Powerful EL instruction and curriculum for preschool, kindergarten and transitional K

Powerful EL instruction and curriculum for preschool,

kindergarten and transitional K

Findings and implications from the Sobrato Early Academic Language (SEAL)

pilot

Laurie Olsen, Ph.D.Accountability Institute

December 2011

English Learners

“There is no equality of treatment merely by providing students with the same facilities, textbooks, teachers and curriculum…for students who do not understand English are effectively foreclosed from any meaningful education…”

Lau v. Nichols, Supreme Court

GAP has increased 2002-2010 CST ELA % Proficient and above

English Only: English Learners

33.4% gap -------------------------- 37.2% gap

Percent of LEAS meeting AMAOs

Met AMAO 1

Met AMAO 2

2006 73 74

2007 82 77

2008 82 81

2009 78 63

2010 51 45

Across all districts59% of secondary school ELs are long term

(103,635 in sample)

LTELs Other ELLs

Long Term English Learners are created……..

Long Term EL

El Monte school districtsCommitment #2: Full Proficiency

English Learners will develop within six years of continuous enrollment full receptive and productive proficiencies in English in the domains of listening, speaking, reading and writing – consistent with expectations for all students.

Annual Expectations for English Learners

Years in US

1 year

2 years

3 years

4 years

5 years

6 years

CELDT BEG EI INT INT EA ADV

CST ELA

FBB + FBB+ BB+ BB+ Basic+ Prof+

CSTMath

FBB+ FBB+ BB+ Basic+ Prof+ Prof+

STS Prof+ Prof+ Prof+ Prof+ Prof+ Prof+

Schooling History: weak or no language support

• 75% spent 2+ years with “no services” or mainstream

• Increase in “mainstream” placement• One in ten with ELD only• One in twenty (5%) receive primary language

programs or instruction at some point• Just over half are in structured English

immersion, ELD/SDAIE

Comparison between EL groups over time

Other contributing factors

• Inconsistent program placements• Inconsistent implementation within programs• Narrowed curriculum academic gaps & lack

of academic language• Social segregation and linguistic isolation• Transnational moves – transnational schooling

By middle school, they have distinct language issues

• High functioning in social situations in both languages – but limited vocabulary in both

• Prefer English – are increasingly weak in their home language

• Weak academic language – with gaps in reading and writing skills

• Are stuck in progressing towards English proficiency

The profile of where LTELs are “stuck” differs

• Most remain at CELDT III or below• Many, however, appear to reach CELDT

proficiency but score low enough on CST or receive failing grades that prevent redesignation

Typical profile

• Learned passivity, non-engagement, underlying discomfort in classes

• Don’t ask questions or ask for help• Tend not to complete homework or understand

the steps needed to complete assignments• Not readers• Typically desire to go to college – high hopes and

dreams but unaware of pathway to those dreams• Do not know they are doing poorly academically –

think they are English fluent

Academic Gaps develop

• Several grade levels below actual grade level in both English and L1

• Cumulative high school GPA is very low (D+ average)

• More than one in five have F averages• Grade retention frequent• Gaps in academic background

The continuum: learning English as a second language

_______________________________________________________________________

No English

Proficient for Academic work

So far…to prevent the creation of LTELs

• Clearly defined EL program models (ELD plus access), consistently implemented

• Consistency in placement and EL language approach (no ping-pong)

• Importance of full curriculum• Strategies that promote student engagement

as active learners• Importance of scaffolding instruction

New generation of research

• National Literacy Panel on Language Minority Children and Youth

• California Department of Education: Research-based Practices for English Language Learners (commissioned papers)

• Body of literature on early brain development in dual language learners, linguistic and educational research on early childhood education

#1: Early childhood education makes a difference

• Early years of development (cognitive, linguistic, social) are crucial

• Quality preschool lays the foundation for better outcomes for children once they enter kindergarten

• Preschool reduces disparities and longstanding achievement gaps between groups

So…..

• Begin with preschool programs• Active outreach/recruitment to English

Learner communities• Attention to supporting the transition from

preschool into kindergarten• Articulation, alignment between the two

systems (preschool and K-12)

#2: Importance of rich oral language development in young children

• Producing language encourages learners to process language more deeply than when just listening or receptive.

• Verbal interaction is essential in the construction of knowledge

• Oral language is the bridge to academic language associated with school and the development of literacy --

Oral language is foundational

• The vocabulary of a young child (preschool and kinder) is predictive of language skills at age 9 and reading comprehension

• Trends in the amount of talk, vocabulary growth and systems of interaction using language is well-established in the years 0 – 6

• Oral language is the foundation for literacy and is a crucial part of a strong language program for English Learners

National Literacy Panel finding

• Oral language development and proficiency is critical to literacy… and is often (and increasingly) overlooked in instruction

• It is not enough to teach reading skills alone to language minority students; extensive oral English development must be incorporated into successful literacy instruction

• Oral proficiency and literacy in the first language facilitates literacy development in English

• Producing language encourages learners to process language more deeply than when just listening or receptive.

