English Language English Language Learners: The BIG Learners: The BIG

PicturePicturePresented by:

Marisol Jimenez M.Ed., J.D.ELL/ Migrant CoordinatorNorthwest Regional Education Service District

mjimenez@nwresd.k12.or.us (503)614-1491

Regional ELL CountsRegional ELL Counts

By CountyBy County

ClatsopClatsop 217 217ColumbiaColumbia

80 80TillamookTillamook

382382Washington Washington 10,51310,513

(Region)(Region) TotalTotal 11,19211,192

*Based on 04-05 State Count

Scappoose SDScappoose SD

• Current estimate: 12Current estimate: 12

• Projections:Projections:

By By April 2007April 2007 Migrant Housing Migrant Housing Complex construction will be completed.Complex construction will be completed.

Migrant Students expected to enter Migrant Students expected to enter

the Scappoose School District the Scappoose School District

maximum of 97maximum of 97

OREGON MANDATESOREGON MANDATES

Districts have a Dual Obligation to their Districts have a Dual Obligation to their English Learner students to:English Learner students to:

• Develop Academic English Develop Academic English LanguageLanguage Proficiency. Proficiency.

• Provide meaningful access to grade-level academic Provide meaningful access to grade-level academic contentcontent via appropriate instruction. via appropriate instruction.

Dual PurposeDual Purpose

• Language - Language - Learn EnglishLearn English

• Access to Content - Access to Content - Making content Making content comprehensiblecomprehensible

•What does this mean for teachers?What does this mean for teachers?

LANGUAGELANGUAGE

• English Language Development (ELD)English Language Development (ELD)

Minimum of 30 minutes per dayMinimum of 30 minutes per day

““English as a Foreign Language”English as a Foreign Language”

ELD is not Language Arts or ContentELD is not Language Arts or Content

CONTENTCONTENT

• All Teachers are responsible for All Teachers are responsible for teaching English Language Learners teaching English Language Learners

CONTENTCONTENT

•HOW?HOW?

DIFFERENTIATED INSTRUCTIONDIFFERENTIATED INSTRUCTIONGood Teaching for ALL Good Teaching for ALL StudentsStudents• Guided Language Acquisition Design Guided Language Acquisition Design

(G.L.A.D.)(G.L.A.D.)

• Sheltered Instruction Observation Sheltered Instruction Observation Protocol (S.I.O.P.)Protocol (S.I.O.P.)

• SSpecially pecially DDesigned esigned AAcademic cademic IInstruction in nstruction in EEnglish (SDAIE)nglish (SDAIE)

• OthersOthers

• English language learners have to English language learners have to acquire two kinds of English in order acquire two kinds of English in order

to be successful in the school to be successful in the school environment.environment.

Social EnglishSocial English is the language of everyday is the language of everyday conversations and interactions with conversations and interactions with peers, teachers and school personnel. peers, teachers and school personnel.

Academic EnglishAcademic English is the language used for is the language used for instruction in the classroom, the language instruction in the classroom, the language found in textbooks and the language used found in textbooks and the language used in developing higher-order thinking skills.in developing higher-order thinking skills.

Adapted from IDRA, Intercultural Development Research Association © 2000

– adapted from Jim Cummins

Two Kinds of EnglishTwo Kinds of English

Northwest Regional Education Service District

Social LanguageSocial Language• InformalInformal

• Predominantly oralPredominantly oral

• 3000 words or less3000 words or less

• Short, simple sentence Short, simple sentence structuresstructures

• Acquired within six months to Acquired within six months to two yearstwo years

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 mores.Adapted from IDRA, Intercultural Development Research Association © 2000 Northwest Regional Education Service District

Academic LanguageAcademic Language• FormalFormal

• Cognitively complexCognitively complex

• Predominantly writtenPredominantly written

• 100,000s of words100,000s of words

• Long, complex sentence structuresLong, complex sentence structures

• Takes five to seven years to masterTakes 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.

