Long Term English Learners and Oral Language: Breaking the Logjam
David Irwin
WABE 2011
Participant GoalsEnsure that instructional leaders are
knowledgeable on the research on Long Term English Learners (LTELs) and oral language development in an effort to help ELLs become proficient users of English.
BYEngaging in professional dialogue and
practice with colleagues about improving instruction with oral language activities.
What is a Long Term English Learner?A student who has been in a structured
sheltered or bilingual program for six years or longer (California Dept of Ed)
Washington has no official definition of LTELHowever we do have students who plateau,
or receive the same score on the WLPT for years
LTELs begin to appear in middle school, continuing to high school
Patterns of non-academic English use begin pre-Kindergarten (Kinsella 2010)
The Stats in WashingtonTime in Program
Total Served Exited ELL Students*
% of Exited Students
Less than 1 Year
14,276 785 6.8%
1 to < 2 Years 22,976 3,098 26.8%
2 to < 3 Years 17,418 2,986 25.8%
3 to < 4 Years 12,381 1,787 15.5%
4 to < 5 Years 7.978 761 6.6%
5 to < 6 Years 6,502 654 5.6%
6+ Years 9,938 1,499 12.9%
Total 91,469 11,580 100.0%
Source: Educating English Language Learners in Washington State, 2009–10 : Report to Legislature
The Stats in Washington
654 of 6502 5-6 year student exited in 20101499 of 9936 6+ year students exited in 2010In 2010-2011 Washington has 14,285 at 6+
years, about 15%
CumminsAcademic Language takes 5-7 years for a
student with some schooling in L1Up to 12 years for a students with little or no
schooling in L1A student who is 6 years into the program is
not necessarily at deficit – unless they are not making progress
(See Margo Gottlieb for tips on assessment at this conference….)
“Proficiency in oral language provides children with a vital tool for thought. Without fluent and structured oral language, children will find it very difficult to think.”
--Jerome Bruner
Children’s speaking and listening skills lead the way for their reading and writing skills, and together these language skills are the primary tools of the mind for all future learning.
Roskos, Tabors, & Lenhart, 2005, p. v.
Oral Language
Link Between Oral Language and Comprehension
Phonological
Awareness
LetterKnowled
ge
Decoding
Comprehension
Oral Language has a direct correlation to reading comprehension
C. Eisenhart
What Does Research Suggest Regarding Oral Language Development?
The Effects of Weaknesses in Oral Language on Reading Growth
(Hirsch, 1996)
5 6 7 8 9 1011 12 13 14 1516
16
15
14
13
12
11
10
9
8
7
6
5
Read
ing
Ag
e L
evel
Chronological Age
Low Oral Language in Kindergarten
High Oral Language in Kindergarten
5.2 years difference
Cumulative Language Experiences30 Million Word Difference
50–
45 –
40 –
35 –
30 –
25 –
20 –
15 –
10 –
5 –
1 2 3 4 5 Age of child (years)
Nu
mb
er
of
word
s h
eard
(m
illi
on
s)
Children from:
Professional Families
Working Class Families
Welfare Families
What is Oral Language?Oral Language Proficiency: knowledge and
use of specific aspects of oral language, including phonology, vocabulary, morphology, grammar, and discourse domains. It encompasses skills in both comprehension and expression.
The National Literacy Panel on Language-Minority Children and Youth (2006)
Oral Language and English LearnersEnglish language learners need plenty of oral
practice with social and academic languageEnglish Language Development (ELD)
instruction should emphasize listening and speaking although it can incorporate reading and writing.
Allowing the use of the student’s first language (L1) accelerates his/her growth
Use of the L1 can be structured in a dual language program, and can be used strategically in a Sheltered English program
Saunders and Goldenberg (2010), National Literacy Panel (2006) Collier & Thomas (1997) and (2001)
The National Reading Panel and ELLs
•The National Reading Panel reviewed 1,700 scientifically sound studies that guide the implementation of many literacy programs today. •The NRP did not intentionally review research related to English language learners.•The National Literacy Panel for Language Minority Children and Youth reviewed 700 scientifically sound studies related to literacy for English language learners.