• Verbal interaction is essential in the construction of knowledge

• Oral language is the bridge to academic language associated with school and the development of literacy

……. on oral language

Implications ….in primary grades• Amount, degree and TYPE of oral interaction is

a big factor for children• Important to stimulate the talk that allows

language learners to explore and clarify concepts, name their world, wonder and describe

They have to be talking!The most powerful “early literacy”

development is ORAL LANGUAGE!

So……

• Multiple and frequent structured opportunities for children to be engaged in producing oral language should be features of elementary classroom instruction

• Look for the amount, type and quality of student talk that is generated as the mark of good instruction

• Emphasize vocabulary development• Model rich, expressive, amplified oral language

#3: Academic Language is essential

• “Academic language” is different from social language, is discipline specific and takes longer to develop

• Academic language and literacy for ELs develops most powerfully where background knowledge is also being built

• Learning a second language for academic success requires explicit language development across the curriculum (ELD alone is not sufficient)

LiteracySkills

Communication

KnowledgeDevelopment & concept

codification

Socio-emotional expressionand relationships

Language development is much more than literacy development – English Learners need LANGUAGE

SOCIAL CONTEXTS

ACADEMIC CONTEXTS

SIMPLE, BASIC, FUNCTIONAL LANGUAGE

RICH, COMPLEX, PRECISE LANGUAGE

X X

So…….

• Identify key academic vocabulary and discourse patterns – and explicitly teach them

• Monitor the rigor and complexity of the language used in text and instruction

• Set a high bar for sophisticated, complex, precise language in both social and academic domains

#4. Language develops in context• Young children develop language through play,

interaction, listening, experimenting - in the context of going about their lives - facilitated in an enriched and interactive environment

• An enriched environment is particularly important for stimulating language development in context

• Much of the early literacy curriculum is decontextualized “language arts” - phonics, letter-of-the-week. “Play” is increasingly disappearing from preschool and primary grades

Academic language develops in context

• Academic language develops in the context of learning academic subjects. A strong EL program infuses intentional language development throughout the entire curriculum.

• For young children, science and social studies are particularly powerful arenas for the development of complex academic language

So……

• Dramatic play and exploratory play opportunities in the preschool and kindergarten classrooms – tied to content

• Attention to the classroom environment • Intentional language development across the

curriculum• Full curriculum – including rich science and

social studies

The continuum: learning English as a second language

_______________________________________________________________________

No English

Age/grade level Proficient

Predictable, sequential steps…….

#5: To access the curriculum, English Learners need specially designed instruction

National Literacy Panel finding• “Instructional approaches effective with native English

speakers do not have as positive a learning impact on language minority students”

• “Instruction in the key components of reading is necessary - but not sufficient - for teaching language minority students to read and write proficiently in English”

Implications: If the same strategies are being used for all students, the gap will grow; specially designed instruction is important. Interventions for English fluent

students are not as effective for English Learners

SDAIE works when……

• Students have reached an Intermediate level (and above)

• Materials are designed for maximum contextual cues, etc.

• Teachers understand which strategies are meant for which levels of proficiency

• Students are grouped by level• Instruction is paced appropriately - and key

power standards focused upon

Specially designed v.s. mainstream

• By middle and high school, ELs who have had specialized instruction (particularly L1 instruction), are more likely to score at grade level, less likely to drop out of high school, often catch up to and sometimes surpass (L1) comparison peers

• ELs in mainstream English-taught classes are the lowest achievers in comparison to students in any other program

What kinds of things go beyond “just good teaching”?

• Language objectives in addition to content objectives• Vocabulary (and language features) commonly

known by native speakers - introduced, emphasized, repeated, practiced

• Speech appropriate for English proficiency level• Wait time to process language• L1 clarification - can use the L1 foundation• Pacing of lesson accounts for EL proficiency• Feedback on language use

So……

• Language objectives for content lessons based on analyzing the linguistic demands of the content

• Identify key academic vocabulary and discourse patterns and explicitly teach them

• Professional development related to making content accessible to English Learners

• Home language support• Home language instruction when possible

#6: ELD instruction can advance knowledge and use of English

• Sequential, predictable steps along continuum from no English to English proficiency

• Carefully planned, dedicated ELD instruction facilitates and accelerates movement towards proficiency

• ELD instruction should emphasize listening and speaking, explicitly teach elements of English

• ELD instruction should continue at least through Early Advanced levels of proficiency

#7: Development of the home language is crucial

• A child’s home language is a crucial foundation for social interactions, cognitive development, learning about her world, and emerging literacy

• Language of the home is vehicle for making and establishing meaningful communication and relationships

• Language is a socio-emotional and cultural phenomenon - key to identity formation

• By preschool, the home language is well established

• Development of the home language occurs in a small minority of early care settings, preschools and early education

• Children in English immersion ECE tend to lose ability to communicate in L1, frequently develop communication problems with extended families and experience depressed academic achievement in English

• The best foundation for literacy is a rich foundation in language - not necessarily in English, but in the language strongest for the child and his or her family.

