Supporting the needsSupporting the needsof Limited Englishof Limited English

Proficient (LEP)Proficient (LEP)studentsstudents

Vicky BriosoVicky BriosoBilingual/ESOL , Title IIIBilingual/ESOL , Title III

CoordinatorCoordinator

Bilingual/ESOL Reading Resource TeachersBilingual/ESOL Reading Resource TeachersBarbara DayBarbara DayBunny FryeBunny Frye

Amalia Pares-PomerantzAmalia Pares-PomerantzVivian SuarezVivian Suarez

754-321-2965754-321-2965

The Office of English LanguageAcquisition in the U.S. Departmentof Education reports that between1990 and 2000, the population ofstudents learning English as a secondLanguage in America’s schools doubledfrom 2.2 million to 4.4 million. (Education Week 2003)

Broward CountyBroward CountyPublic SchoolsPublic Schools

StatisticsStatistics(February 2005)(February 2005)

276,185 studentsTotal Enrollment

Broward County

56 Languages168 Countries

Foreign Born StudentEnrollment

42,421

Broward CountyBroward CountyPublic SchoolsPublic Schools

(February 2005)(February 2005)

LEP Student Enrollment Monarch High School27,159 (13%) 193 (Total LEP)

Spanish 16,263 83Haitian-Creole 6,926 8Portuguese 1,127 91

others 11

Broward County

Broward CountyBroward CountyPublic SchoolsPublic Schools

(February 2005)(February 2005)

LEP Student Enrollment 36,714 (13%)

Spanish 16,609Haitian-Creole 6,988Portuguese 1,204

Broward County

What does What does ““EESSOOLL””mean?mean?

EEnglish for

SSpeakers of

OOther

LLanguages

What does “LEP” mean?

Limited

English

Proficient

PRIMARY OBJECTIVE OF THEPRIMARY OBJECTIVE OF THEESOLESOL PROGRAM... PROGRAM...

Help LEP studentsHelp LEP studentsdevelop competent levelsdevelop competent levelsof the English languageof the English languageto:to:• communicate in social settings• achieve academically in all content areas.• use language in socially and culturally appropriate ways.

Language Acquisition Is a Long-Term ProcessLanguage Acquisition Is a Long-Term Process

Language learning is a complex, multifacetedprocess that encompasses academic and

cultural knowledge as well asbasic communicative skills.

Di Tri Berrese

Uans appona taim uas triberrese: mamma berre, pappaberrere, e bebi berre. Levi inne contrinire foresta. NAISE AUS. (Nomugheggia) Uanne dei pappa,mamma, e beibi go tooda bice, afurghette locche di doore.

Multiple factors influence rates ofacquisition:

Educational background

1st language literacy level

Learning style

Cognitive style

What has been your experience with ELL?What has been your experience with ELL?

(Questionnaire)(Questionnaire)

Language AcquisitionLanguage Acquisition

asicasic

nterpersonalnterpersonal

ommunication ommunication

kills kills

ognitive ognitive

cademiccademic

anguageanguage

roficiencyroficiency

TimeframeTimeframe

Language AcquisitionLanguage Acquisition

Social language Skills in English

2 years

Academic Language Proficiency takes

From 5 to 7 years

LANGUAGE CLASSIFICATION

Aural/OralLanguage

ProficiencyTest

A1 A2 B1 B2 C1 C2Beginning Advanced

NewcomersNewcomersLow Level EnglishLow Level English

ProficiencyProficiencyA1-A2A1-A2

Students comprehendmore complex messagesthan they can produce.

“Silent Period”

ELL StudentELL Student ELL StrategiesELL StrategiesFollow simple commands

Point

Respond with movement

Use simplified speech

Use gestures/acting out

Use pointing

Use frequent repetition

Use props, visuals

Model/demonstrateInclude flash cards, pictures,Teach survival vocabularyModify text

A1-A2A1-A2

ELL studentsELL students ELL StrategiesELL Strategies

Basic/IntermediateBasic/Intermediate

One word responsesShort utterances

Use language in a relevant way

Ask questions that can be answered with yes/no and either/or responses

A2-B1A2-B1

•Yes/No - Are you hungry? Either/or - Is this a book or a pencil?•What is this? It’s a ________________•General Question -What is in your book bag?

Encourage lists of words

*Direct error correction for students at these stagesis inappropriate. You need to model/demonstrate thecorrect response in context.

ExamplesExamplesA2-B1A2-B1

Beginning of more fluentBeginning of more fluentVerbal CommunicationVerbal Communication B1-B2B1-B2

Respond in the form of morecomplex phrases and sentences.

ELL StudentsELL Students ELL StrategiesELL StrategiesThey will use theThey will use thelanguage more freelylanguage more freelywith peers.with peers.

Ask questions: Ask questions:

-why?-why?

-how?-how?

-describe...-describe...

-talk about...-talk about...

Use graphic organizers, visuals, objects,Use graphic organizers, visuals, objects,focus on key points. Review grade levelfocus on key points. Review grade levelvocabulary; use dictionary/thesaurus.vocabulary; use dictionary/thesaurus.

