Enhancing English Language Learning in the classroom

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Enhancing English Language Learning in the classroom. June 27-30th And September 17th Randolph Public Schools Leah Palmer ELL teacher/Coordinator Wellesley Public Schools ELL Consultant Randolph Public Schools [email protected]. Outcomes of the course:. Educators will be able to: - PowerPoint PPT Presentation

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  • Enhancing English Language Learning in the classroomJune 27-30th And September 17thRandolph Public Schools

    Leah Palmer ELL teacher/CoordinatorWellesley Public Schools ELL Consultant Randolph Public [email protected]

  • Outcomes of the course:Educators will be able to:Learn how to adapt instruction and materials to help English language learners (ELLs) understand academic content, develop academic and social language, and participate effectively in classroom activities.Learn strategies to shelter content instruction to make academic content comprehensible to their ELLs as well as to other students.Learn to support ELLs adjustment to a new culture and help all students develop an appreciation for diversity.Continue to learn from their collegues, students, and ELL families to meet the needs of their ELL students.

  • Day 1Monday, June 27th9-2:30

  • AgendaIntroductionsObjectivesWarm upRequirements/assignments: Randolph Cat 2 WIKI DemographicsExpectations and PrinciplesSecond Language Acquisition ActivitiesEnd of the Day: Ticket to Leave

  • WHAT DO PROFESSIONALCOURSES USUALLY REQUIRE?

    MA DOE Recertification Guidelines and NCLB require that professional development has an end-of-course product that demonstrates learning. Graduate Courses In general , grad classes require 37.5 to 45 hours with rigorous reading each week, mid-term, final, research papers or projects that demonstrate learning of a subject. Category 2 = 36 Hours of Professional Development

  • Parking Lot and WIKI Q&AWe will have many great ideas come out during our discussion

    Some will need to be parked in the parking lot if they are not part of this course

    The parking lot is also a place for following up later on a point or question

  • Putting the pieces together to effectively teach English language learnersWriting skillscontentLanguage acquisitionSocial languageAcademic languagevocabularyNativelanguageLiteracyskillsCulture

  • The Four Principles (to put the pieces together)Increase comprehensibilityIncrease interactionIncrease higher order thinkingIncrease personal connections

  • Content/Mastery Objectives:Participants will be able to

    Identify four principles of sheltered instruction and adapt instruction for ELLs.

    Explore and identify differences between social and academic language.

    Identify personal connections with a topic.

  • Language Objectives:( how participants demonstrate they are able to do the content/mastery objectives)Participants will be able toIndicate comprehension of explanations and orally participate in discussions

    Read and write responses to surveys, questions, and prompts.

    Orally describe personal knowledge and experiences.

    Read and analyze written text.

    View and discuss visuals, videos, and demonstrations.

    Reflect, talk, and write about personal connections with topics.

  • Warm up: on a piece of paper, write the followingNAME:

    List two adjectives that describe yourself.

    What is your favorite place to visit?

    Where in the world would you like to go?

    Where are you and yourfamily from?

    School site

    Grade Level

    Content area you teach

  • Requirements:Randolph Cat 2 WIKIRubricAssignmentsCambridge College

  • How to access Randolph Cat 2 wiki:1st: go to http://randolphcat2.wikispaces.com/2nd: register, username and password3rd: checked email to confirm4th: officially joined Randolph Cat 2 wiki

  • Changing Demographics and the Impact on Schools and TeachersGoal:To understand the purpose and requirements of this course and the need for training due to the increasing linguistic and cultural diversity of the students in US schools.

    Performance Objectives:Describe the changing demographics in the US in terms of immigrants and LEP students

    Reflect on the role of content teachers with regard to the academic success of LEP students

    Reflect on the activities in this section and their usefulness for ELL students

  • Demographics Quiz: Anticipation guideTrue or False___ Most ELL students in the US are found in secondary schools.___ A little over 40% of teachers nationwide have at least one English language learner in their classroom.___ There are over five million English language learners in US schools.___ In MA and nationwide, around 50% of English language learners are from Spanish language backgrounds.___ In MA public schools, almost 6,000 English language learners are not enrolled in ELL programs.

    QuestionsHow many different primary languages were reported in MA in 2005?_______How many English language learners in 2009?_____

  • Demographic ChangesFrom 1979-2003 the number of students who speak a language other than English at home grew from 3.8 million to 9.9 million.

