HELP! My Student Doesnt Speak English An Orientation into the
World of English as a Second Language November 3, 2011
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Todays Objectives Content Objectives: Learners will be able to:
Be aware of the ESL policies & procedures of ALSDE and USDE.
Utilize the ACCESS for ELLs Teacher Report, WIDA ELP Standards, Can
Do Descriptors, and Performance Definitions to appropriately
accommodate ELLs in the classroom. Recognize the impact of culture
on comprehension. Understand the importance of parental involvement
in learning of ELs. Language Objectives: Learners will be able to:
Discuss the impact of culture on comprehension with a partner.
Explain the WIDA English Language Proficiency Levels to a
colleague.
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What is ESL? English as a Second Language
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NCLB: Title III all High standards of learning and instruction
for all students; English Language Learners one of five areas of
concentration to advance student achievement; Increased awareness
of the academic needs and achievement of ELLs; and Schools,
districts, and states held accountable for teaching English and
content knowledge to ELLs. English Language Learners & No Child
Left Behind (NCLB)
Slide 5
Legal Responsibility to ELs Title VI Civil Rights Act of 1964
Health, Education & Welfare Memorandum May 25, 1970 Lau vs.
Nichols 1975 Castaeda Vs. Pickard 1981 Plyer vs. Doe 1982
Department of Education Memorandum 1985 Department of Education
memorandum Update 1991 Alabama State Department Compliance
Agreement with OCR (Office of Civil Rights) 1999 NCLB 2002 ALSDE
Policy for Service to ELLs 2003, 2008, currently being revised
Currently - Many lawsuits pending
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Lau vs. Nichols (1974) students who do not understand the
language of instruction are effectively foreclosed from learning.
We must do more than provide the same textbooks, classrooms,
teachers, and lessons for these students. We MUST provide
appropriate instruction & accommodations.
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Terms to Know
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ACCESS for ELLs ACCESS for ELLsAccessing Comprehension &
Communication in English State to State AMAO AMAOAnnual Measurable
Achievement Objectives ELLEnglish Language Learner ELEnglish
(Language) Learner ELDEnglish Language Development ELPEnglish
Language Proficiency LEPLimited English Proficient L1First Language
L2Second Language NELBNon-English Language Background
NOMPHLOTENational Origin Minority Primary Home Language Other Than
English SLASecond Language Acquisition W-APTWIDA ACCESS Placement
Test WIDA WIDAWorld-Class Instructional Design &
Assessment
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State CodeDefinitionJefCoEd Code LEP1 Limited English
Proficient Year One (First Year in US school) Active (x) LEP2
Limited English Proficient Year Two or More Active (x) LEP-Waived
Services Limited English Proficient, Waived Title III Supplemental
Services Refusal (x-ref) FLEP1 Former Limited English Proficient,
Monitor Year One Monitor1 (mon1) FLEP2 Former Limited English
Proficient, Monitor Year Two Monitor2 (mon2) FLEP Former Limited
English Proficient Track NOMPHLOTE National Origin Minority Primary
Home language Other Than English NENELB Official State EL
Codes
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Program Models Sheltered Instruction SIOP/SDAIE Pull Out Push
In Structured Immersion
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Quick Facts
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Who are ELs? National-origin-minority students with limited
proficiency of English Heterogeneous US born, immigrant, foreign
exchange, refugee, migrant, all social- economic & educational
levels Membership defined by limited proficiency in English
language use, which directly affects learning and assessment;
Membership is expected to be temporary.
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Funded by U.S. Department of Education Growth of ELL
Populations ( U.S. Department of Education, NCELA, 2007
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Whats the Big Idea? 1. ELs are the fastest growing demographic
in US schools. 2. Mainstreaming ELs is the most common method of
instruction. 3. Teachers need to feel confident with ELs because of
both Number 1 and Number 2.