• Children have more extended and complex vocabulary and language skills if their home language is developed

• 1st and 2nd language are interdependent - and they transfer; instruction in the first language facilitates proficiency in English.

• English Learners make more academic progress when they have the opportunity to learn in both their home language and English

• Systematic, deliberate exposure to English + ongoing development of L1 = highest achievement in both languages by end of 3rd grade and beyond.

• Link between L1 reading ability and L2 reading

ability is the most direct cross-linguistic relationship

• Effects of L2 literacy are long-lasting and extend to performance on 8th grade assessments

“The research indicates that instructional programs work when they provide opportunities for students to develop proficiency in their first language. Studies that compare bilingual instruction with English only instruction demonstrate that language minority students instructed in their native language as well as in English perform better, on average, on measures of English reading proficiency than language-minority students instructed only in English.”

National Literacy Panel on Language Minority Children and Youth

So……

• Home language instruction and development whenever possible to high levels of proficiency

• Transfer focus and contrastive analysis• Parent education about the crucial role of

developing the home language and what can be done at home to support that

#8: There are benefits to bilingualism

• Bilingual children perform better than monolinguals on select cognitive tasks (brain benefits)

• There are social and economic benefits to mastery of two or more languages – particularly in this 21st century.

Yet myths and misunderstandings persist..• Learning two languages will confuse children and

lead to delays or disorders. With less exposure to each language, neither will become developed fully - and they will not attain proficiency equal to monolingual children in either language

• If we want them to master English, the sooner and more fully they are immersed in English, the better.

• They don’t really have much development in either language, so it might as well be English we focus on at school

• Development of the home language is a family responsibility. Schools should just focus on English.

• Home language holds students back• Good teaching and standards-based

curriculum work for all students and are sufficient for ELLs

• English is the most important subject for ELLs – the more hours, the better

Action Steps • Know the research• Determine which aspects of the research are

most important to make known at this point in to order to clarify myths/misconceptions that may be in the way of delivering a strong EL research-based program

• Begin with preschool• Program consistency from PreK up through grades• Well-defined EL program research-based models• Intentional language development approaches, programs,

curriculum• English PLUS – home language developed along with English• Exposure to high level, rich, expressive, precise and academic

language• Full curriculum• Monitor and identify students lagging behind – triggering

appropriate support• Oral production, oral production, oral production!• Structured and supported engagement with English users and

models• An inclusive environment and climate matters• Engagement and participation!• HIGH EXPECTATIONS!

The SEAL PilotSobrato Early Academic Language

A Case Example

SEAL is……

• A PreK-3 PILOT for Spanish-speaking English Learner children

• A research-based model of an age-appropriate, coherent and articulated preschool through third grade approach that prepares children for academic success in elementary school and beyond, and that provides a seamless transition from preschool into the K-12 system and through third grade.

• The vision is children with high level cognitive, language and literacy skills – and who are confident, motivated, engaged learners

The pilot regional sites

• “Real school” conditions (PI, budget crises, etc.)

• San Jose Unified School District: 2 elementary schools, 3 feeder preschool sites (community based, plus state-funded preschools)

• Redwood City School District: 1 elementary school, 2 feeder preschool sites

• An INTENSIVE, INTENTIONAL, standards-based language development approach that infuses all aspects of the school day

• A system of teacher professional development, collaboration, coaching, facilitated reflective practice, and resources that support the customization and implementation of the model

• A process of curriculum and instructional alignment (infusing language rich strategies into the core; creation of science and social studies based thematic units)

The SEAL Model:

FOUR PILLARS

Focus on Academic Language & Discourse:

