ENGLISH LANGUAGE DEVELOPMENT · 7. Students’ culture doesn’t affect how long it ----- --- takes...

ELD: ENGLISH LANGUAGE DEVELOPMENT

Heather BosnyakWorld Language and ELD Program Chair

office extension #26135

bosnyakh@carlisleschools.org

Melissa ShinglerESL Specialist – Bellaire Elementary

Background

Second Language Acquisition

English Proficiency/Levels

Strategies/Accommodations

Cultural Issues

Questions

TODAY…

Freedom to TalkKenji HakutaStanford University

Graduate School of Education

Legal Precedence

Background Equitable Program Development

Empathy

Responsibi l i ty

VIDEO

What do you know about ELD?

English Language Proficiency

ELD

LIEP

PHLOTE

●BICS –

●CALP –

●EL –

●ELD –

●LIEP –

●PHLOTE –

●WIDA –

Acculturation –

Terms:

●____ – Basic Interpersonal Communication Skills

●____ – Cognitive Academic Language Proficiency

●__ – English Learner (Formerly ELL)

●___ – English Language Development PROGRAM (Formerly ESL)

●____ – Language Instruction Educational Program

●______ – Primary Home Language Other Than English

●____ – Identification and assessment consortium

●___________ – the process of adopting the cultural traits or social patterns of another group

WHO ARE OUR ELS?

There were 205+ active English Learners in the Carlisle Area School District during the 18-19 year

We are growing (124 in 16-17, 179 in 17-18)

30+ different languages spoken at home by our active EL population

19 countries represented by the children of International Fellows of the Army War College

40 new incoming students have been identified as ELs so far for this school year

Born in the USA

Some might not actually speak another language

Immigrant, Migrant, Refugee

Language Distance from English (L1 to L2)

(S)LIFE (Students with Limited or Interrupted Formal Education)

Highly Schooled Newcomers

ELs with IEPs (gifted or disabled)

DIVERSITY OF ENGLISH LEARNERS

ACCULTURATION PROCESS

It takes years for any person to be able to function effectively in two cultures.

Schools must “teach” what is expected of thestudents, and parents, upon arrival and throughout the first couple of years.

Our goal is to educate bicultural students who canfunction effectively in two cultures, NOT to deny or underestimate the first culture of the student.

It may take me 5 to 7 years to read and write in my second language (Model for Me!)

Even though I have mastered conversational English, I am still an EL (Model for Me!)

Start me out with Yes or No questions, rephrase for me, and remember to go from concrete to abstract.

This is very important! Remember how you learned your first language? Naturally!

Ask me about my culture, please. I did not come knowing nothing.

Thank you

Hi! I am an English Learner (EL)

I need 1 year just to listen and adjust (The Silent Period)

ELs experience intense problems in content area learning because they have not yet acquired the language proficiency needed to succeed in understanding subject-matter content

Academic subject areas require a high degree of reading and writing ability that English language learners do not have….they experience immense difficulties reading their textbooks and understanding the vocabulary unique to particular subjects

WE KNOW THAT…

Your curriculum assumes certain background experiences that may be different than the EL’s.

Don’t treat the child as “broken” (or “at risk”)

rather the curriculum.

Make your subject matter accessible to all.

HELPING ENGLISH LEARNERS

Classroom Content ELD Instruction

ELD Program

En français s'il vous plaît. S' IL  VOUS PLAÎT L IRE CETTE HISTOIRE ET ÊTRE PRÊT À DISCUTER

Comme chaque matin, la reine attend des visiteurs importants. « Maman », dit sa petite princesse, « je voudrais… » « Je n’ai pas le temps, ma chérie. Demande à ta gouvernante. » « Mais Maman, je voudrais juste quelques bisous… » « J’ai trop de travail, ma chérie. Prends mon avion et essaie de trouver la reine des bisous. »

•What did that say?

•What scaffolds could the teacher have provided?

Pre-teach vocabulary

Make links to cognates “visiteurs” and “visitors”;

“importants”, “princesse”

Draw attention to the fact that it is a dialogue between

a mother and daughter (use the picture on the book cover)

Draw attention to text features (quotation marks…)

Draw attention to cultural references (kiss ing as a greet ing r i tual )

POSSIBLE SCAFFOLDS:

Translated…

Like every morning, the queen is expecting important visitors.