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Learning Challenges for ELLs ELLs face unique learning
challenges: to develop the content-related knowledge and skills
defined by state standards while simultaneously acquiring a second
(or third) language; at a time when their first language is not
fully developed (e.g., young children) to demonstrate their
learning on assessments in English, their second language.
http://www.centeroninstruction.org/resources.cfm?category=ell
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Academic Performance Indicators for ELLs On 4th grade National
Assessment of Educational Progress (NAEP), ELLs were: only1/4 as
likely to score proficient or above in Reading as their native
English speaking peers and only 1/3 as likely to score proficient
or above in Math as their native English-speaking peers.
http://www.centeroninstruction.org/resources.cfm?category=ell
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Basic Info Program Entry/Exit Assessment Accountability
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IDENTIFICATION OF ELs & ELIGIBILITY FOR ESL SERVICES A
non-English language background AND W-APT test score below fluent
or Active enrollment in an ESL program elsewhere or A score below
level III on the ARMT or Other assessment that shows LEP due to
NELB Home Language Survey W-APT Qualify For Services
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ELL Committee & Annual Evaluations I-ELP: Individual
English Language Plan ACCESS for ELLs LEP1, LEP2 & LEP- Refusal
Score of 4.8 or Higher Monitor for 2 Years FLEP1 & FLEP2
Complete 2 Yrs of Monitor FLEP
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On an annual basis, monitor the progress of ELLs English
language proficiency in grade levels K-12 Establish when ELLs have
attained English language proficiency (ELP) according to state
criteria In Alabama, P = 4.8 Overall Inform classroom instruction
and assessment Provide a reliable and valid data source for
accountability and aid in decision-making Purposes of ACCESS for
ELLs
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Students ELP Level by Domain Demographic Information About the
Student Description of the ELP Levels Overall Score Comprehension
Score
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Teacher Report Demographic Information About the Student
Students ELP Level by Domain Students Composite Scores Students
Scale Composite Scores Students Scale Score by Domain Students
Speaking Performance by Standard Description of the ELP Levels
Students Writing Performance by Standard Students Comprehensio n by
Standard
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Teacher Report (top)
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Teacher Report (bottom) Raw Scores by Standard
Slide 25
Accountability of English Language Learners Under NCLB, state
education agencies are held accountable for the progress of ELLs in
two ways: Adequate Yearly Progress (AYP) expectations for reading
and mathematics under Title I, and Annual Measurable Achievement
Objectives (AMAO) under Title III, demonstrating satisfactory
progress in learning English and attaining English
proficiency.
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How Do We Measure AMAOs? TITLE III Annual Measurable
Achievement Objectives (AMAOs) Assessments A.Percent of ELLs making
Adequate Progress in Language Acquisition (APLA) ACCESS for ELLs
B.Percent of ELLs attaining English language proficiency ACCESS for
ELLs C.Meeting AYP requirements for the ELL Subgroup at LEA Level
95% Participation Rate %Proficient in Reading & Math Attendance
& Dropout rate
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APLA: Adequate Progress in Language Acquisition (AMAO-A) Two
data points are needed (i.e. two consecutive years of ACCESS
testing) APLA In order to make APLA, an EL MUST make minimal +0.5
gain on the ACCESS for ELLs ELP test.
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Did they make APLA? ACCESS SCORE 2009 ACCESS SCORE 2010 DID
STUDENT MAKE APLA? 1.93.0YES 2.42.9YES 4.64.8NO 3.2n/a
4.23.7NO
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In Alabama, an EL is considered proficient with a composite
score of 4.8 or higher (AMAO-B)
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What I Must Know
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Essential Questions How do I teach ELLs in my classroom? What
can I expect my ELLs to be able to do? How do I help ELLs learn
language and content? How do I adapt instruction in a meaningful
way?
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What Every Teacher Must Know About ELs: What Every Teacher Must
Know About ELs: All classroom teachers are required to: 1.Be
knowledgeable of Alabama Course of Study (ACOS) content standards
and WIDA English Language Proficiency Standards. 2.Provide content
objectives and language objectives for every lesson taught. 3.Know
the ELLs level of proficiency for each language domain.
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What Every Teacher Must Know About ELs A Classroom Teachers
Responsibilities What Every Teacher Must Know About ELs A Classroom
Teachers Responsibilities 4.Provide appropriate instruction and
accommodations based on ELLs level of proficiency. 5.Communicate
regularly with the ESL staff. 6.Communicate with the parents of
ELLs in a language they can understand. 7.Notify the ELL, the ESL
staff or ELL Committee, and the ELLs parents if there are any
problems/concerns. 8. Inform the ELL Committee of any issues with
the ELL. The ELL Committee is responsible for ALL academic
decisions regarding the student. This includes, but is not limited
to, referral to special education, retention, accommodations, and
grading.
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What Every Teacher Must Know About ELs A Classroom Teachers
Responsibilities What Every Teacher Must Know About ELs A Classroom
Teachers Responsibilities ASK IF YOU DONT KNOW! Contact an
administrator or the ESL office if they need any type of assistance
in meeting the needs of ELLs in their classroom.
