· Web viewNow turn to page 5 in your participant’s manual. Spend 5 minutes writing your answers to the self-assessment questions. When you finish writing your answers, go ahead

ELL Facilitator’s Manual 1

Regional WorkshopsHelping Pre-Service Teachers Create Quality

Education for English Language Learners

Facilitator’s Manual Part 1Dr. Minda Morren López

Associate ProfessorTexas State University

San Marcos, Texas

Kappa Delta Pi, International Honor Society in Educationwww.kdp.org

The Mission: Kappa Delta Pi strives to sustain an honored community of diverse educators by promoting excellence and advancing scholarship, leadership, and service.

The Vision: Kappa Delta Pi desires to help committed educators be leaders in improving education for global citizenship.

© 2016 Kappa Delta Pi, International Honor Society in Education


Preparing for the WorkshopSchedule8:30 to 9:00 a.m. Registration9:00 a.m. to 12:00 p.m. Workshop (Part 1, Break, and Part 2)12:00 to 1:30 p.m. Lunch1:30 to 4:30 p.m. Workshop (Part 3A, Break, Part 3B, Break, and Part 4)

Entrance1. Have a volunteer check the registration list as participants arrive.2. Have a volunteer distribute prepared name badges and participant manuals. Another idea is to ask

participants to make their own name badges.3. Ask the participants to sit with people whom they do not know well.4. Ask the participants to enjoy the refreshments (if applicable) and to complete the pre-assessment while they

are waiting for the workshop to begin. The pre-assessment is located in the participant manual.5. If you are selling t-shirts, have volunteer chapter members to sell the t-shirts at a nearby table.

Room Environment1. Arrange the room so that participants are sitting in even-numbered groups of 6 to 10. 2. Play lively music as the participants arrive to create a fun and welcoming environment.3. Make refreshments available.4. Ask volunteers or chapter leaders to circulate around the room and welcome the attendees. They can point

out the locations of the t-shirt table, the refreshments, and the restrooms.

Materials1. Duplicated participant manual for each attendee2. Laptop, projection device, extension cords, and clicker to advance the PowerPoint slide show3. Screen 4. Internet Access5. A bell, signal, or chime to secure the participants’ attention after completing a noisy activity.6. Inexpensive door prizes to give to participants who volunteer7. Strategy cards

Optional (But Highly Recommended) Materials1. The Upside Down Boy by Juan Felipe Herrera. This is a picture book you can use for closing the session.2. Large poster paper/markers to write participants’ ideas on (or whiteboard or document projector for this

purpose)3. Refreshments for the morning (possibilities: bottled water, juice, coffee, sodas, muffins, donuts,

candy/mints, napkins)4. Refreshments for the afternoon (possibilities: bottled water, sodas, pretzels, cookies, candy/mints, napkins)



Workshop Script: Your Talking PointsWelcome and Introductions 9:00 to 9:15 a.m. (15 Minutes)

1. Welcome the participants and introduce yourself as today’s workshop facilitator

Today’s workshop will be very interactive. So, it’s important for you to get acquainted with as many people as possible and feel comfortable talking to them. Please turn to the people sitting on your right and your left, and introduce yourself. Take only three minutes, and share the following information about yourself: name, university, major, and one interesting fact about yourself.



1. We are all teachers. And as teachers we know that we have to establish some classroom rules so that everyone understands the expectations for behavior. I think that you will agree that these guidelines are not too harsh. They are intended so that everyone has the most enjoyable and meaningful time today.

2. (Go over the housekeeping tasks on the screen.)

1. When you checked in this morning, you received a participant’s manual. Let’s spend some time familiarizing ourselves with this wonderful resource.

2. The manual is for you to keep. Please feel free to write it in and make it your own.

3. We are not going to make the PowerPoint available to you, but we have included all key information in the participant’s manual. As you will see, the PowerPoint primarily contains all the directions for the activities that we’re going to do today.



4. Turn to page 2. You will see the table of contents. This information will help you to locate information and activities quickly.

5. Turn to page 3. Let’s review the purpose of the workshop. In short, the workshop is intended to do three things. a. First, we want to teach you about the history and current mandates for ELLs in the U.S. b. Second, we want to teach you about research related to multilingual education and language acquisition

strategies. As a member of Kappa Delta Pi, you are the best and brightest in the field of education. Our profession is counting on you to be future leaders in our schools and make our schools better. We need to work together to serve ELLs as best as possible.

c. Third, you can develop as a leader and a teacher leader by being an active member of your university’s local Kappa Delta Pi chapter. By participating in events like this training, we hope you will lead the profession in providing the best possible education for ELLs.