Adapted from IDRA, Intercultural Development Research Association © 2000 Northwest Regional Education Service District

Students who have developed literacy in their primary Students who have developed literacy in their primary language will transfer that knowledge into English language will transfer that knowledge into English quicker than students who are having to learn both a new quicker than students who are having to learn both a new language and a new concept at the same time.language and a new concept at the same time.

English language learners can be grouped into three English language learners can be grouped into three categories within the levels of English proficiency: categories within the levels of English proficiency:

• Beginning/Early IntermediateBeginning/Early Intermediate

• IntermediateIntermediate

• Early Advanced/AdvancedEarly Advanced/AdvancedAdapted from IDRA, Intercultural Development Research Association © 2000 Northwest Regional Education Service District

Native Language and ELP levels

Proficiency Levels of ELLsProficiency Levels of ELLs PointPoint DrawDraw

MatchMatch SelectSelect CircleCircle StateState

ChooseChoose Act OutAct Out

LabelLabel NameName

ListList

“I have little or no English proficiency.”

BeginnerStudents Can:

However, beginner students quickly connect the concepts they know in their primary language to the new English language environment, and they can participate in the classroom by doing the activities listed here. Beginners may demonstrate various levels of oral and literacy skills in their primary language.

Beginner students are those with little or no English proficiency. The English sound system is new to them, and they comprehend little of what is said in English. They may go through a "silent period" where they attempt to make no English sounds.

Adapted from IDRA, Intercultural Development Research Association © 2000 Northwest Regional Education Service District

Proficiency Levels of ELLsProficiency Levels of ELLs

RecallRecall RetellRetell DefineDefine

DescribeDescribe CompareCompare ContrastContrast

SummarizeSummarize RestateRestate

“I have good oral skillsin English, but minimal reading and composition skills in English.”

IntermediateStudents Can:

Intermediate level students have good oral skills in English but have minimal reading and composition skills in English. They may be able to converse at length and to comprehend anything said to them, however reading and writing at grade-level in English is difficult. Some intermediate students may be literate at or above grade-level in their primary language. Literate students quickly transfer reading and writing skills into English and are able to perform the activities listed here.

Adapted from IDRA, Intercultural Development Research Association © 2000 Northwest Regional Education Service District

Proficiency Levels of ELLsProficiency Levels of ELLs

AnalyzeAnalyze CreateCreate DefendDefend DebateDebate

EvaluateEvaluate JustifyJustify

SupportSupport ExplainExplain

Advanced

“I am fluent in oral English and have some reading and writing skills, but need help to pass tests.”

Students Can:

Advanced students have difficulty taking standardized and norm-referenced tests because of the higher-order thinking skills required. Some advanced students may by fully literate in their primary language while others may have only limited literacy skills in their home language. In order for advanced students to become proficient in English, they need experiences that involve the following skills listed here.

Advanced students are those who are nearly proficient in English. They understand and speak English fluently but have difficulty reading and writing English.

Adapted from IDRA, Intercultural Development Research Association © 2000 Northwest Regional Education Service District

Second Language Acquisition Second Language Acquisition Strategies and ActivitiesStrategies and Activities

All levels of ELLs benefit from:All levels of ELLs benefit from: Cooperative grouping activitiesCooperative grouping activities Visual aidsVisual aids Manipulative and hands-on activitiesManipulative and hands-on activities Concrete to abstract presentationsConcrete to abstract presentations

Beginning/ Early Intermediate

Intermediate Early Advanced/Advanced

All students learn when the information is comprehensible. English language learners require second language acquisition strategies and activities that make the language and information comprehensible.

Adapted from IDRA, Intercultural Development Research Association © 2000 Northwest Regional Education Service District

Consortium Membership Consortium Membership BenefitsBenefits

• SSD Teachers get professional SSD Teachers get professional development opportunities:development opportunities:

GLAD Summer SchoolGLAD Summer School

Basic SIOP and SIOP NetworkBasic SIOP and SIOP Network

ELD for teachers of EL’sELD for teachers of EL’s

• PSU CreditsPSU Credits• ESOL EndorsementESOL Endorsement (land and online)(land and online)

• ConferencesConferences