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Culture
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Stand Up and Be Counted
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What is culture? Culture is a set of common beliefs and values
shared by a group of people and that binds them together in a
society. All people are members of at least one culture. The norms
of a culture define roles and provide a framework that makes
peoples behavior predictable and understandable to one
another.
Slide 38
Slide 39
Goals of Second Language or Multicultural Education 1. Teach
ELLs to understand US culture. 2. Help ELLs achieve a personal
accommodation between their two cultures. 3. Teach ALL students to
value language and cultural diversity. 4. Equitably educate diverse
learners. Jameson (1998)
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Culturally Responsive Pedagogy 1. Acknowledge students
differences as well as their commonalities 2. Validate students
cultural identity in classroom practices & instructional
materials 3. Educate students about the diversity of the world
around them 4. Promote equity and mutual respect among students 5.
Assess students ability & achievements validly 6. Foster a
positive interrelationship among students, their families, the
community, and school 7. Motivate students to become active
participants in their learning 8. Encourage students to think
critically 9. Challenge students to strive for excellence as
defined by their potential 10. Assist students in becoming socially
and politically conscious -Richards, Brown, and Ford (2004)
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The Alamo
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How will you teach? Will you be culturally responsive?
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How does culture affect comprehension in the classroom?
Slide 44
Jean et Andr Jean et Andr sont frres. Jean est lan. Les deux
vont au lyce qui se trouve moins de cinq kilomtres de leur maison
Paris. Bien quil y ait une diffrence dge de trois ans entre les
deux frres, leurs niveaux scolaires ne sont spars que par deux
annes. Andr est en sixime. En quelle classe est Jean?
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Jean and Andre Jean and Andre are brothers. Jean is older. The
two go to a school which is located less than five kilometers from
their home in Paris. Although there is a difference in age of three
years between the two brothers, their grade levels are only two
years apart. Andre is in sixth grade. What grade is Jean in?
Slide 46
Educational System U.S. vs. France United States France GRADE
LEVELS 66 75 84 93 102 111 12terminal
Slide 47
How can I be culturally responsive? Be conscious of choice of
language Be conscious of images presented Engage in critical &
reflexive thinking Learn history & culture of ELLs Collaborate
with & visit teachers who are culturally responsive Gays (2000)
principles of culturally responsive pedagogy
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LANGUAGE IS NEVER NEUTRAL
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Always Remember: Culturally diverse students are empowered or
disabled as a direct result of their interactions with educators in
schools. -Jim Cummins
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SLA Second Language Acquisition
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The Four Language Domains Listening- process, understand,
interpret, and evaluate spoken language in a variety of situations
Speaking- engage in oral communication in a variety of situations
for a variety of purposes and audiences Reading- process,
interpret, and evaluate written language, symbols, and text with
understanding and fluency Writing- engage in written communication
in a variety of forms for a variety of purposes and audiences
Slide 52
Language Acquisition is a PROCESS Preproduction Early
Production Speech Emergence Intermediate Fluency Advanced
Fluency
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Second Language Acquisition Basic Interpersonal Communication
Skills (BICS) Social Language 1-3 years to attain Example
words/phrases: table, Whats up? Cognitive Academic Language
Proficiency (CALP) Academic Language 3-7 years to attain Example
words: New meanings: table, solution General academic words: act
upon, attach, inquiry Content words: atom, molecule
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Implications for Teachers Both BICS and CALP need to be taught
Different subjects require different types of language Subject area
teachers must be aware of the language demands of their content All
teachers are language teachers Lesson plans for ELLs need to
include both content and language objectives
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Stages of Language Acquisition
http://www1.teachertube.com/viewVideo.p
hp?video_id=51369&title=Stages_of_Lan
guage_Acquisition_ESL
WIDA ELP STANDARDS Are anchored in academic standards Focus on
academic language proficiency Illustrate progression of language
acquisition Contain model indicators of language incorporated with
content Incorporate high levels of cognitive engagement, even at
low proficiency levels
Slide 58
The WIDA ELP Standards The WIDA ELP Standards Standard 1 Social
& Instructional Language (SIL) English language learners
communicate for social and instructional purposes in the school
setting. Standard 2 Language of Language Arts (LoLA) English
language learners communicate information, ideas and concepts
necessary for academic success in the content area of Language
Arts. Standard 3 Language of Mathematics (LoMA) English language
learners communicate information, ideas and concepts necessary for
academic success in the content area of Math. Standard 4 Language
of Science (LoSC) English language learners communicate
information, ideas and concepts necessary for academic success in
the content area of Science. Standard 5 Language of Social Studies
(LoSS) English language learners communicate information, ideas and
concepts necessary for academic success in the content area of
Social Studies.