  • Limited English proficiencyThe MA Department of Elementary and Secondary Education (MDESE) defines students of limited English proficiency as students whose first language is a language other than English and who is unable to perform ordinary classroom work in English.

  • English and StudentsBetween 1979 and 2003 the number of students who spoke English with difficulty grew from 1.3 million (3%), to 2.9 million (5%).

  • School PopulationFrom 1990-2003 the school aged population increased 19%, the number who spoke a language other than English at home increased 161%.

  • English Language Learners in Public Schools Most of the students are in elementary schools.About 75% of the students are from Spanish language backgrounds.The students are located mostly in a few states.42% of teachers nationwide have at least one ELL in their classroom.*Many teachers have not received training to teach ELLs*.

  • English Language LearnersThere are over 5,000,000 English Language Learners in U.S.SchoolsSource: National Clearinghouse of English Language Acquisition, 2005

  • Massachusetts demographics

  • LEP Students in Massachusetts SchoolsIn November 2009, Massachusetts Public Schools reported 57,002 limited English proficient (LEP) students 112 different primary languages were reported in MA Public Schools(2005) * 2009 approx. 8,000 more ELLs than in 2003.* Out of 958,910 students enrolled in MA public schools, 147,672 are native speakers of a language other than English.

  • LEP Students in Massachusetts Schools-March 2005

  • LEP Students in Massachusetts Schools-2009Language% Spanish 54.2%Portuguese 7.6% Khmer 5.2% Creole(Haitian)4.2% Vietnamese 3.9%Chinese 3.4%Cape Verdean 3.9% Russian 1.5% Arabic 1.7%

  • LEP Students in Massachusetts Schools by Program Placement: 49,073 out of 57,002 students

    Program Placement

    % of Students

    Structured English Immersion

    94.2%

    Two-way

    2.4%

    TBE

    3.3%

  • Demographic quiz revisitedTrue or False_F__ Most ELL students in the US are found in secondary schools._T__ A little over 40% of teachers nationwide have at least one English language learner in their classroom.__T_ There are over five million English language learners in US schools._F__ In MA and nationwide, around 50% of English language learners are from Spanish language backgrounds._T_ In MA public schools, almost 6,000 English language learners are not enrolled in ELL programs.

    QuestionsHow many different primary languages were reported in MA in 2005? 112_How many English language learners in MA in 2009? 57,002

  • Randolph

  • Randolph Public Schools: demographicsHandout

  • AcronymsAcronyms AcronymsEVERYWHEREYou have one minute to write what the acronyms stand for.The participant with the most accurate identification of the acronyms wins.The winner will receive

  • Glossary of Terms

    AMOA= AYP=ELD=ELL=ESL=FLEP= High Incidence= Integration= LEP=Low Incidence=L1=L2= MEPA=MELA-O=SEI=SIFE=TBE=

  • Glossary of terms (handout)AMOA=Annual Measurable Objective AchievementAYP=Adequate Yearly ProgressELL=English Language LearnerESL=English as a Second LanguageFLEP=Formerly Limited English ProficientHigh Incidence= Program usually having 20 or more of one language group enrolled in a school district or schoolsIntegration=In the context of Chapter 71A, integration means students from immersion and bilingual classrooms are engaged in meaningful learning activities with their native speaking peersLEP=Limited English ProficientLow Incidence= Fewer than 20 LEP students of one languageL1=First language of learnerL2=Second Language of LearnerMEPA=Massachusetts English Proficiency AssessmentMELA-O=Massachusetts English Language Assessment-OralSEI=Structured English Immersion a program model whereby instruction and materials are in English and native language is used for clarification purposesSIFE= Students with Interruptions in Formal EducationTBE=Transitional bilingual education

  • 2002-Chapter 71AStructured English Immersion Law

    Passed into law in November 2002 as a result of a election ballot question (Question 2) 76% of Massachusetts voted for this law that voted in a state level program for ELLs.Created a state mandated model for Limited English Proficient students known as SEI (limiting flexibility NCLB offers by MA state law)Allows transitional bilingual education with waivers, at the secondary levelLater, the legislature voted to allow Two-Way Bilingual Programs

  • Implications of Question 2/Ch. 71A: All districts now have to create an SEI program if there is even ONE ELL identified Its a full-day program ESL tutorials or part-time services , working with aides or paraprofessionals alone, are not enough-Need to have both ESL and sheltered content classrooms How SEI is structured will look different in low and high incidence districts (and within schools) but every district with an ELL has to create an SEI program. This requires strategic planning.