6. Note the agenda of the workshop. a. We will spend 3 hours in the morning from 9 to 12 noon completing parts 1 and 2. We will take a 15-minute

break between part 1 and 2. b. Around 12 noon, we will break for a 90-minute lunch. You will be able to leave campus and eat in one of the

local restaurants nearby. If you want to buy a t-shirt, we will be selling them during lunch and after the workshop at the end of the day.

c. We will spend three hours in the afternoon from 1:30 to 4:30 completing parts 3 and 4. We will take a 15-minute break between part 3 and 4.



Part 1: What do I know about ELLs? 9:15 to 10:15 a.m. (60 Minutes)

1. Let’s get started. In Part 1, we will reflect on what we know about ELLs using an Anticipation Guide. Then we will debrief about the benefits of using an Anticipation Guide with students.

1. Take a few minutes to fill out the Anticipation Guide on p. 4 of your Participant’s Manual. You can talk with your neighbors/tablemates about the information and if you agree or disagree. Also talk about how you know (this goes in the Evidence column).



Agree Disagree Statement EvidenceX Yes! The fastest growing segment of the population is ELLs. The highest growth occurs in grades 7–12, where ELLs increased by approximately 70 percent between 1992 and 2002. ELLs now comprise 10.5 percent of the nation’s K–12 enrollment, up from 5 percent in 1990.

1. ELLs are the fastest growing segment of the K-12 school population in the US.

1. Hoffman, L., & Sable, J. (2006). Public elementary and secondary students, staff, schools, and school districts: School year 2003- 2004. Washington, DC: National Center for Educational Statistics.

Kindler, A. (2002). Survey of the states’ limited-English-proficient students and available educational programs and services: 2000- 2001 summary report. Washington, DC: National Clearinghouse for English Language Acquisition.

X There is no federal law mandating a set program – states decide how to implement ELL instruction for their students.

2. In the US, federal law mandates that states must all follow the same guidelines for ELL programs.

Lau v. Nichols

Federal Law

http://www2.ed.gov/about/offices/list/ocr/ell/services.htmlhttp://www2.ed.gov/about/offices/list/ocr/ell/lau.html

XRecent research shows that 57 percent of adolescent ELLs were born in the U.S., while 43 percent were born elsewhere. These students are typically called long term ELLs or LTEs.

3. More than half of secondary ELLs attending school in the United States were born in the US.

4. Batalova, J., Fix, M. & Murray, J. (2005). English language learner adolescents: Demographics and literacy achievements. Report to the Center for Applied Linguistics. Washington, DC: Migration Policy Institute.

XCalifornia had the highest density of ELL enrollment, at 24 percent.

CA-24%

NV-18%

NM-17%

TX-15%

CO-15%

NY only has 9% ELLs

5. In 2012-2013, New York state had the highest percentage of ELLs in their schools.

Migration Policy Institute (MPI) calculations based on data obtained through the U.S. Department of Education, “ED Data Express Tool,” accessed February 23, 2015

X There is no official language in the United States. English is the “de facto” official language, however.

6. The official language of the US is English.



1. As we engage in this workshop together today, we will be thinking about the strategies we are using and why they are helpful for ELLs. This first one, the Anticipation Guide, is beneficial for several reasons. Here are a few. Can you think of any others?

1. Now turn to page 5 in your participant’s manual. Spend 5 minutes writing your answers to the self-assessment questions. When you finish writing your answers, go ahead and read quietly the passage about ELLs in the U.S. When you read the passages today, I want you to do several things. When we teachers ask our students to read texts, we want them to read carefully and to comprehend the information. To assist our students in comprehending, we ask them to try to make connections between their lives and the texts. So, as you read, notate.

a. You might place a check mark next to the information that spoke to you.b. You might write a comment about a memory or thought that you had while reading. c. Or you might write a question if something in the passage was unclear to you.



1. There is an excerpt beginning in the participant’s manual on page 6. This will take several minutes for participants to read and finish.

1. Education is full of acronyms! Do you know any of these acronyms related to ELLs and education?

2. Go over the directions on the slide, and ask the participants to complete the activity on p. 11 of their manuals. After about 3-5 minutes, signal that participants have about a minute or two left. Allow them to talk with their table mates to see if they can come up with more.

3. Direct participants’ attention to page 15 of their manuals and discuss these additional terms used for programs and students related to ELL. Ask participants if they have had any experiences or familiarity with any of these terms.

4. Go over the information. Ask participants to share with just one person sitting next to them. After a few minutes, ask volunteer participants to share their answers with the whole group.

5. You all have been working very hard this morning. Thank you for your attentiveness and willingness to participate. Let’s take a 15-minute break. I encourage you to stand up, move around, visit the restroom, enjoy the refreshments, and check your technology. Of course, please continue visiting with people around you. Introduce yourself to someone that you don’t know well. Practice your networking skills. Please be in your seats at [10:30] [or whatever time works for you]



Part 2: What is the Research on Language Learning? Approx 10:30 a.m. to 12 noon (90 Minutes)

1. Welcome back! In these next [approximately 90 minutes] before lunch, we will focus on language learning and the research on language learning.

