Note: this PowerPoint presentation is copyrighted by the Center for Applied Linguistics, 2006.

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20%

30%

40%

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60%

70%

80%

90%

ELL enrollment

Total K-12 enrollment

ELLs represent the fastest growing segment of the student population in U.S. schools

Rate of total K-12 and ELL enrollment growth: US, 1992/1993 to 2002/2003 (NCELA)

There were over 1.5 million Grades 6-12 English

language learners in the U.S. according to the

2000 Census.

(Migration Policy Institute, 2005)

ELLs in U.S.

More LEP adolescents are native-born, not foreign born

43 27 30

51 41 8

53 18 29

45 30 25

43 11 46

0 10 20 30 40 50 60 70 80 90 100

Percent LEP students by generation

United States

California

Colorado

Illinois

North Carolina

1stgeneration

2ndgeneration

3rdgenerations+

Source: Migration Policy Institute, 2005

ELLs are Diverse

• First language (L1)

• Educational background

• Literacy levels in L1 and English

• Entrance age in U.S. schools

• Living situation

• Culture

• Socioeconomic status

• Expectations for schooling

• Life experiences

… and more

ELL students enter the classroom with a variety of difference experiences including:

Languages Spoken by ELLs at HomeUnited States Total

Spanish 70.0

Vietnamese 3.3

French 3.2

Chinese languages 2.6

Korean 1.7

German 1.7

Miao, Hmong 1.3

Tagalog 1.3

Russian 1.1

French Creole 1.1

 

Percent speaking 10 top languages 87.2

Source: Migration Policy Institute, 2005

Goals for ELL Middle and High School ELLs

Proficiency in social and academic English

High school graduation or the equivalent

Post-secondary options

Social vs. Academic English

Social English

• Day to day use

• English associated with survival

Academic English

• Language used for schooling

• Specific terms, phrases, and ways of writing

Common Needs of Secondary ELL Students

Programs to develop academic English and build knowledge of content subjects

Effective instruction with attention to subject-specific language use

Teachers trained to teach academic literacy and incorporate ESL methods

Ways to assess their knowledge accurately

To help our middle and high school English language learners, we need to know where they are on the path to academic literacy.

English Language Learner 1

Eva left Russia at 14 where she was a good student. She also studied French in school. Her parents were university educated. Eva entered a 9th grade program in the U.S. with sheltered content courses and content-based ESL classes. Within 2 years, she exited the ESL program and was a top student in the school as a senior.

Academic Literacy

Eva’s Story

English Language Learner 2

Felipe attended school each year in a rural area of Nicaragua, but usually only about 5 or 6 days per month. The distance from his home, bad weather, and farming responsibilities kept him out of class. At 12, he came to the U.S. and he enrolled in middle school. After 3 months, he is struggling with his adjustment to school, English, and content subjects.

Academic Literacy

Felipe’s Story

English Language Learner 3

Graciela, from Mexico, came to the U.S. at age 5. She spoke Spanish at home and went to kindergarten and 1st grade classes taught primarily through Spanish. In 2nd grade, she was switched into a class taught in English. Her family moved and 4th grade was in a Spanish classroom. In 6th grade, she speaks a mixture of Spanish and English, but isn’t making academic progress.

Academic Literacy

Graciela’s Story

Diagnostic Assessments

Diagnostic tests should assess:• Native language literacy

• English oral skills

• English literacy, especially academic literacy

• Content knowledge

Current ChallengesMiddle and high school teachers underprepared to

help secondary ELLs

Few curricula and materials for students learning English while studying different school subjects

Few accelerated courses to help students catch up

Students tested in English before they know English well

Adolescent ELL Literacy ResearchProcesses of second language (L2) literacy development

are qualitatively different from processes of native language (L1) literacy development.

L2 literacy development takes time (often 4-9 years to reach proficiency in academic literacy)

Processes of L2 literacy development are influenced by a number of variables that interact with each other (i.e., L1 literacy, L2 oralcy, SES, and more).