  • Use of Native LanguageGeneral PrinciplesThe following are general principles that apply to Sheltered English Immersion Programs: English language acquisition and content instruction are the primary goals of Sheltered English Instruction.Native language may be used as a tool to accelerate the learning of English. Instruction must be comprehensible. The use of native language is one approach to making certain all input is comprehensible.

  • What is a Sheltered English Immersion Program?

    TWO COMPONENTSELD, English language development program, or ESL, English as a second language instruction, is explicit and direct instruction about the English language intended to promote English language acquisition by LEP students and to help them catch up to their peers who are proficient in English. It includes learning outcomes in speaking, listening, reading, and writing.Sheltered content instruction is instruction that includes approaches, strategies and methodology that makes the content of the lesson more comprehensible to students who are not yet proficient in English. It includes learning outcomes in speaking, listening, reading, writing, and in content specific areas.

  • Skills and Qualifications of SEI Classroom TeachersCategory One: Second Language Learning and Teaching

    Category Two: Sheltered Content InstructionStrategy buildingCurriculum and Lesson Planning.

    Category Three: Assessment of Speaking and Learning (MELA-O)

    Category Four: Teaching of Reading and Writing to LEP students

  • Department of Education Documentation RequirementsIn each limited English proficiency student cum folder there should be:Home Language SurveyELL Parent Notification FormSEI Enrollment Form and/or Withdrawal Form and/or Transfer to Integrated SEI FormAssessment and progress formMELA-O ResultsMEPA ResultsReport Cards in English and Native Language

  • Translations:Parents/guardians must receive information in a language they understand

  • Assessment of English Language LearnersMassachusetts English Language Assessment-Oral(MELA-O)Fall MELA-O all ELLs students in Kindergartenall ELLs students in grades 1-12 who did not participate in the previous Spring MELA-O

    Spring MELA-Oall ELLs students (K-12)Assessment of Speaking and Listening Skills:Comprehension, Fluency, Vocabulary, Syntax, PronunciationAdministered by Qualified MELA-O Administrators (QMAs)Massachusetts English Proficiency Assessment-Reading/Writing (MEPA-R/W)ELLs in grades K-12Reading and Writing AssessmentCurrently Organized by these grade spans: K-2, 3-4, 5-6, 7-8, 9-12,Organized by proficiency LevelAdministered by Classroom Teachers

  • Strategies chartModel with Anticipation guide

  • Clock buddies- fill in with 12 different peoples names(some names may be repeated)

  • Summary Reading: Title writingRead ParagraphsThink about the readingWrite an appropriate title Share with your table the groupDecide on one title

  • Think-Write-Pair-ShareJournal Entry #1Take 5 minutes to think about and write some ideas about the following question in your journal. Pair with your 2 oclock buddy and discuss.Share out with the table or class.

  • Given that there are ELLs in our schools and classrooms and that we want to prepare these students to achieve academic success and to have successful futures in the US, how can teachers think and act differently about ELLs, about teaching ELLs and about making schools more receptive and supportive of these students ?

  • Evaluating techniques for ELLs

    Think back over the 3 instructional techniques or activities used in the introduction: Demographic Anticipation Guide, Creating a Title for a Passage, and Think-Write-Pair-Share. Use the Think-Pair-Share technique a second time to identify why each of these techniques would be helpful for ELLs learning academic content. Add to list of strategies/techniques.

    Demographics Anticipation GuideClock buddiesSummary Reading: Title writingThink-Write-Pair-Share

  • Expectations of Classroom InstructionInstruction should be comprehensible to all learners

    Learning should be interactive

    Instruction should be cognitively challenging

    Instruction should connect school to students lives and promote cross-cultural understanding

    Instruction should develop language and literacy across the curriculum

    The goal of instruction should be achieved of academic standards by all students

  • But isnt this just good teaching?

