELS
Language diversity is an asset
Dual Language Program Goals
• •Ensuring short and long-term academic success of all students
• •Enhancing English Language Learner (ELL) student outcomes and closing the achievement gapgap
• •Developing bilingual, biliterate, and bicultural students in English and Spanish
• •Promoting multicultural awareness and appreciation in the school and community
• •Supporting the belief that bilingualism/multilingualism is an asset
Non-negotiable Components of Dual Language Programs
• A minimum of 50% to a maximum of 90% of the daily instruction is in the partner language.
• Strict separation of languages for instruction • Strict separation of languages for instruction (no translation).
• K-12 Commitment (5th gr. Minimum)
2 Types of Dual ProgramsBased on Student Population
One Way Dual Language Two Way Dual Language
Spanish Speaking
Two Spanish Speaking ELLs Only
1-Way
English Dominant
Two Way
Which is Better?
90/10 50/50
1st
K
80
80
20
20
1st
K
5th
4th
3rd
2nd
Spanish English
50
50
60
70
50
50
40
30
5th
4th
3rd
2nd
Spanish English
Approaches to Literacy in Dual Language Programs
• Native Language First (partial immersion)– Students receive initial literacy instruction in their native language—
separated during lit block. (Forest Grove)
• Minority Language First– All students receive initial literacy instruction in the minority language
first, eg Spanish (Woodburn)
• Simultaneous Biliteracy• Simultaneous Biliteracy– All students receive initial literacy instruction in BOTH program
languages at different times during the day/week (Corvallis)___________________________________________________________**Regardless of which approach you choose, explicit instruction in BOTH
of the program’s languages should begin by no later than 2nd grade.
**Instruction in the two languages must be connected. To take that a step further, teachers can plan lessons that directly address the transfer of skills from one language to the other (Cummins; Escamilla).
PART IV - HOW BILITERACY WORKS
Why Spanish and English Instruction Compliment Each Other and Accelerate Student Progress
A Reading Test
“La hormiguita prefiere quedarse solita.”“La hormiguita prefiere quedarse solita.”Prefers
Transference
L1 to L2
My Two Brains
Hello! іHola!
Language Transfer and Discrete Language Skills
Linguistic Interdependence Model(Adapted from Cummins, J. 1987)
Surface features of L1 Surface features of L2
Common Underlying Proficiency
TransferenceTransferable Concepts
Español 2+2=4English 2+2=4
DecodingLetters>Sounds >Words>Ideas
C “k”Castillo/Castle
C “s”
Non-transferable Concepts
Educacion Education
Educación Education
Caminar > CaminéWalk > Walked
“Bienvenidos a Luise’s Taquería”Taquería de Luis C “s”
Circo/Circus
Language Functions• Compare/Contrast/Classify• Describe
Cognitive Strategies• Make Connections• Questions
Taquería de Luis Luis’ Taco Shop
What is difficult to
transfer?
Syntax Cultural nuances
38
Homonyms
Inference Figurative language
Idioms
(adapted from Izquierdo, 2004)
OVER HALF THE CHILDREN IN THE
WORLD GROW UP WITH TWO
LANGUAGES FROM BIRTH
Did you know???
Genessee, F. (2008)
“Tell Nana I have muchos dollars.”
Code Switching—Deficit? or Developmental?
LINGUISTIC ASSETS
1. What CUP language concepts are at play?
2. What CUP language concepts does she understand?
““TellTell NanaNana II havehave muchomuchoss dollardollarss.”.”
“Tell Nana I have muchos dollars.”
LINGUISTIC ASSETS
1. What CUP language concepts are at play?
2. What CUP language concepts does she understand?
3. What discrete language forms need to be clarified 3. What discrete language forms need to be clarified (Spanish? English?)
