ESL 101Eliza Sorte, DirectorNorthwest Montana Educational Cooperative2290 Farm to Market Road, Suite AKalispell, MT 59901Phone: 406-752-3302Fax: 406-257-3869Email: elizasorte@centurytel.net

Fist to Five

What is your current understanding of second language acquisition and teaching ELLs?

Show with a fist to five.

(fist being 0 understanding and 5 being expert understanding—all other numbers somewhere on that scale)

Objectives

Can you explain what Lau v. Nichols is? Can you empathize with a second language learner? Can you explain the difference between BICS and

CALP? Can you distinguish between myths and reality of

second language acquisition? Can you make a conscious effort to use the 10

strategies for improving students’ understanding?

Pre-Test

By yourself, please take the following pre-test about second language acquisition.

Pre-Test

Handout

Terms

ELL (English Language Learner) ESL (English as a Second Language) LEP (Limited English Proficient) CALP (Cognitive Academic Language Proficiency)

BICS (Basic Interpersonal Communication Skills)

1. False

Learning a second language is hard work and even the youngest learners do not simply “pick up” the language.

2. False

It can take 6-9 years for an ELL to achieve the same level of proficiency in academic English as native speakers.

3. True

Immigrant students during the early part of the century did not learn English quick or well. Many dropped out to work in jobs that did not require the kinds of academic achievement and communication skills expected with today’s employment.

4. False

In controlled research, it has been found that adults and teenagers learned a second language more readily. Children may appear to learn a language more quickly because they have more opportunity for social interaction and the communication requirements are lower. Teenagers and adults have acquired learning strategies and have more “hangers in their closets.”

5. False

Research shows that it is much better for parents to speak in their native language at home. The language used will be richer and more complex and the basic concepts will be developed in their native language. Students will eventually translate that learning into English.

6. True

Children need comprehensible input. Imagine that you are a student in a Japanese classroom where everyone is speaking Japanese. You have no idea what they are talking about. You could sit there a long time and learn very little unless someone helps you with the context. Language is not “soaked up.”

7. False

Children can speak and socialize long before they can use the language for academic purposes. BICS (playground language) take 1-3 years to develop and CALP (classroom language) can take from 3-7 years or longer.

8. True

Culture can affect how long it takes children to learn English. Do your students come from modern industrialized countries, or rural agricultural societies? Do your students come from language backgrounds using different writing systems? Previous schooling and school expectations will also affect language.

9. False

Math, despite its symbolic nature, is actually one of the most difficult subjects for ELLs because of the dominance of multiple meaning vocabulary words. i.e. sum and some. Also simple mathematical tasks are often buried within English.

10. False

Students will need to progress at their own rate through the stages of language acquisition. Some students will move quickly, while others will require more time. The “silent period” is actually a stage that needs to be recognized.

Lau v. Nichols (1974)

A San Francisco school district failed to provide English language instruction or adequate instructional procedures to approximately 1800 students of Chinese ancestry.

The U.S. Supreme Court guaranteed children an opportunity to a “meaningful education” regardless of their language background.

Requires that school districts provide for linguistic and cultural diversity.

The “Lau Remedies” were later added.

Casteňeda v. Pickard (1981)

Programs must be sound in theory Provided with sufficient resources in practice,

and monitored, for effectiveness with

improvements made when necessary

Montana’s Definitions

An individualA) who is aged 3 through 21 and is enrolled or preparing to enroll in elementary or

secondary school;--AND--

B) i) who was not born in the United States or whose native language is a language other than English; or

ii) I) who is American Indian or Alaska Native, or a native of the outlying areas; and II) who comes from an environment where a language other than English has had a

significant impact on the individual’s level of English language proficiency; or iii) who is migratory, whose native language is a language other than English, and who

comes from an environment where a language other than English is dominant;--AND--

C) whose difficulties in speaking, reading, writing, or understanding the English language may be sufficient to deny the individual

i) the ability to meet the state’s proficient level of achievement on state assessments described in section 111(b)(3);

ii) the ability to successfully achieve in classrooms where the language of instruction is English; oriii) the opportunity to participate fully in society

Montana’s LEP Population

80% + - LEP students are American Indian

?

There are about 6,700 LEP students

in Montana

Our Expectations

80% of students will be proficient in Reading, Writing, and Math

All students will learn English ELLs will learn content and concepts with the

same expectations we hold for native English speakers (however, instruction, products, and assessments may look different)

BICS v. CALP

Basic Interpersonal Communication Skills

(Basketball Court)

Cognitive Academic Language Proficiency

(Classroom)

BICS v. CALP

Basic Interpersonal Communication Skills

(Basketball Court)

Cognitive Academic Language Proficiency

(Classroom)

Lev

el o

f P

rofi

cien

cy

Lev

el o

f P

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cy

Conversational Proficiency Academic Proficiency

2 ye

ars

5 to

7 y

ears

Native English Speakers

ESL Learners

“Problems arise when teachers and administrators think that a child is proficient in a language when they demonstrate good social English”

(Haynes 2006)

The Basic Standards for ELLs

Reading

Writing

Listening

Speaking

Video Clip

Farsi, with and without support.