•There are relatively few studies to build scientific consensus when it comes to implementation literacy programs for English learners.•The NRP findings do provide guidance for implementing ELL programs; however, these findings are not sufficient to meet all the needs of English language learners. •The studies reviewed by the National Literacy Panel suggests that English language learners need more background built, and more English oral language development (vocabulary) than English fluent readers do
Theoretical Foundation for the Use of Primary Language for ELD
Collier and Thomas’ Prism Model
Successful programs include all four components of the theoretical framework, using both L1 (primary language) and L2 (second language)
Social and cultural processes are at the heart of successful programs.
Explicit oral language development is critical for ELL students in the mastery of academic language.
ELLs who do not have a strong foundation in academic oral language in the primary years are at risk of becoming long-term English learners (LTELs).
Accurate Oral Fluency: Ease of producing accurate target language forms (vocabulary, syntax, grammar) and ability to comprehend while listening to more sophisticated language
Oral Language and ELLs
Kinsella & Dutro, Cal. Report, 2010
If there is no dedicated ELD time block, ELD must be integrated into the day, with language objectives included with content objectives.
Intuitively, scaffolded, leveled activities are effective in the content class, although there is not yet research on this.
Washington’s ELD Listening & Speaking Standards offer guidelines for oral language instruction at all language and grade levels.
Instructional Focus
Goldenberg and Saunders, Cal. Report, 2010
Academic language is:the language used in the classroom and
workplacethe language of textthe language assessmentsthe language of academic successthe language of power
What is Academic Language?
Dr. Robin Scarcella, University of California at Irvine
The language of reading InferCompareConnectConclude, etc
The language of writingReviseEditDraft, etc
The language of mathematicsTargeted content vocabularyStandard grammatical structures
What is Academic Language?
Success with academic content is dependent on students’ mastery of academic language vs conversational language
Students will learn much conversational language on their own
Academic language must be continuously developed and explicitly taught across all subject areas
Academic language is present in all language domains: reading, writing, listening, speaking
Academic Language
Cummins 1981
ELL students typically require at least 5 years to attain grade level expectations in language and literacy skills
In order to catch up to grade norms within 6 years, ELLs must make 15 months gain in every school year
Learning academic uses of language is a life-long endeavor for both native English speakers and ELLs
Academic Language
Thomas & Collier (1997); Cummins (2010); Dutro (2002)
Use academic vocabulary and academic function words connected to content
Develop higher level thinkingAre used at every proficiency level, including
for native English speakersEnable focus on specific language structures Provide feedback for improving performanceProvide an opportunity to practice
comprehensible output
Language Objectives
Kinsella (2010)
SWBAT use a variety of passes in a basketball game. SWBAT label and explain why they would choose a certain pass.
In pairs, SWBAT show understanding of forming equivalent fractions using halves, fourths, eighths, and sixteenths. SW use the terms compared to, greater than, less than, equivalent, we agree, we decided.
Examples
Washington has English Language Development Standards in three areas:
Listening/SpeakingReadingWritingThe Standards are matched to the GLEs at
grade bands K-2, 3-5, 6-8, & 9-12They are also specified for five language
acquisition levels, Beginning to Transitional
ELD Standards
Use linguistic patterning (frames) to have students practice academic language
Frames match comprehension skillsStudents practice language while learning
content
Oral Language and Comprehension Skills
These structures encourage and support all students to speak using academic oral language. Project GLAD Guided Oral Practice
Narrative Input Chants Sentence Patterning Charts Picture File Card sorts (Promote use of L1 for processing)
Numbered Heads Together (Promote use of L1 for processing) Corners Fishbowl Inside-Outside Circle (Conga Line) Jigsaw Round table Think Pair Share/Turn & Talk/10-2 (Promote use of L1 for processing) Quiz Quiz Trade Three Step Interview Sentence Stems/Frames
Activities for Turning up the Volume
Cooperative learning is equally effective in the L1. It promotes development of academic language in the student’s first language.
Activities that use L1 and L2 provide oral practice in both languages when students must interact with those who do and don’t speak their language.
Informal assessment of L1 may include oral reading of text and writing in L1.
Practice in Bilingual Settings
Narrative InputTell a story one picture at a time, text mounted on the
back of the picturesStudents retell the storyWrite their version on chart paper, different color for
each studentRewrite on sentence stripsMix the strips, have the small group reassemble the storyCut into words, reassemble againChant – write a chant (with pattern) from content of the
story or textMay be done with non-fiction as long as there is a
narrative version of the information
31
Oral Language Activities
Article
Adjective
Noun Verb Adverb Prep. Phrase
The curious chicken
wanted
badly to get to the other side.