• Oral language

• Biliteracy

• Language development through enriched thematic curriculum

• Text engagement

Alignment of Preschool and K-12 system

Parents and Teachers Working Together: Parent Engagement

Affirming Enviroment

Defining the language model:• PreK and Kinder: Minimum of 50% in home

language - minimum of 20% of English throughout the entire school year

• Home language for rich initial concept development

• English builds upon the home language• Intentional focus on the relationship between the

two languages - and on “transfer”• Languages separated• AND the intentional language development

strategies are also implemented in the SEI classrooms

10 High Leverage Instructional Strategies

• Complex, precise, academic vocabulary development• Free voluntary reading• Dramatic play• Think Pair Share (structured interactions)• Read Alouds• Narrative/Story Retell• Graphic Organizers and visuals• Songs and chants• Facilitated dialogue in socio-emotional, experiential and

relationship domains

Professional Development

• PreK and K-3 GLAD• Anti-bias curriculum training• SEAL designed p.d. on language development,

assessment, oral language and text engagement strategies, “rich expressive language”

• Coaching by Facilitator• Investment in teacher collaboration time

Professional Development

• Work intensively with two grade levels/year• Adaptation of model to grade level• Full time facilitator position/campus• Monthly grade-level planning, collaboration, • Curriculum/instructional planning to “fit it in”• “All SEAL” professional development 3x/year• Summer Bridge as enrichment for children, professional

development for teachers, transition for families

Observation/Reflection

• The importance of clear agreed upon understanding of what it looks like in a classroom

• Teachers make meaning of the principles and co-construct the indicators

• Tool used for: depth of implementation gauge, coaching, planning professional development

Pedagogy and Planning Approach

• Teachers need to KNOW the standards they have to teach

• Teachers need a repertoire of best practices and instructional approaches

• Teachers need to understand language development so they can be intentional and focused

Intensive curriculum planning

• The “big sort” of language arts, science and social studies standards to build thematic units

• Core program analysis – must-dos, may-dos• Define a yearly plan of thematic units• Insert powerful language strategies into core

programs• Incorporate socio-emotional and student

experience content• Specialists/residencies – art, science, music

Alignment of the System

• Summer Bridge• Joint p.d., observations• Shared parent education across preschool and

kindergarten• Dual language oral assessments PreK-3• Cross-grade level dialogues• Clear program design and articulation of

language of instruction

Working in and across two systems

• Summer Bridge programs (PreK-K, and K-1)• Joint professional development• Observation and classroom visits• Transition activities for students and families• Joint parent education and services• Outreach from elementary campus to preschool families

Parent Engagement

• Workshops for parents on supporting language, bilingualism, literacy

• Develop cadre of parent volunteers for the classroom (focused on language and literacy)

• Family Center (Hoover)• Parent ESL classes• Family Science and Literacy Nights

Affirming Environment

• Classroom environment reflective of the children and their families

• Parents in the classroom• Bilingual Authors and Illustrators visits• Focus on building community, building the

language to talk about feelings and experience• Climate supportive of bilingualism (including

pathways to bilingualism awards)

The Evaluation/Research• Dr. Kathryn Lindholm-Leary• Longitudinal design following cohorts of students from

entering preschool through third grade• Data points: Pre-K entry, K entry, 1st grade, end of third

grade• Pre LAS (language assessment scale) in both English and

Spanish; Desired Results Developmental Profile (DRDP-R); Initial CELDT at kindergarten enrollment; district benchmarks; CSTs and STS; Family Literacy Practices scale.

• SEAL Observation/Reflection tools• Degree of Implementation Rubrics• End of Year Surveys and Interviews

Major questions

• To what degree did the performance of SEAL preschool students improve during the 09/10 year?

• How do the SEAL Cohort I students compare to other students who are demographically similar to them?

• Is there a difference between students receiving English/SEI vs. bilingual instruction?

Implementation

• Great majority of teachers made significant progress towards SEAL implementation. 80% evidenced good implementation; 95% report “a major positive impact on my teaching”.

• Kindergarten teachers universally report children entering from a SEAL preschool have much higher levels and more active use of language

Student impacts• Begin with very low levels of language• All children made significant gains at each school in

all areas of development (language, literacy, cognition and social skills)

• Those in bilingual programs made excellent progress in Spanish language development, while making significant gains in English language development

• Having started preschool at lowest levels of Spanish (PreLAS), by end of kindergarten 50% were at highest proficiency level

• Scored comparable or higher than all comparison groups –including Head Start and a first grade dual language comparison group in both English and Spanish

• Children in both SEI/English and Bilingual programs made significant growth overall; Children in bilingual programs made far more growth in Spanish

• SEAL had a significant impact on parents and literacy activities in the home

Challenges:• Working within parameters of curriculum

mandates & pacing guides• Thematic instruction in context of

fragmented curriculum• Bilingualism/Biliteracy are low priority• Context of severe budget cuts - increased

class size enrollment & limited release time• Bringing community-based preschools into

the circle

• Staffing changes• Pressures of Testing• Materials• Much of “school readiness” activity sets a low

bar and doesn’t address issues of engagement or language

• Awareness and urgency about the development of LTELs isn’t evident in TK planning

Thank you!

Lolsen@sobrato.org