The Affective Filter Hypothesis(Stephen Krashen, 1991)

Anxiety (low anxiety relates to second language acquisition)

—Oscar story Motivation (higher motivation predicts more second

language acquisition)---Alberto story Self-Confidence (the acquirer with more self-

esteem and self-confidence tends to do better in second language acquisition)

—Josephina story

The Stages of Language Acquisition

Handout

Pre-Production Stage

A few hours to six months Behaviors

--produces no speech a.k.a. “silent period”

--listens

--non-verbal responses

--dependent on context

Initial Production

Six months to a year Behaviors

--student repeats

--continuance of listening

--1 to 2 word responses

--words in isolation

--mispronounces words

Beginning Conversation

One to three years Behaviors

--can communicate some messages

--speaks in phrases

--grammatically incorrect sentences

--functions on a social levels

How a paragraph looks

The _____ in New York are very ______ in the _______. There are not many ______ about and the _____ are made by _____ and not ______. You _____ the _____ of ______ in the _____, the _____ of the ______, the ______ of ______ ______ and the ______ of the _______.

Intermediate Fluency

Three years or more Behaviors

--dialogue that makes sense

--”It seems” the student is fluent

--beginning to develop academic vocabulary

--produces several sentences, converses

How a paragraph looks now . . .

The ______ Gardens in New York are very ______ in the morning. There are not many persons about and the sounds are made by _______ and not men. You hear the _____ of ______ in the lake, the cry of the ______, the ______ of the birds in the ______ and the _____ of the _______.

Advanced Fluency

Varies Behaviors

--produces whole narration

--makes complex grammatical errors

--shows good comprehension

--uses expanded vocabulary and functions somewhat on an academic level

And now . . .

The Botanical Gardens in New York are very peaceful in the morning. There are not many persons about and the sounds are made by animals and not men. You hear the splash of fish in the lake, the cry of geese, the cawing of the birds in bushes, and the movements of monkeys.

Modification for ELLs

Modify Instruction

Modify Assignments

Modify Assessments

Special Education

If possible, find out if student was receiving services in their home country.

Keep records of interventions, observations, and, communications.

If you consider their lack of achievement more than a “language” issue, you can go through the referral process without a test in their native language.

Keep in mind the time frame for language acquisition.

State Assessment

All students take the Montana CRT regardless of their language proficiency level unless they are in their first academic year in a United States’ school.

What does that mean? How can you make it as successful for the ELLs as possible? (Think-Pair-Share)

ELP Test

The state, to meet requirements of NCLB, is instituting a state ELP (English Language Proficiency) test this year.

This test is required for K-12 students identified as LEP (Limited English Proficient).

There are two categories -----Beginning Level—1st year in US school and/or basic

language skills-----Intermediate/Advanced Level—more than basic

language skills November 28---December 19 (testing window)

Baby Steps As a School. . . . . . . . .

Can you learn to pronounce names properly? Can you get your school handbook translated into the native

languages you serve? Can you sensitize mainstream students to cultural differences so they

practice tolerance and cooperation? Can you create a home/school liaison committee for each language

group? Can you give advance notice to teachers about the arrival of a

newcomer to help them prepare? Can you label bathroom doors so they have international male/female

symbols painted or posted on them? Can you create a file of common needed phrases in the student’s

native language? Can you create a list of people who speak the native languages

represented in your school that you could call in an emergency?

Baby Steps in your Classroom

Enunciate clearly—do not raise your voice. Add gestures, point to objects, or draw. (I said extra-large!)

Write clearly, legibly, and in print not cursive.

Develop and maintain routines. Repeat information and check

for understanding by having student SHOW versus answer “Do you understand?”

Avoid idioms and slang. (Crack the window)

Present new information in the context of known information.

Announce lesson objectives and activities and provide step-by-step instructions.

Present information in a variety of ways.

Provide summations of the lesson and emphasize key vocabulary.

Recognize success overtly and frequently. But, be aware of cultural views on praise.

Some practical suggestions . . . My personal favorites!

Response Cards Partner Clocks & Spinner Grouping Laser Pen Word Walls (picture, word, definition) Framed Writing M-4-2-1 Reciprocal Teaching Jigsaw Work

Q & A

Reflection

What was an “ah ha” or new learning for you from this presentation?

What will you do differently the next time you have an ELL in your classroom?

What support do you need on an individual level?

Additional Resources

OPI: Lynn Hinch 406.444.3482 everythingesl.net Making Content Comprehensible for English

Language Learners (Echevarria, Vogt, & Short: 2000) ISB 0-205-29017-5

Reading, Writing & Learning in ESL (Peregoy & Boyle: 2001) ISB 0-8013-3249-4

Classroom Instruction That Works with English Language Learners (Hill & Flynn: 2006) ISB 1-4166-0390-5