2. Before we talk about the research, spend some time brainstorming what you know about language acquisition through a Quick Write. You can pick just one of the bullet points and spend the next 3 minutes writing everything that comes to mind about that topic.

3. Time the Quick Write for about 3 minutes. Participants can write their thoughts on page 16 of the participant’s manual.



1. Why do we use Quick Writes? What are some benefits? How would ELLs specifically benefit from using Quick Writes?

2. Some additional ideas:

Quick Writes do not require complete sentences, so they can be freeing. Quick Writes help the teacher know what students already know about a topic. ELLs can put their ideas down before they are influenced by others’ ideas.

1. Now we are going to delve more deeply into the research on language learning.

2. Facilitators: These slides include important concepts in language acquisition. If you want more information on language learning, there are many resources. Here are just a few:https://www.nsf.gov/news/special_reports/linguistics/learn.jsphttp://www.colorincolorado.org/https://www.nsf.gov/news/special_reports/linguistics/learn.jsp



Here is an excellent YouTube video of Noam Chomsky’s theory of innatism (related to this slide if you want to show it). https://www.youtube.com/watch?v=7Cgpfw4z8cw (also in notes of the PowerPoint).

1. Please turn to page 17 in your participant manual. This is an activity where we will take important concepts

in language acquisition and make inferences regarding what they mean for the classroom. These inferences or statements are true. We are not going to argue about the concepts. Instead, try connecting these concepts regarding first language acquisition to second language acquisition and what it would look like in the classroom. (Read directions on the slide – you can jigsaw this to save time or have each group fill out the entire chart).

1. Does anyone recognize this guy? This is Stephen Krashen, one of the most important researchers on second language acquisition (ELL). His theories published in the 1980’s changed the way we approach ELLs in many important ways and contribute to what we know about language learning, especially in ELL settings. We are going to talk about several of his theories now that have contributed greatly to language learning and the field of ELL. He has an excellent website: http://www.sdkrashen.com/

Krashen is professor emerita from University of Southern California.


http://www.sdkrashen.com/

https://www.youtube.com/watch?v=7Cgpfw4z8cw


1. This is a very important concept for teachers of ELLs, and it particularly pertains to newcomers, or ELLs who are brand new to English.

2. The Silent period only occurs with students who are NEW to English. If a student is an advanced ELL and they decide to stop speaking or producing language, this is a different phenomenon.

3. Teachers need to be prepared for a period of time where their students are not ready to produce language, so they need to support them in other ways and make sure they are still involved in classroom activities and engaged. Students in this stage can participate by listening actively and showing their understanding by pointing to answers, by matching key terms to images of the concept, or by illustrating their understanding of a concept.

1. The Affective Filter Hypothesis is very important for teachers of ELLs to understand. Although now all teachers understand the importance of creating a safe space for learners to be able to learn and take risks, in the 1980s when Krashen first published his hypothesis, few educators were stressing the importance of lowering students’ anxiety. Krashen argues that it is even more imperative for language learning, because (a) language is so closely tied to your heritage and identity, and (b) language learning requires you to start thinking differently and even producing sounds that you may have never produced before. This can feel strange to you physically so you need to have a safe space to be able to put yourself out there.



Anxiety: A lower level of anxiety is desired. In order to lower the affective filter, students’ work should center on meaningful communication rather than on form.Good Self-Image: Avoid corrections and embarrassing situations for the student.

Interest and Motivation: Provide meaningful activities based on the students’ motivation and cultural background. Input should be interesting and contribute to a relaxed classroom atmosphere.

As much comprehensible input as possible must be presented in the classroom and outside the classroom. Whatever helps comprehension is important.

1. Think of when you have traveled to another country where you did not speak the language (or if not, imagine a show like “The Amazing Race”…)

2. What did or would you need in order to understand directions to somewhere? It is helpful if people draw a map, communicate via gestures, or slow down their rate of speech.



1. Initially, language researchers and teachers focused more on input in language learning—on what the students were taking in. But there was a gap. Researchers and teachers also need to pay attention to output and how language is used by students. Swain’s theory and response to the input hypothesis allowed us to focus also on the process of becoming more confident of their output and how they monitor their output (Krashen’s monitor hypothesis on next slide).

1. I usually think of this concept as related to how we assess readers with running records. When a student reads a word incorrectly but self-corrects, we don’t count it as an error because it is seen as a higher level skill. This is similar to the monitor hypothesis. As a learner gets better at a language, he or she is able to self-correct more frequently because the learner has a deeper understanding of that language.


Documents

· Web viewNow turn to page 5 in your participant’s manual. Spend 5 minutes writing your answers to the self-assessment questions. When you finish writing your answers, go ahead