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Language vs. Content Language proficiency revolves around the
language associated with the content areas Academic achievement
reflects the knowledge and skills associated with the content. WIDA
ELP standards focus on academic language; Academic standards focus
on academic content.
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Content Objectives vs. Language Objectives
Slide 61
61 Performance definitions frame the levels of English Language
Proficiency ENTERING BEGINNING DEVELOPING EXPANDING 1 2 3 4 5 6
Native-like Proficiency BRIDGING
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What are Language Objectives? Language Objectives are the
language demands of the content class. They state how a student
will be able to express in English what he/she has learned.
Language objectives focus on: Language functions: Such as - define,
describe, explain, classify, compare, summarize, etc. Language
structures: Such as - questions, tense, writing a simple sentence
(compound/complex), writing a paragraph, etc. Academic vocabulary :
Such as - discipline specific, word forms
Slide 63
Language Objectives Language Objectives answer the questions:
What language do students need to complete the assigned task? Where
are the learners relative to the language expectation? Ex. Is the
ELL a novice, has some experience? How much scaffolding is
necessary? What strategies will help make this language accessible?
Ex. Advanced organizers, use of cognates, cooperative groups, peer
teaching, etc.
Slide 64
Language Objectives WHY? Support students language development
Teach all students to meet the academic language requirements
specific to the content area Promote differentiated teaching
Required by ALSDE
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Academic Language: The Key to Academic Success ACADEMIC
LANGUAGE: ACADEMIC LANGUAGE: the vocabulary and semantics of a
particular content-area literacy. Fundamental to academic success
in all domains; A primary source of ELLs difficulties with academic
content across grades and domains; Often still a challenge after
students achieve proficiency on state language proficiency tests;
Influences ELLs performance on all assessments.
Slide 66
Components of Academic Language Vocabulary used across academic
disciplines: Breadth Breadth knowing the meanings of many words,
including many words for the same, or related, concepts; Depth
Depth knowing multiple meanings, both common and uncommon, for a
given word; Understanding complex sentence structures and syntax
typical of formal writing styles; Written vocabulary (distinct from
oral vocabulary); Understanding the structure of argument, academic
discourse, and expository texts (how to participate in a debate, or
how to organize a lab report).
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Other aspects of academic language relate to the text:
Organization of expository paragraphs; Function of connectives
(such as therefore and in contrast); Wide range of vocabulary that
appears far more often in text than in oral conversation; Specific
academic vocabularythe words necessary to learn and talk about
academic subjects (analyze, abstract, estimate, observe).
Components of Academic Language
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Why do students fail to acquire academic language? Lack of
exposure to appropriate books and to people who use academic
language; Lack of opportunities to learn and use academic language;
Lack of systematic, explicit instruction and sufficient and
supportive feedback. (Scarcella, 2003)
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Performance Definitions
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Levels of Language ELP Standard Sample Grade Level Cluster
General Language Specific Language Technical Language The language
of Mathematics K-2in alltotalsum The language of Language Arts
3-5personcharacterprotagonist The language of Science
6-8kneekneecappatella The language of Social Studies
9-12peoplepopulationdemographics
Slide 71
Performance Level Definitions & Model Performance
Indicators Language Proficiency (Performance Level Descriptions) 1
Entering 2 Beginning 3 Developing 4 Expanding 5 Bridging PLs L 1 L
2 L 3 L4 L 5 Linguistic Complexity Vocabulary Usage Language
Control
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CAN DO Descriptors
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How Can the WIDA Standards Help Me Write Language Objectives?
What is the Format of a language objective? Language function +
content stem + language support Language function content
stemlanguage support PointACOSUsing pictures LabelParts of a
cellUsing a word bank SummarizePlotGraphic organizer
CompareMitosis/MeiosisVenn diagram MatchFood chainWith a partner
InventMulti-step equations In a small group
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Strategies that Work Supports Scaffolds Best Practices English
Noise
Slide 75
Whats Wrong Here? T: Who can name one of the three types of
rocks we studied yesterday? S:Igneous. T:Right. Igneous rock comes
from volcanoes. Who can tell me another type? S:Sed-,sedi-,
sedimentary. T:Thats right. This type of rock is a result of little
bits of rocks and sand pressing together in layers over time.