“Mother”, says the little princess, “I would like…”

“I don’t have time, my dear. Ask your governess.”

“But Mother, I just want a few kisses…”

“I have too much work, my dear. Take my plane and try and find the queen of kisses.”

HERE’S THE TRANSLATION:

UnoDosTresCuatroCincoSeisSieteOchoNueveDiez

CAN YOU COUNT TO 10 IN SPANISH?

But . . . can you use that vocab?

Let’s try something more familiar:

Listen carefully…I will read a series of numbers.Write them down all at once only when I’m done with the whole series.

ACTIVITY…

5 6 3 2 4

9 7 1 3 8 6

1 6 9 4 2 5 8

IN ENGLISH

1 4 8 2 6

5 9 1 3 7 4

7 4 2 7 5 8 1

IN SPANISH

Todavía usando los números pero ahora con las matemáticas.

LET’S KICK IT UP A NOTCH…

tres más dos son _____

dos por diez son _____

nueve dividido por tres

son _____

MATEMÁTICAS

HOW DID YOU DO / COMPENSATE?

QUICK QUIZ

1. Adults learn second languages more easily than young children (Kindergarten).

True. There is an old myth around that says that children are superior to adults in language learning because their brains are more flexible. This hypothesis has been much disputed.

Teenagers and adults have acquired language learning strategies. Why do young children appear to acquire language quicker ?

~ think of the demands

2. According to research, students with no schooling in their native language, take 7-10 years to reach grade level norms.

True. Whereas immigrant students who have had 2-3 years of first language schooling in their home country before they come to the U.S. take (only) 5-7 years to reach typical native-speaker performance.

*PA now requires districts to get their ELs to FEL status in 5 years maximum before the school performance profile will be negatively affected.

3. The ability to converse comfortably in English signals proficiency and means the child should also be

_____ achieving academically.

False. We often see children on the playground who appear to speak English with no problem. Yet when they are in a classroom situation, they just don't seem to grasp the concepts.

The language needed for face-to-face communication takes less time to master than the language needed to perform in cognitively demanding situations such as classes and lectures (academic language.)

4. Second language learners will acquire academic English faster if their limited-English-proficient parents speak English at home.

False. Research shows that it is much better for parents to speak in native language to their children. This language will be richer and more complex. So if a child is being read to in native language, parents will spend more time discussing the story, and asking questions. Never instruct a parent to speak only English at home.

If you were in Japan, would you be able to speak only Japanese to your own children after a few months?

5. Osmosis is real. The more time students spend soaking up English in the mainstream classroom, the more quickly they will learn the language.

False. Children need comprehensible input. Imagine that you are sitting in a room of Arabic speakers. You have no idea what they are talking about. You could sit there for a long time and learn very little unless someone helped make that input comprehensible. Language is not “soaked up.”

6. Cognitive and academic development in native _____ language has an important and positive effect ---------- on second language acquisition.

True. Remember question #1?

The most significant variable in how quickly ELs reach grade-level norms is their level of literacy in their native language.

In other words…

“What we learn in one language transfers into the new language.”

7. Students’ culture doesn’t affect how long it ------- --- takes them to acquire English. All students ----- ---- learn language the same way.

False. Do your students come from modern industrialized countries or rural agricultural societies? Do your students come from language backgrounds using a different writing system?

These factors will affect how long it takes them to learn English. Also, the more culture shock experienced by the child, the longer it will take him/her to learn a new language. Anxiety can block the learner’s ability to process information. This is called the affective filter. Speaking a new language requires that the student take a risk. We need to lower the affective filter.

ELEMENTARY SECONDARY

Every grade level has its own

unique challenges when it comes

to educating ELs.

Divide into K-5 and 6-12

Resources and strategies

English language learners have to acquire two kinds of English in

order to be successful in the school environment.

Social English is the language of everyday conversations and

interactions with peers, teachers and school personnel.