  • It is good teaching for ELLsIF AND ONLY IFthe instruction takes into account factors such as the ELLs:

    level of language proficiency in R, W, L and Sdevelopmental needs in learning a second languageprior schoolingcultural differences and adjustments.

  • Its good teaching plusWhile school might be accessible for many students, with just good teaching, it hasnt worked for the majority of ELLs. It wont be accessible to ELLs without these strategies and principles, which serve as the ramps to school and the content, implemented all the time.

  • Language AcquisitionGoal:

    To understand the principles of language learning in order to facilitate the learning of English by ELLs in content classrooms

    Performance Objectives:

    Describe how principles of language acquisition can be used in the mainstream classroom to facilitate language development of ELLs.

    Develop activities appropriate to different stages of an ELL students language development.

  • What do you know about Language Acquisition?Anticipation guide

  • Anticipation Guide,TPR: Language Acquisition, p.38 Enhancing SG____1. A child acquires its first language only by imitating adults.

    ____2. The process of acquiring a second language is more similar to the process of acquiring the first language than it is different.

    _____3. The best way for a child to learn English in school is to control the vocabulary, syntax, and sequence of grammatical structures that the child is exposed to.

    _____4. Oral fluency in English is a strong indicator that an English language learner (ELL) will succeed in the classroom.

    _____5. Once a student has learned the language of instruction, English, his problems in the classroom are largely over and he should be able to handle academic assignment with little difficulty.

    _____6. Placing a child learning English in a mainstream classroom will ensure that he/she will spend enough time in English to learn the language quickly.

    _____7. An initial silent period can benefit the ELL because it allows him/her an opportunity to process and decode the new language.

    _____8. Good teachers should suggest to the parents of a child learning English that the parents speak English at home.

  • AnswersD_1. A child acquires its first language only by imitating adults.

    ___A_2. The process of acquiring a second language is more similar to the process of acquiring the first language than it is different.

    __D___3. The best way for a child to learn English in school is to control the vocabulary, syntax, and sequence of grammatical structures that the child is exposed to.

    __D___4. Oral fluency in English is a strong indicator that an English language learner (ELL) will succeed in the classroom.

    __D___5. Once a student has learned the language of instruction, English, his problems in the classroom are largely over and he should be able to handle academic assignment with little difficulty.

    __D___6. Placing a child learning English in a mainstream classroom will ensure that he/she will spend enough time in English to learn the language quickly.

    __A___7. An initial silent period can benefit the ELL because it allows him/her an opportunity to process and decode the new language.

    __D___8. Good teachers should suggest to the parents of a child learning English that the parents speak English at home.

  • First Language AcquisitionBrainstorm in groups what youve noticed about a young child acquiring a language

  • Caregivers speechCaregiver speech is that special way that caregivers talk to a child in early conversational interactions

    Characteristics of caregiver speech include:Slower rate of speech; simpler vocabulary and sentence structure than in normal speech with adultsReference to here and nowEmphasis on meaning over formExtension and elaboration

  • Language Innateness - Chomskys Innate theory of language

    "Language is not really something the child does, but rather it is something that happens to the child placed in an appropriate environment, much as the child's body grows and matures in a predetermined way when provided with appropriate nutrition and environmental stimulation.

  • Summary of First Language AcquisitionThe child learns language by unconsciously generating rules, perhaps to fill in an innate blueprint.The childs errors often indicate that learning is taking place.The child learns certain aspects of language in a relatively predictable order.The child acquires language in communicative, meaningful, and supportive settings.The child understands more than he/she can say.The child requires a lot of time to become orally proficient.

  • Differences Between First and Second Language Acquisition

    L1L2

  • Differences Between First and Second Language Acquisition

    L1L2Learned at homeLearned at schoolLearned by young childrenLearned by older children and adolescentsLearned in order to communicate with loved onesLearned for school purposes/surviveLargely an unconscious processPartly acquired and partly learnedNo time pressure to learnPressure to learn both language and content.Must learn developmental concepts as well as languageOlder children already have a lot of knowledge to build on/transfer.

  • Factors Affecting Second Language AcquisitionMotivationFirst language developmentLanguage distance and attitudeAccess to the languageAgePersonality and learning stylePeers and role modelsQuality of instructionCultural background

  • Affective Filter: KrashenStephen Krashen hypothesizes that there is an imaginary wall that is placed between a learner and language input. This is called the Affective Filter. If the filter is on, the learner is blocking out input and output. No language can be received or produced.Krashen indicates that anxiety, self-esteem, and motivation are the three major variables that have an impact on the Affective Filter. The filter turns on when anxiety is high, self-esteem is low or motivation is low.