4. So, our cross language (CUP) concept could be…
5. And our discrete language skills lesson in ELD/SLD could be…
ELD
“muchos dollars”
“many dollars”“many dollars”
“a lot of money”“a lot of money”
ELD
“muchos dollars”
“many dollars”“many dollars”
“a lot of money”“a lot of money”
Bi-Directional Transference
L1 to L2
AND
L2 to L1
ELD as a VERTICLE slice of the curriculum
Math
Math
Scie
nce
Scie
nce
So
cia
l Stu
die
sS
ocia
l Stu
die
s
Lit B
lock
Lit B
lock
EL
DE
LD
Sp
ecia
lsS
pecia
ls
Scie
nce
Scie
nce
So
cia
l Stu
die
sS
ocia
l Stu
die
s
Lit B
lock
Lit B
lock
Sp
ecia
lsS
pecia
ls
L1 and L2 Dev’t ACROSS the curriculumMath
Math
Scie
nce
Scie
nce
Socia
l Stu
die
sS
ocia
l Stu
die
s
Lit B
lock
Lit B
lock
Specia
lsS
pecia
ls
Socia
l Stu
die
sS
ocia
l Stu
die
s
…and access to content
A Helpful Way to Look at the Dual Iceberg Model
Functions, Strategies, Rdg Standards, Traits, Modes,
Content Standards…
A CUP Concept we can teach ACROSS languagesACROSS languages
Making PredictionsLanguage FunctionReading Strategy
Making Predictions Across the Curriculum
• Science?
• Reading?
• Social Studies?
• Math?• Math?
Making PredictionsVerbs: Future Tense, Conditional Mode
ELD
• Will…
• Should…
• Might
SLD
• Va a…
• Debe
• Puede• Might
• Could
• Would
• I think x ____, because…
• Puede
• Ía
• Pienso que x ____, porque ______
The bottom line…Academic Skills Transfer
• You only learn to read once. You don’t start over again when you move into a new language.
• You only learn to do math once.
• You don’t relearn the concepts in a second
language.
• Spanish and English reading instruction can compliment one another rather than compete for time.
language. You simply learn the L2 vocabulary and discourse patterns.
Recommendations from Experts in the Field
1. Provide the support and expectation for every teacher to be a language teacher.
2. Provide instruction with a curriculum that engages students in higher-order thinking.
3. Accelerate rather than remediate.3. Accelerate rather than remediate.
4. Select a program model that matches your current context and implement it well!
5. Develop a district-wide, K-12 vision that includes how to take your current practices to the next level.
“Will educators recommit to their fundamental
mission—to ensure high levels of learning for
each student?..Will they recognize that in a very each student?..Will they recognize that in a very
real sense, lives are hanging in the balance?
We urge them to do so, not for the sake of
improved test scores, but for the sake of the
dreams and aspirations of the children whose
lives they touch.” ~DuFour and Eaker
Appendix
Sheltered Instruction Is…Equal Access Equal Access •To grade-level (or above) standards
•To higher order thinking
•Integrates students
InteractiveInteractive•Positive interactions between teachers and students and among students
•A reciprocal interaction model of teaching, featuring genuine dialog
•Cooperative learning or group work situations, including:
•Students working interdependently on tasks with common objectives
•Individual accountability and social equity in groups and in the classroom
•Extensive interactions among students
Differentiated Differentiated •Balanced consideration of the needs of all students
•Adjusts language (input/output) to the comprehension level of the learner
The objective of sheltered instruction is for students to access grade level content while
they gain proficiency in English in a way that actually assists their acquisition of English.