(BICS - Basic Interpersonal Communication Skills)

Academic English is the language used for instruction in the

classroom, the language found in textbooks and the language used in

developing higher-order thinking skills.

(CALP - Cognitive academic language proficiency)

REMINDER:THERE ARE TWO KINDS OF ENGLISH

– adapted from Jim Cummins

Informal

Predominantly oral

3000 words or less

Short, simple sentence structures

Acquired within six months to two years

SOCIAL LANGUAGE (BICS)

Social English is acquired within a relatively short period of time, usually six months to two years and involves listening, comprehension and speaking skills. The ability to function socially in English is dependent upon the student's developmental age, personality, willingness to take risks, experience with other children whose primary language is English, and his or her cultural norms.

© 2000, Intercultural Development Research Association South Central Collaborative for Equity

Formal

Cognitively complex

Predominately written

100,000s of words

Long, complex sentence structures

Takes five to seven years to master

Acquiring academic English is more complex because it requires mastery of all four language skills (listening, speaking, reading, and writing) in the content areas that schools teach and test. It can take five to seven years to master academic English. The amount of time required also depends upon the degree of literacy the student has achieved in his or her first language, the approach the school uses to develop English literacy skills and the student's facility and ease in acquiring and learning language.

© 2000, Intercultural Development Research Association South Central Collaborative for Equity

SECOND LANGUAGE LEARNING Process is similar to learning a first language

Listening is the first skill, upon which all others are based.

Parent/Child Speech:

Slower

Simplified phrases

Exaggerated intonation

Clear and simple meaning

Lots of repetition

Imperatives (important – COME and sit down) and

Interrogatives (WH words)

Concrete objects and situations

HIERARCHY OF LANGUAGE DEVELOPMENT

Reading comes next with the normal chi ld (receptive written language)

Speaking develops early in l i fe (expressive oral language)

Experience is the foundation of our language development

Listening is the f irst step toward maturity (receptive oral language)

Writing follows as a means of self-expression (expressive written language)

Refinement of language skills

Language ~ Linguistic distance between the two languages… eg: Spanish vs Arabic

Native Language Proficiency ~ Limited/Interrupted formal schooling…

Language Attitudes ~ Positive and negative attitudes… peers, parents, etc.

Home Support ~ Is there any?… parental literacy, work schedules, etc.

FACTORS IN SECOND LANGUAGE ACQUISITION

The questions that p_______ face as they raise ch________from in_______ to adult life are not easy to an_________.

Both fa________ and m_________ can become concerned when health problems such as co_______ arise anytime

after the e_______ stage to later life.

Experts recommend that young ch________ should have plenty of s_______ and nutritious food for healthy growth.

B______ and g_______ should not share the same b_______or even sleep in the same r_________.They may be afraid of the d______.

Complete the paragraph with the implied missing vocabulary words.

The questions that poultry men face as they raise chickensfrom incubation to adult life are not easy to answer.

Both farmers and merchants can become concerned when health problems such as coccidiosis arise anytime after the

egg stage to later life.

Experts recommend that young chicks should have plenty of sunshine and nutritious food for healthy growth.

Banties and geese should not share the same barn or even sleep in the same roost. They may be afraid of the dark.

HOW DID YOU DO?

What scaffolds could the teacher have provided?

Interpreting ACCESS for ELLs Scores 42WIDA Consortium / CAL / MetriTech

CAN DO Descriptors (RG-58)

THE FOUR DOMAINS OF LANGUAGE:

Listening and Reading

InputReceptive

Speaking and Writing

OutputProductive

•Comprehensible Input + 1 messages are made understandable and

meaningful to the learner via a variety of techniques

teachers gently push students to the next proficiency level

•Low Affective Filter students are made to feel comfortable and there

is little pressure to “learn it all" right now

For every classroom….

• Survey text for difficulty keeping in mind the levelsof English language learners in your classroom…

• Determine standard/EQ/objective and select the concepts to teach…basic competencies

• Eliminate unnecessary information that will be too difficult for ELs with low English proficiency…

• Choose key specific vocabulary to pre-teach; develop assessments to teach that content…

Simplify your language…

Speak directly to the student.

Emphasize nouns and verbs.

