English Language Learners (ELLs)

Developed by the Connecticut RESC Alliance

Sponsored by the Connecticut Department of Education

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Who is an ELL?Who is an ELL?

A student who: has a first language other thanhas a first language other than

English. is in the process of learning English. needs additional support to acquireneeds additional support to acquire

language and learn grade level contentcontent.

Name that AcronymName that AcronymELL English Language Learner (Term used in

)Connecticut)

LEP Limited English Proficient (Term used by LEP Limited English Proficient (Term used by federal government)

ESLESL English as a Second Language (Term used to describe programs)

ESOL English for Speakers of Other Languages (Term is synonymous with ESL)

Read this to yourself to experience y phow an ELL student may feel

Despite often difficult smerds, the lower delta people have their flaps of schats. They enjoy market days and various takloops. Many of

these celebrations have their toops in ancient collian traditions. One of the most popular p ptakloops is the Alacitas Fair. It is blod to honor Ekeko, the Alacitas god of blap

fortune. Small strets of this tristy are sold infortune. Small strets of this tristy are sold in the thropheet. Each figure is wust sath tiny goods. They include nill the things that a

lower delta may want or need – a snupy nicklower delta may want or need a snupy nick of absop or wigar, a car, two whurds, a

television set, house or cow.

Quick Facts about Connecticut’s English Language Learners (ELLs) 2009 10:English Language Learners (ELLs), 2009-10:

• There were 29,993 ELL students in 162 public LEAs • While there were 133 dominant languages among ELL

students, Spanish accounted for 73 percent of ELLs • 96 7 percent received English language services• 96.7 percent received English language services • Over half were in grades K-4 • 4,195 were also identified for Special Education , p• In the 2008-09 school year, 97.3 percent of ELL students

took the annual English language proficiency assessment (LAS Li k ) 81 2 t d f th i(LAS Links); 81.2 percent made progress from the prior year and 43.6 percent demonstrated English proficiency

• The four year graduation rate for ELL students in theThe four year graduation rate for ELL students in the class of 2009 was 53.4 percent

CSDE ELL Data Bulletin 2009-2010

Table 3: Top 10 Dominant Languages of CT ELL Students 2009-10of CT ELL Students, 2009-10

• Spanishp• Portuguese• Chinese• Creole-Haitian• Polish• Albanian• Arabic• Vietnamese• Vietnamese• Urdu• RussianRussian

CSDE ELL Bulletin 2009-2010

Languages in ELL at Wethersfield High Schoolg g g

• SpanishSpanish• Bosnian

U d• Urdu• Albanian/Greek• Polish• RussianRussian

Debunking the Myths –g yMyth #1

ELLs learn English easily and quickly simply by being exposed to and surrounded by native g p yEnglish speakers.

F t L i d l t k tiFact: Learning a second language takes time and significant intellectual effort on the part of the learner Learning a second language is hardlearner. Learning a second language is hard work; even the youngest learners do not simply "pick up" the language.p p g g

Source: Teachers of English to Speakers of Other Languages, Inc.

Myth #2Myth #2

When ELLs are able to con erse comfortabl in EnglishWhen ELLs are able to converse comfortably in English, they have developed proficiency in the language.

Fact: It can take 6-9 years for ELLs to achieve the same levels of proficiency in academic English as native speakers. Moreover, ELLs participating in thoughtfullyspeakers. Moreover, ELLs participating in thoughtfully designed programs of bilingual or sheltered content instruction remain in school longer and attain significantly higher rates of academic achievement in comparison tohigher rates of academic achievement in comparison to students without such advantages.

Source: Teachers of English to Speakers of Other Languages, Inc.

Myth #3Myth #3

In earlier times immigrant children learned English rapidly and assimilated easily into American life.

Fact: Many immigrant students during the early part of this century did not learn English quickly or well. Many y g q y ydropped out of school to work in jobs that did not require the kinds of academic achievement and communication skills that substantive employment opportunities require todaytoday.

Source: Teachers of English to Speakers of Other Languages, Inc.

Benefits of ELLs in our districtBenefits of ELLs in our district

• A multicultural environment helps students to grow, respect, and value each other.g p

• Students learn to appreciate differences.• Students are better able to enter and• Students are better able to enter and

compete in a global society.St d t h k th• Students who can speak more than one language have a higher earning potential.

All ELLs in schools today are not alike

How ELL students differ:• Length of residencyg y• Levels of literacy in first language and in

EnglishEnglish• Different primary languages and cultures

L l d lit f i h li• Levels and quality of previous schooling• Literacy and socioeconomic status of the

family

Conversational Language d i vs. Academic Language

There are two types of English language skills that must be mastered by students:

1) Conversational Language Skills – 1-31) Conversational Language Skills 1 3 years to master

2) Academic Language Skills – at least 52) Academic Language Skills – at least 5 years or more to master

Source: Jim Cummins, University of Toronto

Identify ELLSIdentify ELLS

All incoming ELLs must be assessed within one month of entrance at the t t f th h l ithi t k if t d t t l t i th

“Home Language Survey” Response other than

start of the school year or within two weeks if students enter later in the school year.

pEnglish to registration language questions

Interview of student and parentPrevious tests/recordsELL Proficiency testingELL Proficiency testing

Identification on state PSIS report and receive

servicing

Provide Quality Instruction

• Content language and classroom

Provide Quality Instruction

Content, language and classroom assessments should be adapted to students’ individual language levelsstudents individual language levels.