Sentence Patterning Chart
Question Patterning Chart
Interrogative
Verb Art./Noun Verb Art./Noun
Why did the chicken cross the road?
Download 80-120 pictures of content related to topic
Use for sortingTell students categories (more beginning ) orStudents develop their own categories
Use to support concepts throughout the unitStudents tell their rationale for sorts or
describe events in the picturesBuilds background for discussion and writing
Picture File Card Sorts
Activities for Turning Up the Volume – Corners
Description Teaching Tips for ELL
• Corners of the classroom are designated for focused discussion of four aspects of a topic.
Levels 1, 2, 3: Label corners with an accompanying illustration, give a student-friendly definition.
• Students individually think and write about the topic for a short time.
Levels 1, 2, 3: Provide word wall with key words and sentence frames.Level 1: May draw a response.
• Students group into the corner of their choice and discuss the topic.
Levels 1, 2, 3: Students hear many valid points of view; focused discussion develops deeper thinking about topic.
• At least one student from each corner shares about the corner discussion.
Level 1: May choose to have another student help share about the discussion.
Kagan (1986)
Description Teaching Tips for ELL• Part of the group sits in a close circle, facing inward; the other part of the group sits in a larger circle around them.
Level 1: Seat in outside circle. Prepare students by reviewing what is known about the topic with visual cues. Pre-teach key words, e.g. new. Levels 2 and 3: Seat in either circle.
• Students on the inside discuss a topic while those outside listen for new information and/or evaluate the discussion according to pre-established criteria.
Level 1: Provide listening template for what is known, with space to record/draw what may be new. (May be provided all students.)Level 2: Practice and post sentence frames useful for participation in discussions, e.g. “I learned/noticed/observed . . . “
• Groups reverse positions. Levels 1 and 2: Practice and post sentence frames useful for participation in discussions, e.g. “I learned/noticed/observed . . . “
Activities for Turning Up the Volume – Fishbowl
Description Teaching Tips for ELL
• Students stand in concentric circles facing each other.
Level 1: Practice and post interrogative sentence frames, e.g. “Why did . . . ?”Levels 1, 2, and 3: Stand in either circle.
• Students in the outside circle ask questions; those inside answer.
Levels 1 and 2: Use sentence frames to articulate a question. Answer with phrases or complete sentences.Level 3: Answer with complete sentences.
• On a signal, students in the outside circle rotate to create new partnerships.
Levels 1, 2, 3: Talking one-on-one with a variety of partners gives risk-free practice in speaking skills. Students listen and speak.
• On another signal, students trade inside/outside roles.
Levels 1, 2, 3: Interactions can be structured to focus on specific speaking skills.
Activities for Turning Up the Volume – Inside-Outside Circle
Description Teaching Tips for ELL
• Group students evenly into “expert” groups.
Level 1: Distribute into different expert groups.
• Expert groups read one passage of text or study one topic or aspect of a topic in depth.
Levels 1 & 2: Provide visual supports for material. Pre-teach key vocabulary.
• Regroup students so that each new group has at least one member from each expert group.
Levels 1, 2, 3: Becoming an expert provides in-depth understanding in one aspect of study.
• Experts report on their study. Other students learn from the experts.
Level 1: May request a buddy to assist with reporting. Levels 1, 2, 3: Learning from peers provides breadth of understanding of over-arching concepts.
Activities for Turning Up the Volume – Jigsaw
Description Teaching Tips for ELL
• Students number off within each group.
Levels 1, 2, 3: Groups are heterogeneous.
• Teacher prompts or gives a directive.
Level 1: Prompt is paraphrased using simple language, accompanied with gestures and./or illustration.
• Students think individually about the topic.
Levels 1, 2: May think about the topic in L1.Levels 1, 2, 3: Group discussion provides each student with language and concept understanding.
• Groups discuss the topic so that any member of the group can report for the group.
Level 1, 2: Key vocabulary for discussion has been pre-taught and is displayed. Levels 1, 2, 3: Sentence frames for academic discussion are reviewed and posted, e.g. “I want to add to your idea.”
• Teacher calls a number and the student from each group with that number reports for the group, providing an opportunity for evaluation of individual and group progress.
Level 1: May require assistance from another group member. Levels 2 & 3: Benefit from written notes.
Activities for Turning Up the Volume – Numbered Heads Together
Description Teaching Tips for ELL
• Seat students around a table in groups of four
Levels 1, 2, 3: Seat students in heterogeneous groups.