Always speak in a normal (not louder) tone.

Avoid slang and idiomatic expressions …

CONTENT TEACHERS

https://www.myenglishteacher.eu/blog/english-idioms-related-to-school/

What are you really trying to say?

What are you really trying to say?

Incorporate pictures and objects to teach words and concepts

Encourage students to communicate with simple words…

Help students build a card file of vocabulary words …

Create an environment where learners feel secure and are prepared to take risks…

Support and value learners’ languages and cultures

CONTENT TEACHERS

VOCABULARY• Students learning English must contend with (arguably) the

largest word bank in the world and with a good deal of complexity in spelling patterns. These characteristics, and the indisputable relationship between word knowledge and comprehension, make it necessary to use effective instructional methods when teaching vocabulary.

• Teaching vocabulary primarily through dictionary or glossary study is not effective. Just assigning a list of words to be studied and memorized each week, with minimal use in speaking or writing and with minimal instruction, is not likely to significantly and positively impact vocabulary growth and will probably diminish motivation.

Survey your lesson material.

Decide what vocabulary might be tough for EL students. (eg: multiple meaning words…duck, bat, trip, light,…)

Decide what vocabulary they must know to understand the basic concepts.

Make a vocabulary list for your EL.

WHAT VOCABULARY DO THEY NEED TO KNOW?

Step 1: Provide a description, explanation, or example of the new term (along with a nonlinguistic representation).

Step 2: Ask students to restate the description, explanation, or example in their own words in their own language.

Step 3: Ask students to construct a picture, symbol or graphic representing the term or phrase. Students should create their own representation and not copy yours from Step 1.

Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebook. Allow students to use their native language as much as possible.

Step 5: Periodically ask students to discuss the terms with one another.

WORKING WITH VOCABULARY…

Use a highlighter to focus on key concepts.

Focus on the key vocabulary words. Example: For a level 1 student… write down the 5 most important vocabulary

words/concepts and have them illustrate each word/concept.

Simplify/shorten readings/questions that are

not as essential.

WHAT IF I HAVE TO MODIFY “ON THE FLY”?

Think about this statement:

Without enough weight from the lead, the rock did not reach the hog.

Can you explain it?  (You do speak English, right?)

Rock

Are you making connections now ?

Are you making more connections now ?

(Key Components)

Ice Court Equipment Players

goal lines

hog

brooms rock captain

lead

sweepers

Curling

Would this help you make some connections?

Translation:

During a ‘Curling Competition’, the lead (co-captain) did not use enough force (push) for the curling stone to reach the goal line.

Weight = force (push)

Rock = the curling stone

Hog = the goal line

Fran Sheridan - Hamilton, NY

What can my students to do with language? How can I help them

effectively use or produce language in my

unit of instruction?

CASE STUDIES

Came to CASD in 9th gradeTested at level 1.5 on the 6-8 Screener

Born in El Salvador/ Speaks SpanishCan read and write in Spanish on grade

levelAttended school regularly in El SalvadorLimited exposure to English outside of

school11th grade WIDA ACCESS 2.0 test results:

2.9 Tier B

Sample Student #1

Demographic Information About

the Student

Student’s Scale Score by

Domain

Student’s Composite Scale

Scores

Student’s Composite

Scores

Student’s ELP Level by Domain

Explanation of Abilities Based on

ELP Levels

What do you KNOW about this student?

What decisions can you make instructionally?

Consider the level of English Proficiency…

Identify what the student can do Receptively

Identify what the student can do Productively

USE THE CAN-DO DESCRIPTORS ANDDISCUSS WITH A PARTNER…

8th grader new to CASD this year (fled violence)Born in Dominican Republic / Speaks SpanishCan read and write in Spanish but not sure if on

grade level6 years of schooling in D.R.Limited exposure to English outside of schoolWIDA Screener Test Scores:Level 1 – ListeningLevel 1 – SpeakingLevel 1 – ReadingLevel 1 – Writing

Sample Student #2

What do you KNOW about this student?

What decisions can you make instructionally?

