Effective Pedagogy for ELLs Catherine Hoang, Rebecca Espinosa,
and Therese Trinko
Slide 2
Slide 3
Poll Should immigrants coming to America assimilate or preserve
their native culture? Text to: 37607 If you agree with...
-Assimilate: Text 393584 -Preserve their native culture: Text
393585
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Goals Participants will be able to name and explain the major
types of programs for ELLs. Participants will be able to explain
the benefits and challenges of each program. Participants will
discuss the components of a successful language program.
Participants will be able to recommend a program for a specific
district.
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Legality and History Bilingual Education Act (1968) Civil
Rights Title VI Requires schools to provide equal educational
opportunities for language-minority students ELL students must be
in a program until they can read, write, and understand English
meaningfully in all aspects of the schools curriculum The OCR does
not require a specific program for ELL instruction. However, common
programs include dual language, ESL, and immersion.
Percentage of public school students who are ELLs by state.
(2010- 2011) Source: U.S. Department of Education, National Center
for Education Statistics
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The Current State of ELLs in Texas ~800,000 students 15% total
students National Center for Education Statistics, 2010-2011 ~10%
ELLs in grades 7-12 were retained National Education Association,
2000-2001 ELLs dropout 4x more than native English speakers
National Education Association, 2000-2001
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Types of ELLs Newly arrived with adequate formal schooling
Recent arrival: less than 5 years in the US Adequate schooling in
native country May still score low on standardized tests Newly
arrived with limited formal schooling Recent arrival: less than 5
years in the US Interrupted/limited schooling in native country
Poor academic achievement Long-term English learning 7+ years in
the US Have had ESL or bilingual instruction, but no consistent
program Below grade level in reading and writing Discrepancy
between students perception of achievement, and actual grades Some
get adequate grades, but score low on tests
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Types of ESL and Bilingual models in Texas
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Bilingual Education Students are taught all subjects in their
native language (such as Spanish, Mandarin, Navajo) and English
Source: National Association for Bilingual Education
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English Immersion: ESL Classes At the elementary level, the
students are pulled out from their regular classes for ESL
instruction In middle and high school, the student is enrolled in
an ESL course. (self-contained classroom) McKeon, ERIC
Clearinghouse on Languages and Linguistics
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Reflective Question: What kinds of programs are most effective
for promoting English language proficiency in US schools?
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Studies on Success By high school, dual-language students
receive closer scores to English proficient students than ESL
students Collier and Thomas, Educating English Learners The more
children develop their first language [...], the more successful
they will be in academic achievement in English by the end of their
school years Collier and Thomas, Educating English Learners
Teaching students in their first language promotes higher levels of
reading achievements in English. Goldenberg, Claude, Teaching
English Language Learners American Educator, 2008 In Chicago area
schools, English-immersion schools ELLs did better than bilingual
schools ELLs Lexington Institute Structured English Immersion (SEI)
is more effective than bilingual education. Horne v. Flores, op.
cit. p. 24 California Prop. 227, which restricted bilingual
education in public schools, benefited English learners. Rossell,
Christine, Dismantling Bilingual Education Public Policy Institute
of California, 2002 Bilingual Pros English Immersion (ESL)
Pros
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Summary Bilingual Pros: Better content knowledge Preservation
of the native language ESL Pros: Faster English language speaking
ability Tried and moderately true
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Krashen on Bilingual Education Ideal program would include: ESL
instruction Sheltered subject matter teaching Instruction in the
first language Source: Bilingual Education and Second Language
Acquisition Theory by Stephen D. Krashen
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Whats working with Asian ELLs Alhambra School district in
Southern California followed certain strategies to help their ELL
students. These included: Early Intervention Multilingual
Coordinators placed at various positions to bridge connections
between parents and the school Regular Cultural and Diversity
Training for staff, which led to an increase in student achievement
(AYP scores for API students) Math: 63% in 2002 to 83% in 2008
English: 45% in 2002 to 69% in 2008 Source: National Education
Association
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Discussion Questions What is the best way to teach ELL
students? ESL content based ESL pull-out Transitional bilingual,
early exit Transitional bilingual, late exit Dual immersion,
one-way Dual immersion, two-way
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Effective Pedagogy for ELLs According to Tharp, schools should
teach students to be literate in the most general sense of the word
- capable of reading, writing, speaking, computing, reasoning, and
manipulating visual as well as verbal symbols and concepts (Rousing
Minds to Life). What then is the duty of a school to provide for
its ELL students? What should ELLs graduate knowing and which
program best helps them achieve that?
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District Profile #1 San Francisco Unified School District, CA
26.5% ELLs 44 documented languages spoken in student body Source:
District Data Center SFUSD
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SFUS D (2014)
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District Profile #2 Irving Independent School District, TX
39.3% ELLs 68.7% Hispanic/Latino Source: The Texas Tribune, Irving
Independent School District
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District Profile #3 White County School District, GA 93.8%
White 1% ELLs Source: Census Bureau White County School District
2009
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Whats important Bilingual vs. ESL Immersion Education Should
immigrants coming to America assimilate or preserve their native
culture? Survey results Survey results What is more important for
students to know, content or the English language?
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We have already argued that teaching cannot be expected to
occur unless schooling itself is organized in ways that support
teaching. (Rousing Minds to Life Tharp, 93) Final thoughts
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