What’s the “knowledge base” for the education of ELLs?
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What’s the “knowledge base” for the education of ELLs?
Educ 388
Language Policies and Practices
Jan. 17, 2008
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Labels come and go….• Bilingual students• ESL (English as a second language) students• NES/LES (non/limited English speaking)
students• LEP (limited English proficient) students• ELL (English language learners) students…. All refer to students who are not proficient in
English and come from non- or limited-English speaking homes.
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Labels come and go….• Bilingual students• ESL (English as a second language) students• NES/LES (non/limited English speaking)
students• LEP (limited English proficient) students• ELL (English language learners) students…. All refer to students who are not proficient in
English and come from non- or limited-English speaking homes.
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Labels come and go….• Bilingual students• ESL (English as a second language) students• NES/LES (non/limited English speaking)
students• LEP (limited English proficient) students• ELL (English language learners) students…. All refer to students who are not proficient in
English and come from non- or limited-English speaking homes.
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Labels come and go….• Bilingual students• ESL (English as a second language) students• NES/LES (non/limited English speaking) students• LEP (limited English proficient) students• ELL (English language learners) students…. All refer to students who are not proficient in English and
come from non- or limited-English speaking homes.
Labels change but the challenges remain… and are growing
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QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
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You are a Medieval English Language Learner (MELL)
Your assignment: Translate the Prologue excerpt from Canterbury
Tales. (handout p. 1)
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Use the dictionary if you have to.(handout pp. 2-3)
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Think-Pair-Share
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Think-Pair-Share
• Think (& jot down): What part(s) of the passage could you understand/not understand? Did the dictionary help?
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Think-Pair-Share
• Pair: Discuss answers with someone next to you.
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• Share: I’ll ask some of the pairs to share out: What could you understand, and not? Did the dictionary help?
Think-Pair-Share
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This is the situation faced by millions of children every day:
They understand little or only some of what’s going on in the
classroom.
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Our goal is to (try to) help them understand it all.
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Why is this hard to do?
• ELLs must learn content as they learn the language (if they are in all-English instruction)
• Our “knowledge base” for instructing ELLs (=what works) is limited.
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Why is this hard to do?
• ELLs must learn content as they learn the language (if they are in all-English instruction)
• Our “knowledge base” for instructing ELLs (=what works) is limited.
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T-P-S: Knowledge about teaching ELLs
• Think (& jot down): How do we “know” what to do to help ELs? Where does that knowledge come from?
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T-P-S: Knowledge about teaching ELLs
• Think (& jot down): How do we “know” what to do to help ELs? Where does that knowledge come from?
• Pair: Decide on 1-2 best sources.
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T-P-S: Knowledge about teaching ELLs
• Think (& jot down): How do we “know” what to do to help ELs? Where does that knowledge come from?
• Pair: Decide on 1-2 best sources.
• Share…..
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Knowledge from published research …..
• Studies that collect data to make judgments about particular practices
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Knowledge from published research …..
• Studies that collect data to make judgments about particular practices
• Experiments are often a good way to determine “what works,” but it’s not the only way; in any case……
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Knowledge from published research …..
• Studies that collect data to make judgments about particular practices
• Experiments are often a good way to determine “what works,” but it’s not the only way; in any case……
• Research-based knowledge is inadequate--relatively little we can say with certainty.
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So what do we know from the research?
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So what do we know from the research?
1. Primary language instruction promotes second language achievement (esp. in reading)
2. What is effective instruction “in general,” generally works for ELLs, but …
3. ELLs need added support due to language limitations (“just good teaching?”)
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So what do we know from the research?
1. Primary language instruction (“bilingual education”) promotes second language achievement (esp. in reading)
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Primary language instruction promotes second language achievement
• Approx. 25 experiments in past 35 yrs• 5 syntheses of these studies (“meta-analyses”)
• Consensus is that PL instruction is effective (evidence is strongest for reading)
• Effects are positive but modest• Long-term PL better than short-term?• Quality of instruction, consistency of
program very important
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Why primary language instruction?
Research has shown that teaching students to read in their primary language improves their reading
achievement in English.
Why do you think that is?(discuss in groups; see handout p. 4)
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Why primary language (L1) instruction?
• Ease of learning in L1 vs. L2
• Difficulty of simultaneously learning and acquiring academic skills in L2
• More effective to learn L2 while acquiring and developing academic skills in L1
• Transfer from L1 to L2
• Learn academic skills in L2 as proficiency in L2 increases
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Primary language instruction models (see handout p. 5, “The lingo”)
• Transitional bilingual education (TBE)– Early (1-2 yrs) & Late (3-4 yrs) exit
• Developmental bilingual education (DBE; or “maintenance”)• Two-way immersion (“dual language”)
– 50-50 and 90-10 models
Contrast with “English-only” models:• Mainstream placement (“submersion”) *might be illegal*• Sheltered English• English as a second language (ESL)
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So what do we know from the research?
2. What is effective instruction “in general” generally works for ELLs(, but …)
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What is effective instruction “in general” generally works for ELLs
• “Basic” teaching functions (clear objectives, modeling, well-structured activities, active learning, practice, level of difficulty, etc.)
• Building blocks of literacy are the same, e.g., phonological awareness, phonics, fluency, vocabulary, comprehension, writing
• What you learn in other courses are the foundation for what you do with ELLs
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So what do we know from the research?
3. ELLs need added support due to language limitations (“just good teaching?”)
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Instructional supports for ELLs have different labels…
(see handout p. 5, “The lingo”)
• “Sheltered instruction” (see SIOP)
• SDAIE (Specially designed academic instruction in English)
• “ESL techniques”
(see handout p. 6, “Sheltered” strategies)
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… but have the same basic idea:
Make content comprehensible to students who must
SIMULTANEOUSLY learn English while learning
academic content in English.
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Which sheltered strategies work? Or are best?
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Which sheltered strategies work? Or are best?
We don’t really know.
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But 2 of the best resources are ….
• Building Academic Language by Jeff Zwiers
and
• Making Content Comprehensible for English Learners: The SIOP Model by Jana Echevarría et al.