Consider the level of English Proficiency…

Identify what the student can do Receptively

Identify what the student can do Productively

USE THE CAN-DO DESCRIPTORS ANDDISCUSS WITH A PARTNER…

10th grade student born in Sudan but lived in refugee camps before coming to the USSpeaks MasalitNo formal schooling/unable to read or write in

Masalit…Placed grade/age appropriate in CASDLimited exposure to English outside of schoolWIDA Screener Test Scores:Level 3 – ListeningLevel 2 – SpeakingLevel 1 – ReadingLevel 1 – Writing

Sample Student #3

What do you KNOW about this student?

What decisions can you make instructionally?

Consider the level of English Proficiency…

Identify what the student can do Receptively

Identify what the student can do Productively

USE THE CAN-DO DESCRIPTORS ANDDISCUSS WITH A PARTNER…

First, answer these questions:

What do you want them to learn?

What vocabulary do they need to know?

What’s their proficiency level?

NOW THAT YOU HAVE SOME BACKGROUND ON YOUR STUDENT…

IT’S TIME TO MODIFY YOUR LESSONS, ASSIGNMENTS AND ASSESSMENTS . . .

Age and Rate of Acquisit ion of Second Language for Academic PurposesV I R G I N I A P . C O L L I E RA r t i c l e f i r s t p u b l i s h e d o n l i n e : 4 J A N 2 0 1 2

The study rapor in th is ar t ic le incelemek the uzunluk of t ime requi red for 1 ,548 avantaj l ı s ın ı r l ı Engl ish yetk in (LEP) students to become yetk in in Engl ish for academic amachlar ı whi le a lma ta l imat in Engl ish in a l l konu areas. Degishkenler dahi l were age on var ısh, Engl ish yeter l ik level g i r ishte , bas ic okur yazar l ık and math ski l ls in the yer l i language upon var ısh, and number of years of okul lashma in Engl ish . Second language and icher ik -area bashar ı were o lchulen by students ' per formans on the Sc ience Arasht ı rma Isht i rakler tests in reading, language ar ts , mathemat ics , sc ience, and soc ia l s tudies .

The sonuchlar bel i r t i len that LEP students who g i rd i the ESL program at ages 8–11 were the fastest achievers , gerekt i ren 2–5 years to reach the 50th yuzdel ik on nat ional normlar in a l l the konu areas tested. LEP students who g i rd i the program at ages 5–7 were 1–3 years behind the per formans level of thei r LEP esh who g i rd i the program at ages 8–11 , when both groups had the same uzunluk of ikamet . Gelenler at ages 12–15 deneyiml i the greatest zor luk and were yans ı t ı lan to gerekt i r i r as much as 6–8 years to reach grade-sev iyes i normlar in academic bashar ı when okula g iden al l in the second language. Oysa some groups may reach yeter l ik in some subjects in as l i t t le as 2 years , i t i s yans ı t ı lan that at least 4–8 years may be gerekl i for a l l ages of LEP students to reach nat ional grade-sev iyes i normlar of yer l i speakers in a l l subject areas of language and academic bashar ı , as o lchulen on standardize tests .

THINK LIKE AN EL

Age and Rate of Acquisit ion of Second Language for Academic PurposesV I R G I N I A P . C O L L I E RA r t i c l e f i r s t p u b l i s h e d o n l i n e : 4 J A N 2 0 1 2

The study repor ted in th is ar t ic le analyzed the length of t ime requi red for 1 ,548 advantaged l imited Engl ish prof ic ient (LEP) students to become prof ic ient in Engl ish for academic purposes whi le receiv ing instruct ion in Engl ish in a l l subject areas. Var iables inc luded were age on arr iva l , Engl ish prof ic iency level upon arr iva l , bas ic l i teracy and math ski l ls in the nat ive language upon arr iva l , and number of years of school ing in Engl ish . Second language and content -area achievement were measuredby students ' per formance on the Sc ience Research Associates tests in reading, language ar ts , mathemat ics , sc ience, and soc ia l s tudies .