• Vocabulary needs to be explicitly taught with many opportunities for interactionwith many opportunities for interaction.

• Students’ first language and cultural i h ld b lid t dexperiences should be validated,

respected, and shared.

Source: Echevarria, Vogt, & Short. (2007). Making Content Comprehensible for English Learners: The SIOP Modell. Boston, MA: Allyn & Bacon

Annual AssessmentAnnual Assessment

• LAS Links Proficiency Test - All ELLs must be assessed annually in English language proficiency The results are reported to theproficiency . The results are reported to the state.

• Reading, Writing, Math, and ScienceReading, Writing, Math, and Science Assessments (CMT,CAPT).

• Students meet exit criteria when they are proficient on LAS Links and meet the state standards on the CMT/CAPT.

• Once students have exited and are no longer• Once students have exited and are no longer receiving services, they may not be re-identified.

Exit CriteriaExit Criteria

• LAS Links Score of 4 or 5 (proficient andLAS Links Score of 4 or 5 (proficient and above proficient)

• CMT level 3 (Proficient) in Reading and• CMT – level 3 (Proficient) in Reading and Mathl l 2 (B i ) i W itilevel 2 (Basic) in Writing

• CAPT – level 2 (Basic) in Reading, Math and Writing

CAPTCAPT

• New to the US ELL students are required toNew to the US ELL students are required to take the Math and Science CAPT regardless of when they arriveregardless of when they arrive.

• New ELL students are exempt from the Reading and Writing only if they have beenReading and Writing only if they have been in a US school less than 12 calendar monthsmonths.

• After 12 months, they are required to take ll ti f th CAPT Th ll dall portions of the CAPT. They are allowed

some accommodations.

Exiting Criteriag

English Proficiency ScoresEnglish Proficiency Scores

• LAS Links – Scores range 1-5LAS Links Scores range 1 5• 1 Beginner

2 E l I t di t• 2 Early Intermediate• 3 Intermediate• 4 Proficient• 5 Above Proficient5 Above Proficient

These are the levels described on the student modification sheetsstudent modification sheets.

Stages of Language AcquisitionStages of Language AcquisitionStage 1 Stage 2 Stage 3 Stage 4 Stage 5

Pre-productionBeginner

Early ProductionBeginner

Speech EmergenceIntermediate

Early FluencyAdvanced

FluencyAdvanced

Li l Li i d N•Little or noComprehension

•Survival English

•Limited comprehension

•One/two word

• Understandsconversational English, not academic English

• Fluent in conversation

•Difficulty with

•Near native language skills

•Silent period

•Learning basicti

responses

• Simple vocab

U d t d

•Writes simple and complex sentences

academic English

•Reading and

•Difficulty with some content

conversation

•Needs time to adjust

•Understands more than can express

•Difficulty with content area vocabulary

• Very challenged by

writing skills below a native speaker

area English

•Difficulty ith idigrade level reading with idioms

Classroom Strategies for Comprehensible InputC ass oo S a eg es o Co p e e s b e pu

• Slow down! Slow down! Slow down!Slow down! Slow down! Slow down!• Reduce language, simplify sentences, tenses• Use visuals gestures diagrams drawingsUse visuals, gestures ,diagrams, drawings• Choose the most essential content that you

expect the students to learnexpect the students to learn.• Extra time, extra time, extra time!• Vary assessments and expectations• Vary assessments and expectations• Avoid idioms and slang• Paraphrase read orally• Paraphrase, read orally

Classroom Strategies for Comprehensible InputC ass oo S a eg es o Co p e e s b e pu

• Repeat and clarifyRepeat and clarify• Written directions/homework on board• Copy of notes/video notesCopy of notes/video notes• Word banks/reduced # of vocabulary words• Graphic organizers• Graphic organizers• Study guides• Reduce multiple choice items from 4 to 3• Reduce multiple choice items from 4 to 3• Don’t believe them when they say they

understandunderstand.

Test questionsTest questions• Discuss, evaluate, compare, contrast,Discuss, evaluate, compare, contrast,

analyze, explore, expand, persuade, justify, debate – all these words can be confusing.g

• Avoid negative questions.Sample questionSample question

• Discuss what reforms Napoleon instituted in France and their impactin France and their impact.

• What did Napoleon do to make France better? How did he change life there?How did he change life there?

Their StoriesTheir Stories• Different reasons for coming to Americag• Separated families • Situations of violence• Loneliness, culture shock• Many success stories“That day was really bad. I was first time cry in

school. They are not me. They do not understand me I came from China I am sure Iunderstand me. I came from China. I am sure I am not good at English but I learn more now. I feel my English grows up day by day.”feel my English grows up day by day.

written by a former WHS ELL student, now a UConn graduate