•Adjusts language (input/output) to the comprehension level of the learner
• Uses visual aids such as pictures, charts, graphs, and semantic mapping
•Models instruction, allowing students to negotiate meaning
•Utilizes authentic , alternative assessments allowing 2nd language learners to demonstrate what they know and are able
to do
Language RichLanguage Rich•Plans for language input/output
•Backwards maps language objectives from the language students are expected to produce on a content task
•Instruction integrates language with content
• Structured tasks and unstructured opportunities for students to use language
• Monolingual language delivery with language policies that encourage students to use the language of instruction
•Students can process concepts in their native language
•Emphasizes comprehension strategies and meaning-making
Rigorous and RelevantRigorous and Relevant•Is challenging enough to promote high levels of language proficiency and critical thinking
•Connects to prior knowledgeGuiding Principles for Dual Language Education. www.cal.org
Native Language Content Is…Equal AccessEqual Access• To grade-level (or above) standards
• To higher order thinking
Equal StatusEqual Status• Equal to English instruction
• Taught by a licensed teacher who demonstrates native-like proficiency in the language, and is highly qualified to teach the content
• Equal materials
PurposefulPurposeful• 100% in the target language (no translation)
• Connected to English language content skills
• Assessed in the language of instruction• Assessed in the language of instruction
Language RichLanguage Rich• Plans for language input/output
• Backwards maps language objectives from the language students are expected to produce on a content task
• Instruction integrates language with content
• Structured tasks and unstructured opportunities for students to use language
• Monolingual language delivery with language policies that encourage students to use the language of instruction
• Emphasizes comprehension strategies and meaning-making
Rigorous and RelevantRigorous and Relevant• Is challenging enough to promote high levels of language proficiency and critical thinking
• Connects to prior knowledge
The objective of native language content is (1) for students to access grade level content while they gain
proficiency in English and (2) for students to develop academic language proficiency in their native language.
Guiding Principles for Dual Language Education. www.cal.org
English Language Development Is…Required in OregonRequired in Oregon• One period per day, five days per week
• Leveled—no more than two proficiency levels and two grade levels in a class
• Taught by a certified teacher (w/practice support from an IA)
Language FocusedLanguage Focused• The English language is the content
• Focuses on functions (the language task/purpose) and forms (the structures, patterns, rules, grammar)
• Students learn and utilize academic as well as social vocabulary and registers, and understand the difference
• Addresses all 4 domains of language: Reading, Writing, Speaking, Listening
InteractiveInteractive• Students producing the targeted language functions/forms at least 50% of the time• Students producing the targeted language functions/forms at least 50% of the time
• Structured opportunities for language practice (choral response, talking stick, think/pair/share, etc.)
ScaffoldedScaffolded• Lessons quickly move through the gradual release of responsibility (I do it, we do it, you do it)
• Models examples
• Connects to prior knowledge
• Clear context for students to utilize the language (content, visuals and realia)
• Provides students strategies to transfer skills into other contexts/content areas
• Zone of proximal development (I + 1) stretches students to move beyond their current abilities
• English is the language of instruction (no translating) and teachers utilize sheltered instruction strategies
The objective of ELD is to accelerate student learning through direct instruction in the aspects of English they may not acquire naturally, quickly, or for which they need additional practice.
English Language Development Is NOT…
• Remedial
• Isolated GRAMMAR instruction
• Only focused on Oral Language Development
• Worksheets • Worksheets
• Drill
• Quiet
• De-contextualized
Native Language Development/Literacy Is…PurposefulPurposeful• Addresses a clearly articulated goal:
– Academic proficiency, usually within a biliteracy objective
– Transition into English literacy within a set time frame
• Establishes a two-way bridge to English literacy (bi-directional transference of skills)
Equal StatusEqual Status• To English Literacy
– Time (≥ English time allocation)
– Materials
– Assessment
– Staffing
– Support
• Taught by a certified teacher with native-like proficiency and training in teaching Spanish literacy
The teaching approach is driven by best practices in Spanish literacy• The teaching approach is driven by best practices in Spanish literacy
Rigorous and RelevantRigorous and Relevant• Addresses grade-level (or above) standards• Utilizes authentic literature written by native speakers of the language, and limits the use of translations
• Is challenging enough to promote high levels of language proficiency and critical thinking
• Connects to prior knowledge
Language RichLanguage Rich• Plans for language input/output
• Backwards maps language objectives from the language students are expected to produce on a content task
• Instruction integrates language with content
• Structured tasks and unstructured opportunities for students to use language
• Monolingual language delivery with language policies that encourage students to use the language of instruction
• Emphasizes comprehension strategies and meaning-making
The objective of native language literacy is the development of grade-level (or above) literacy skills—most of which transfer to English
Native Language Development/Literacy is NOT…
• A carbon-copy of English literacy
• An impediment to learning English
• Taught in isolation from English literacy
• Taught by an assistant• Taught by an assistant