The resul ts indicated that LEP students who entered the ESL program at ages 8–11 were the fastest achievers , requi r ing 2–5 years to reach the 50th percent i le on nat ional norms in a l l the subject areas tested. LEP students who entered the program at ages 5–7 were 1–3 years behind the per formance level of thei r LEP peers who entered the program at ages 8–11 , when both groups had the same length of res idence. Arr iva ls at ages 12–15 exper ienced the greatest d i f f icu l ty and were pro jected to requi re as much as 6–8 years to reach grade- level norms in academic achievement when schooled al l in the second language. Whereas some groups may reach prof ic iency in some subjects in as l i t t le as 2 years , i t i s pro jected that at least 4–8 years may be requi red for a l l ages of LEP students to reach nat ional grade- levelnorms of nat ive speakers in a l l subject areas of language and academic achievement , as measured on standardized tests .

Use the summarizing reviews in the textbook, chapter essential questions and/or comprehension check questions from the teacher’s manual

Reference the Can-Do Indicators

Modify your instruction

LESSON INSTRUCTION

WORKSHOP DRIVE: CAN-DO INDICATORS

Reduce response materials for content area testing Provide a version of the test with simplified language Simplify directions Read test questions aloud Supply (chunked) word banks for tests Provide matching activities Extend time to complete the tests Allow the student to respond orally rather than in

written form Provide/Accept pictorial representationsConsider using portfolios to authentically assess

student progress.

SOME ASSESSMENT ADAPTATION STRATEGIES

HIGHLIGHT OPTIONS AND UNDERLINE CLUES

ELIMINATE OR PROVIDE CHOICES

SHORTEN LENGTH

SIMPLIFY THE LANGUAGE

Eliminate words

Give straightforward commands

Offer writing prompts or cloze versions of essays.

GUIDE THEIR RESPONSE

Test/grade only the specific skill or concept – don’t test language

GRADE FOR CONTENT

It ’s not a crime to…• Give clues.• Recast the question to allow for multiple choice or 

yes/no answers. • Divide word bank portions into 2 smaller sections.• Tailor the test to your student’s language acquisition 

level. It is a crime to…

• Give an EL an assignment or assessment that has not been modified for his/her language proficiency level.

• Give an EL a failing grade on an assignment or assessment that has not been modified or adapted for his/her language proficiency level.

ELS AND THE LAW

HOW WOULD YOU MODIFY THIS TEST SECTION?

HOW WOULD YOU MODIFY THIS TEST QUESTION?

HOW WOULD YOU MODIFY THIS TEST SECTION?

DOES THIS LOOK BETTER?

Middle East

The lef t hand is associated with bodily functions, and it is taboo to use it in any social sett ing for any reason. . .

I f you are a male, don't tr y to shake hands with an or thodox (covered) Musl im woman.

Crossing one's legs and showing the bottoms of the shoes can be of fensive…

South America

Schedules are fol lowed much more loosely than in the United States…it is not uncommon for meetings to star t 30 minutes to 45 minutes late.

Also Consider…

Talking styles (space, turn taking, touching, tone/loudness, hand movements)

Multitasking (remember that people of ten do one thing at a t ime and may be of fended if interrupted by you answering phone or talking to others at same t ime)

Religious culture (concessions for prayer or Ramadan, hol iday par t ies)

Be Culturally Curious and Mindful…

• To survey text for difficulty keeping in mind the levels of English Learners in your classroom…

• To determine standard/EQ/objective and select the concepts to teach…

• To eliminate unnecessary information that will be too difficult for ELs with low English proficiency…

• To choose key specific vocabulary to pre-teach, develop lesson to teach the key content and assessments to evaluate it…

QUESTIONS

The Teacher

“I’ve come to a frightening conclusion that I am the decisive element in the classroom.

It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power

to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration.

I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether

a crisis will be escalated or de-escalated, and a child humanized or de-humanized.” Haim Ginott

http://www.ncela.us/files/rcd/BE024210/Linguistic_Modification.pdf

http://www.trenton.k12.nj.us/Downloads/ESL_Modifications_2.pdf

http://www.sarasotacountyschools.net/departments/esol/default.aspx?id=22111

http://www.waunakee.k12.wi.us/cms_files/resources/newsfile18988_1.doc

http://www.enchantedlearning.com/Dictionary.html

http://www.escort.org/helpkits

IDEAS FROM THE WEB