Slide 76
Our teachers come to class, And they talk and they talk, Til
their faces are like peaches, We dont; We just sit like cornstalks.
A classroom described by a Navajo child
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What Works With ELs Knowing your students Active Learning
Environment Effective Scaffolding Comprehension Checks (OFTEN)
Cooperative Learning/Flexible Grouping Developing L1 and L2 skills
Supportive Learning Environment Differentiate Instruction: Equal
isnt Fair Peer Support
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Comprehensible Input
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Language Objectives Provide opportunities for ALL students to
use academic language everyday, in all four language domains.
SPEAKING LISTENING READING WRITING
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All you need is a little more GROU:Group Work VI:Visual Support
MO:Movement MA:Manipulatives MU:Music
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Movement Order of Operations
http://www1.teachertube.com/viewVideo.p
hp?video_id=9684&title=Cheer_for_the_O rder_of_Operations
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Lab Safety Video - Visual
http://www1.teachertube.com/viewVideo.p
hp?video_id=5987&title=lab_safety
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Learning with Music & Visuals Circle Song
http://www1.teachertube.com/viewVideo.p
hp?video_id=38335&title=Circle_Song_2 Photosynthesis Song
http://www1.teachertube.com/viewVideo.p
hp?video_id=49549&title=Photosynthesis _Song
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http://www.nj.gov/educ ation/njpep/pd/ell_main
stream/part_three/index.html Video of teachers in NJ teaching
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Food Chain Game http://www.sheppardsoftware.com/
content/animals/kidscorner/animald iet/carnivore.htm
http://www.sheppardsoftware.com/ content/animals/kidscorner/animald
iet/carnivore.htm
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Parent Involvement
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The Home-School Connection Research shows that small group
instruction by highly competent specialist does not produce reading
gains comparable to those that result from parental involvement
programs. (Catherine Brown, 2008)
Slide 88
Did You Know? According to a review of recent research
published by the Southwest Development Laboratory (2002), students
whose parents are actively involved in their education NO MATTER
their income or background are more likely to: Attend school
regularly Earn higher grades/test scores & enroll in higher
level classes Be promoted, pass their classes/earn credits Have
better social skills, show improved behaviors, and adapt to school
Graduate and go on to post-secondary education
Slide 89
Maximize Parental Involvement Gather background and cultural
information Communicate openly & often Be welcoming and
informative Give language and cultural support to parents Provide
programs that involve EL parents inside the classroom &
school
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TRANSACT www.transact.com
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Translation Never use computer translation Do not use students
for translation Transact Remember confidentiality issues when using
community resources for translation Communicate with parents in a
language they can understand HICA is a supportive organization that
can help 942-5505 Birmingham Islamic Society
Slide 92
Family Night for English Learners
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Points to Consider: 1. Translating invitations 2. Advertising
3. Location 4. Food 5. Interpreters How many? 6. Childcare 7. Time
8. Transportation 9. Cooperative Activities for parents and
students
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94 The solution to English Language Learner underachievement
will come, in great part, from better mainstream classroom
instruction. ELL support teachers must begin to see their role as
supporting mainstream teachers as much as supporting English
language learners. (Adapted by Tim Boals, based on National
Research Council conclusions, 1997)
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QUESTIONS
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It is our professional obligation to find ways to address the
needs of all students in our classrooms. We do not select our
students and we cannot change them. Rather, we have to consider the
influences of our own practices and change these practices if they
do not adequately meet students needs. Kersaint, Thompson, Petkova,
2009
Slide 97
RESOURCES Gay, G. (2000). Culturally responsive teaching:
Theory, research, and practice. New York: Teachers College Press.
Jameson, J.H. (1998). Enriching content classes for secondary ESOL
students (National Edition). Washington, DC: Center for Applied
Linguistics and Delta Systems. Kersaint, Gladis, Denisse R
Thompson, Mariana Petkova. (2008). Teaching mathematics to English
language learners. Routledge. Richards, H. V., Brown, A. F., and
Forde, T.B. (2004). Addressing diversity in schools: Culturally
responsive pedagogy. Tempe, AZ: National Center for Culturally
Responsive Educational Systems. Retrieved 12 July, 2010, from
www.nccrest.org/Briefs/Diversity_Brief.pdf.www.nccrest.org/Briefs/Diversity_Brief.pdf