  • Affective Filter AnxietyThink-Pair-Share* Turn to your neighbor and share teacher and student behaviors and instructional activities that keep the affective filter turned off

  • Strategy-Predictable Routines and signals to Reduce AnxietyHerrell and Jordan, 2004

    Purpose: Promote the understanding of classroom expectations, routines and signals to encourage full participation by all studentsBenefits:-establishes a predictable, consistent daily routine;-recognize signals and visual which indicate a sequence of events and activities;-allows for more focus and energy for instruction;-recognize classroom patterns that guide instruction, behavior and social expectations;-lower students anxiety and helps everyone fully participate in class community.

  • Steps:

    -Set up the classroom with designated areas for activities: reading area, group table, partner work area etc., Model their use and ask questions such as Where will you sit if you want to read a book by yourself?-Establish a routine for turning in papers, picking up materials, checking assignments etc. Model putting things in their establish places-Model routines that a new until well established in the students daily schedule. Any time a student shows confusion about a classroom routine or expectation, determine if some modeling and practice would lessen confusion.-Contextualize directions by consistently modeling as you give information. Modeling, gestures and demonstrations are vital ways to contextualize instructions. For example, Take out your math book, needs to be accompanied by you holding up the math book. Open to page 21 may be modeled and page 21 written on the board.

  • Foreign language lessonAs you are watching Mrs. Amins lesson think about:*What is the topic of the lesson?*What words you recognize?*Does the teacher use the four guiding principles (increase comprehension, interaction, higher order thinking, and connections)?

  • How do you feel?Affective Filter on or off?

  • 2nd showing of Mrs. Amins lessonAs you are watching Mrs. Amins lesson think about:*What is the topic of the lesson?*What words you recognize?*Does the teacher use the four guiding principles (increase comprehension, interaction, higher order thinking, and connections)?

  • Adapting a lesson using the 4 principlesStudy guide p.44Add fourth principle: increase personal connectionsWork with 12:00 clock buddyShare with group

  • The Four PrinciplesIncrease comprehensibility

    Increase interaction

    Increase higher order thinking skills

    Increase connections

  • How do you implement the Four Principles of Sheltered Instruction in your classroom?Journal Entry #2Increase comprehensionIncrease interactionIncrease higher-order thinkingIncrease personal connections

  • Krashen - Comprehensible InputComprehensible Input is meaningful language that can be understood from contextTo facilitate language acquisition, input should contain structures a little beyond what they are able to understand (i+1)

  • Techniques to Increase ComprehensibilityProvide other (often non-verbal) clues to meaning.visuals, manipulatives facial expressions fewer pronounsmodel and demonstrate,contextualize in real life ways,repeat rephraseDemonstrationsGesturesDiagramsPicturesGraphic organizersPrepare students for tasks or learning new materialBreak tasks or new material down into smaller chunks with frequent comprehension checks.

  • Language Development stages: MEPA LevelsPre-Production, level 1Cannot produce in EnglishCan understand more than can sayCan actively listen for short periodsCan respond non-verbally

    Early Production, level 2Can produce individual words and phrasesCan answer closed questionsCan name, label, list, categorize

    Speech Emergence, level 3Can produce simple complete sentencesCan participate in small group activitiesCan answer open-ended questions why, how, etc.Begins to use English more freely

    Intermediate Fluency, level 4Can create extended discourseCan participate in reading and writing activitiesMay appear orally fluent, but experience difficulties in academics and literacyCan do most classroom tasks if supported and scaffold

  • Language Development stages Sorting activitySort with your 6:00 clock buddy

  • Adapting a lesson for stages of language developmentAdapt Mrs. Amins lesson for stages of development, p. 45 in study guideWork with 1:00 buddyShare with group

  • DiscussionHow would you incorporate reading, writing, listening, and speaking into this lesson?

  • Social vs. Academic LanguageGoal:

    To understand the principles of language learning in order to facilitate the learning of English by ELLs in content classrooms

    Performance Objectives:

    Describe how principles of language acquisition can be used in the mainstream classroom to facilitate language development of ELLs.