• Teacher asks a question with many possible answers.
Level 1: May consider response in L1.Levels 1, 2, 3: Encourage appreciation for diversity of opinion and thought.
• Each student around the table writes answers to the question a different way. Pass the page to the next student quickly. Set a time, one or two minutes.
• Eliciting multiple answers enhances language fluency.
Level 1: May respond with simple words or phrases, a more developed response in L1, or may repeat in English what another student has said.Levels 2, 3: Encourage multiple responses by practicing and posting discussion sentence frames, e.g. “I have a different idea. . .” or “ In my opinion, . . . “
Activities for Turning Up the Volume – Roundtable
Description Teaching Tips for ELL
• Students think about a topic suggested by the teacher.
Levels 1, 2, 3: The opportunity for self-talk during the individual think time allows the student to formulate thoughts before speaking.Level 1: May consider topic in L1.
• Pairs discuss the topic. Levels 1, 2, 3: Create pairs by selecting partners at adjacent proficiency levels, e.g. Level 1 with Level 2, Level 2 with Level 3, or Level 3 with Proficient. Levels 1, 2: Support by pre-teaching key vocabulary, providing bilingual or other dictionaries.
• One student from the pair individually shares information with the class.
Levels 1, 2, 3: Discussion with a partner reduces performance anxiety and enhances understanding.Level 1: May benefit more from listening to others in lieu of speaking before the whole class.
Activities for Turning Up the Volume – Think-Pair-Share
Description Teaching Tips for ELL
•Students write questions related to the content on cards.
Level 1 students may write questions in L1.
•Students mill around the room to music.•When the music stops, they form a pair and ask each other their question.
Level 1 students partner with students who speak their own language. Level 2 may partner in L1 for their first pairing.
•If the answerer knows the answer, they say it. If not, the questioner explains the answer.
•Student trade cards. •Music begins, students mill and find new partners.
Activities for Turning Up the Volume – Quiz Quiz Trade
Description Teaching Tips for ELL
• Students form pairs. Levels 1, 2, 3: Create pairs by selecting partners at adjacent proficiency levels, e.g. Level 1 with Level 2, Level 2 with Level 3, or Level 3 with Proficient.
• Student A interviews student B about a topic. Interviewing supports language acquisition by providing scripts for expression.
Levels 1, 2: Provide frames for interview questions, e.g. “What do you think about . . . ?” or “Would you rather . . . or . . . ?”Levels 1, 2: Also practice and provide response frames, e.g. “I would prefer to . . . “ or “I think/believe/notice . . .”
• Partners reverse roles. Levels 1, 2, 3: Responding provides opportunities for structured self-expression.
• Student A shares with the class information from student B; then B shares information from student A.
Level 1: Structured exchange provides a rehearsal, reducing performance anxiety. Reporting on what partner said is easier than reporting own response.
Activities for Turning Up the Volume – Three Step Interview
Description Teaching Tips for ELL
• Prepare cards that can be matched as pairs, such as a word and its definition.
Level 1: May need word or definition explained/paraphrased before activity.
• Hand one card to each student. Level 1: Select cards with simple language.
•Students mingle and talk about their cards.
Levels 1, 2, 3: Discussions provide language and concept understanding.
• Teacher calls “Match,” and each student finds the partner whose card matches with his or her own. Students exchange cards and mingle again.
Levels 1, 2, 3: Mingling encourages students to have multiple conversations with an academic focus.
Activities for Turning Up the Volume – Mix & Match
Pick at least two of the activities and try them in a lesson.
Bring feedback to your next staff or team meeting. Try someone else’s idea.
Thank you for your time and for your work!
What will you try?
Bailey, Allison & Heritage, Margaret (2008) English Learner Literacy Development through Formative Assessment of Oral Language. Schools Moving Up webinar
California Dept. of Education (2010) Improving Education for English Learners: Research-Based Approaches
Kinsella, Kate & Dutro, Susana (2011) English Language Development: Issues & Implementation at Grades Six Through Twelve. Schools Moving Up webinar
Kagan, Spencer (1994) Kagan Cooperative LearningNational Literacy Panel on Language-Minority Children and Youth
(2006) Developing Literacy in Second-Language Learners. Center for Applied Linguistics
Thomas, Wayne & Collier, Virginia (1997) School Effectiveness for Language Minority Students. National Clearinghouse for English Language Acquisition
References
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