ENGLISH LANGUAGE LEARNERS IN THE PUBLIC SCHOOL

CLASSROOM

CIED 5052: Multicultural Issues

Dr. Bowles

WHO ARE THEY? WHAT LANGUAGE DO THEY SPEAK?http://www.census.gov/compendia/statab/2011/tables/11s0053.pdf

Ogbu (1991) classified minority students as IMMIGRANT and INVOLUNTARY.

Immigrant: not generally influenced by attitudes and values of mainstream society; success measured by standards of their homeland: behavior altered between home and school; highly motivated to adapt to US culture; many have interrupted or limited formal schooling; some believe they will return to homeland

Involuntary: many have lived in US for generations; measure success by mainstream standards; behavior same for school and home; higher rates of school failure than immigrant minorities; may place low value on education as a means to success

IMPORTANT TERMINOLOGYELLEnglish Language LearnerELP –English Language ProficiencyLEP – Limited English ProficientLTEL –Long-Term English LearnerLFS –Limited Formal SchoolingSEL –Standard English Learner

QUOTE FROM ATLANTIC MONTHLY WILLIAM LABOV “There is no reason to believe that any

nonstandard vernacular is itself an obstacle to learning. The chief problem is ignorance of language on the part of all concerned ....

That educational psychology should be influenced by a theory so false to the facts of language is unfortunate; but that children should be the victims of this ignorance is intolerable.”

From Dr. LeMoine at Rochester Teacher Center

SECOND LANGUAGE ACQUISITION;CUMMINS’ THEORETICAL FRAMEWORK

BICS: Basic Interpersonal Communication SkillsConversational fluencyNot the language needed for school successBICS acquired before CALP

CALP: Cognitive Academic Language ProficiencyCommand of oral and written academic

registers of schooling (Cummins, 2006)Not indicative of higher-order thinking ability

CHARACTERISTICS OF CALP Academic texts

have high number of words with Greek & Latin roots

have greater variety of vocabulary than spoken language

are carefully edited and abstract (use of nominalization subordination, & passive voice)

use reported speech (past tense, references to distant places, events, objects)

use little contextual support (few graphics or text markings)

DESIGNING INSTRUCTION FOR ELLSCONTEXT EMBEDDED VS. CONTEXT REDUCED

COGNITIVELY UNDEMANDING BICS

Discuss the weather talk on the telephone about Interview a classmate a football game

and write a short biography read an email about a gameCONTEXT A B CONTEXT

EMBEDDED C D REDUCED Work in groups to make read a social studies a time line of events during chapter & answerthe colonial period end-of-chp. Questions Role-play a key scene froma novel take a standardized test

COGNITIVELY DEMANDING

ELLS IN THE CLASSROOM Context of Culture

Help students understand expectations of classroom

culture: how to ask and answer questions, how towork in groups, how to transition during activities,when to share information.

Context of Situation Field—topic under discussion or topic for writing Tenor—relationship between speaker / listener or

reader / writer Mode—means of communication (speech and writing)

Help students understand what is being discussed or written (topic), the relationship of student to task (group work, test), and how they should accomplish task (oral or written)

CLASSROOM DISCOURSE TO ASSIST ELLS

Use IRF (initiation, response, feedback) when asking questions to extend talk

Scaffold instruction to extend language and understanding of academic concepts

Plan collaborative group work Practice patterns and responses of oral and

written academic language Include a language objective as well as a

content objective

DEVELOPING GRAMMATICAL COMPETENCE Phonological: accompany lectures with

handouts, key words written on board, PPT presentations, tapes of class texts

Lexical: list of most frequently used words in your content area; frequent oral interaction; extended reading; graphic organizers; context clues; word parts; cognates; dictionaries & reference tools

Grammatical: Extensive reading (to provide examples of subordination, passive voice, vocabulary); sentence combining activities

DEVELOPING GRAMMATICAL COMPETENCE

Sociolinguistic (ability to use language for different functions—academic discourse is acquired): perspective taking for oral communication—

intonation, stress, pitch; coherence; background knowledge of listeners; perspective taking for written communication—formal, objective, authoritative.

Solidarity and status: need to connect to listeners/readers, and need to assert authority; use of formal language and supporting arguments using facts and specific examples; pair ELLs with native speakers of English

DEVELOPING GRAMMATICAL COMPETENCE Discourse (oral and written—ability to

structure connected ideas in a form appropriate for the subject area): read expository texts at an early age; supplement textbooks with informational texts; teach students strategies for reading expository, academic texts; scaffold instruction that supports them in reading textbooks; engage learners in motivating and real-world interactions

MODIFYING WHOLE CLASS ASSIGNMENTS Offer a word bank. Assign fewer questions Allot extra time (for work and to answer

questions) Evaluate for content only Offer models and outlines Use diagrams, maps, and charts Sequence pictures Incorporate graphic organizers Use “hands-on” assignments (manipulatives,

dioramas, models)

ADAPT YOUR PERSONAL TEACHING TECHNIQUES *Remember oral language is ephemeral and ELLs

take more time to process oral language. Change the pace of your speech (slow down). Enunciate. Limit use of contractions. Use fewer pronouns. Simplify academic language (clarify classroom

jargon). Be aware of idiomatic language. Simplify sentence structure. Use gestures. Demonstrate your words. Be dramatic.

ADAPTING CLASSROOM-BASED ASSESSMENTS

Replace M-C questions with a linguistically simplified format: true / false, identification questions, completion questions, cloze questions.

In place of essay tests, allow ELLs to use visuals and graphics for responses: graphic organizers, T-notes, sequenced pictures, labeled diagrams and maps.

Use alternative assessments such as performance-based assessments, portfolios, information journals, self- and peer-assessments.

Focus on content, focus on progress, and give second chances.

REFERENCES

LeMoine, (n.D.) Standard English Learners. www.rochesterteachercenter.com

http://www.mla.org/map_data Reiss, J. (2005). Teaching content to English

language learners: Strategies for secondary school success. White Plains, NY: Pearson Education.

Freeman, Y. S., & Freeman, D. E. (2009). Academic language for English language learners and struggling readers: How to help students succeed across content areas. Portsmouth, NH: Heinemann.