    Differentiate social and academic language and describe implications for school programs

    Develop activities appropriate to different stages of an ELL students language development.

  • Social and Academic LanguageJim CumminsBICS = Basic InterpersonalCommunication Skills

    Playground LanguageNot related to academic achievementAttained after 1-2 years in host country

    CALP = Cognitive AcademicLanguage Proficiency

    Language proficiency needed to function in decontextualized, academic settingsCALP in L1 and L2 may overlap, despite differences in surface features of each languageAttained between five to seven years in host country

  • The facts of BICS and CALP Conversational skills in a second language are important, but students need to acquire much more sophisticated academic competence in English language if they are to be successful in school.

    It usually takes at least five years for students to develop the level of sophistication in English required to succeed academically in the mainstream classroom

    In situations where it is feasible, the most effective way to promote strong literacy development in English is to support reading and writing development in both languages.

    Students who become more literate in both languages are more aware of language itself and what they can do with language.

  • Social/ Academic Language Differences for ELLSBeing comfortable or proficient in one type of language doesnt necessarily mean being comfortable in the other.Proficiency in one of these types of language does not automatically carry over to the other.Each subject area has its own academic language

  • Newest Scientific Based Research on Rate of Language Acquisition.It could take more than ten years to become proficientThomas, WP and Collier VP.2002. A National Study of School Effectiveness for Language Minority Students Long Term Achievement Final Report: Project 1.1

    Available from www.crede.ucsc.edu/research/llaa/1.1_final.html

  • Academic vs. Social Language

  • Social (BICS) vs. Academic (CALP) Language - SortBICS

    CALP

  • Social vs. Academic LanguageBICSSimpler language (shorter sentences, simpler vocabulary and grammar)Usually face to face, small number of people, informal settings,Precise understanding is seldom requiredUsually simpler, familiar topics (movies, friend, daily life)Get many clues from expressions, gestures, social contextMany opportunities to clarify (look puzzled, ask questions, etc.)CALPTechnical vocabulary; written material has longer sentences and more complex grammarOften lecture-style communication or reading a textbook; little situational contextPrecise understanding and precise description/explanation is required; higher order thinkingNew and more difficult to understand topics; knowledge is often abstract; cognitively complex, student often has less background knowledge to build onFewer cluesMore difficult to clarify

  • Language Acquisition for School

  • Facilitating Second Language in the Classroom1. Create an environment that facilitates language learning.2. Adjust teacher talk to increase comprehensibility3. Support or scaffold ELLs language development.

  • Creating an environment that facilitates language learningActively engage students in challenging learning activitiesUse interactive activities so ELLs talk with peers and use academic EnglishUse concrete, hands-on activities (and language) before more abstract (and language) activitiesCreate an atmosphere in which ELLs feel safe in taking risks with both English and content

  • Adjust teacher talk to increase comprehensibilityFace the studentsPause frequentlyParaphrase oftenClearly indicate the most important ideas and vocabulary orally and visuallyClarify pronounsUse shorter sentencesIncrease wait time for students to answerFocus on students meaning, not grammar

  • Support or scaffold ELLs language developmentAsk questions in simplified languageEstablish a pattern in the questionsAsk for elaboration, Tell me more aboutBe a good listener (eye contact, non-verbal support, plenty of time)Provide encouragement to continue, Uh-huh. Really? What happened then?Provide difficult wordsAsk for clarification, Im not sure I understand. Can you say it again?Paraphrase what the student said

  • Content Objectives:Participants will be able to

    Identify four principles of sheltered instruction and adapt instruction for ELLs.

    Explore and identify differences between social and academic language.

    Identify personal connections with a topic.

  • Language Objectives:( how participants demonstrate they are able to demonstrate the content objectives)Participants will be able toIndicate comprehension of explanations and orally participate in discussionsRead and write responses to surveys, questions, and prompts.Orally describe personal knowledge and experiences.Read and analyze written text.View and discuss visuals, videos, and demonstrations.Reflect, talk, and write about personal connections with topics.

  • Ticket to LeaveIn a sentence describe how changing demographics are changing schools.

    What were the 4 principles we described as helping ELLs?

    What was one thing you thought about today that you could use in your practice?