Effective Instructional Practices

Build and activate background knowledge and vocabulary

Include attention to language in every lesson

Unlock reading and writing processes and comprehension strategies

Exploit the relationship between oralcy and literacy development

The SIOP Model

A means for making grade-level academic content (science, social studies, math) more accessible for ELLs while at the same time promoting their English language development.

The practice of highlighting key language features and incorporating strategies that make the content comprehensible to students.

Sheltered Instruction Observation Protocol

Video

The SIOP Method: Sheltered Instruction for Academic Achievement

Moving to the New World

Robin Liten-Tejada’s Advanced Beginner ESL, 6th Grade Social Studies Lesson

What Did the SIOP Teacher Do?

“Advanced beginners”• Start school year as “beginners”

• Currently, at end of school year:Read a little bit

Speak

Are able to do some writing

What Did the SIOP Teacher Do?

Incorporated Comprehensible Input Techniques

• Visuals, gestures, slower and simpler speech, hands-on materials, and writing key terms and student responses

• Cooperative grouping

• Activities for academic oral language practice

What Did the SIOP Teacher Do?

Built and Activated Background for Students

• By connecting to students’ personal experiences

• By connecting to past lessons

• By focusing on academic vocabulary

The SIOP Model

Preparation• language and content objectives

Building Background• vocabulary development, student connections

Comprehensible Input • ESL techniques

Strategies• metacognitive and cognitive strategies

Academic Literacy Development(Echevarria, Vogt, & Short, 2004)

The SIOP Model

Interaction • oral language

Practice & Application • practice all 4 language skills

Lesson Delivery• meet objectives

Review & Assessment • review vocabulary and concepts

(Echevarria, Vogt, & Short, 2004)Academic Literacy Development

SIOP Techniques

Teach Reading Processes

• By previewing the chapter’s visuals and headings

• By discussing the topic orally first

• By connecting to students’ schema

Newcomer Programs(Short & Boyson, 2004)

Newcomer programs can have many of the following characteristics: • Distinct from regular ESL

• Instructional strategies for literacy development and sheltered instruction

• Orientation to U.S. schools and culture

• Appropriate materials, especially for students with no/low literacy & limited formal schooling

• Experienced teachers and paraprofessional

• Various time frames and locations

• ESL or bilingual design

Bilingual Programs

Content courses taught through native language of students

ESL classes

Maintenance of native language literacy

Various time frames

Fewer at secondary levels

Dual Language and Two-Way Immersion Programs

Additive bilingualism

Languages separated for instruction

Mix of native English and native target language speakers

Grade-level curricula

Long-term commitment

Sheltered ProgramsContent taught through sheltered instruction

techniques

Modified curricula, materials, and time frames

Professional development for all teachers of ELLs in sheltered instruction

ESL classes

Sheltered Program Models Include Two Types of Classes

Content-based ESL

ESL teachers incorporate content objectives, themes, vocabulary from subject areas into ESL lessons; prime focus on language development, background building

Sheltered Instruction

Teachers teach grade-level academic content (e.g., science, history, math) through special strategies while at the same time promoting language development; prime focus on covering content curricula

The SIOP Model: Sheltered Instruction for Academic Achievement

Functions of Cell PartsGerardo Hoyas’s Multi-grade, Multiple Proficiency Biology

Lesson

Video

Multiple Assessment Measures

In the video clip• Projects

Other options are• Demonstrations and Performances• Tests and quizzes• Oral assessments

How the SIOP biology teacherassessed what students learned

NCLB Affects ELLsSignificant achievement gap between ELLs and

other subgroups on state tests

Students assessed in English in most states before they are proficient in English

The definition of a highly qualified content teacher does not include knowledge of second language acquisition or ESL methods

Alternatives to Reduce Drop Out

Alternative high school programs for ELLs

Alternatives for high school exit exams

Appropriate programs, instruction, and assessments from the start

Pathways to Academic Success4-9 years of English language support

5- and 6-year high school plans that are promoted and not penalized (re: NCLB graduation rate)

Teachers with knowledge of second language development, ESL methods, and literacy instruction

Fiscal resources for adolescent literacy

High stakes decisions based on multiple measures of assessment

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