B1-B2B1-B2

TheEnemies ofLearning

KWhat we know

WWhat we want to know

LWhat we have learned

Venn Diagram

Different Alike Different

Graphic OrganizersGraphic Organizers

Video ClipGraphic Organizers

What makes this a successful strategyfor LEP students?

One Sentence Summary Frame Example

This article/information/story about _____beginswith the idea that ______________, develops theidea that _______________________, and ends bysaying _____________________.

Comparison Frame

____ (is, are) the same as _________ in severalways. First of all, ______________________.Secondly, _____________________________. Inaddition, ___________________________. Finally,_____________________. It is clear that _______and _______ are alike in many respects.

Intermediate/AdvancedIntermediate/AdvancedLevelLevel B2-C1B2-C1

• Students will use the language in social settings fluently.• They may have difficulties with abstract concepts.

ELL StudentsELL Students ELL StrategiesELL StrategiesParticipates in readingParticipates in readingand writing activitiesand writing activitiesto acquire newto acquire newinformation.information.

Use graphic Use graphic organizers to organizers to develop concepts. develop concepts.

Expand literacy Expand literacy

through content. through content.

Use audio books and read aloudsUse audio books and read aloudsto model and assist with theto model and assist with the

development of fluency.development of fluency.

B2-C1B2-C1

C-2

• Students will exit program• Monitored for two years

Advanced LevelAdvanced Level

ESOL Instructional Strategies MatrixESOL Instructional Strategies MatrixTHE SCHOOL BOARD OF BROWARD COUNTY, FLORIDA

BILINGUAL/FOREIGN LANGUAGE/ESOL EDUCATION DEPARTMENT – ESOLINSTRUCTIONAL STRATEGIES MATRIX

A.Methodologies/Approaches

B.Visuals

• GraphicOrganizers

A1 Total Physical Response (TPR)A2 Natural ApproachA3 Cognitive Academic Language Learning (CALLA)A4 Whole Language ApproachA5 Language Experience Approach (LEA)A6 Retelling a StoryA7 Activating Prior Knowledge B1 Flow ChartsB2 MapsB3 ChartsB4 GraphsB5 PicturesB6 Semantic Webbing/MappingB7 T-ChartsB8 Venn DiagramsB9 Story MapsB10 TimelinesB11 Computer/Software

E.ModifiedClass Work(Based on Levelof EnglishProficiency)

E1 Vary Complexity of AssignmentE2 One-on-One Instruction with Teacher or AideE3 Modify Nature of Assignment/Timing/SchedulingE4 Substitute Diagram for ParagraphE5 Use of Home Language for Instruction/Bil.DictionariesE6 Explain Key ConceptsE7 Repeat/Paraphrase/Slow DownE8 Vocabulary with Context CluesE9 Reading with a Specific PurposeE10 Use Simple, Direct Language (Limit Idioms)E11 Use all Modalities/Learning StylesE12 Provide Meaningful Language PracticeE13 Drills (Substitution, Expansion, Paraphrase,

Repetition)E14 Matching with VisualsE15 Unscramble Sentences, Words, VisualsE16 Categorize VocabularyE17 Context CluesE18 Outline Notes

• Other Audio/Visuals

C.Interactive Strategies

• CooperativeLearningActivities

D.Other InteractiveStrategies

B12 RealiaB13 Videos/Films/CD ROMB14 DemonstrationsB15 CaptioningB16 LabelingB17 Music/SongsB18 Jazz Chants/RapsB19 Cassettes-Music/Books

B20 Language Master C1 Peer BuddyC2 Small Group ActivitiesC3 Pairs and ThreesC4 JigsawC5 “Corners”C6 Think/Pair/ShareC7 Group Reports, ProjectsC8 Panel Discussions/DebateC9 Choral Reading/Read Around Groups D1 Field TripD2 K-W-L (Know/Wants to Know/Learned)D3 Role PlayD4 GamesD5 Dialogue Journals

F.MulticulturalResources

G.AlternativeAssessmentInstruments

E19 Directed Reading/Thinking Activity (DRTA)E20 Semantic Feature AnalysisE21 SQ3R (Survey, Question, Read, Recite, Review)E22 SummarizingE23 NotetakingE24 WordbanksE25 RepetitionE26 Question-Answer Relationship (QAR) _____________F1 Guest SpeakersF2 Use of Community ResourcesF3 Cultural SharingF4 Varied Holiday Activities G1 InterviewG2 Content RetellingG3 Content DictationG4 Cloze ProcedureG5 Graphic RepresentationG6 Student Self-rating and EvaluationG7 Teacher Rating ChecklistG8 Writing SampleG9 Group Testing / Flexible Setting

G10 Observation/AnecdotalG11 Portfolio

Modifications and Accommodations For Modifications and Accommodations For LEP Students:LEP Students:

•Flexible Setting (G-9)

•Flexible Scheduling (E-3)

•Limited Assistance in the Heritage Language(E-5)

•Use of Heritage to English Dictionary (E-5)

“Can make a difference”

If these students come to think of themselves as unique,free to choose their identity, to emphasize their racial

and ethnic group ties as much or as little as they wish,and if they come to understand that they belong in thecountry in which they live, they will have an excellent

chance of going far if they acquire solid skills.

Abigail Thernstrom and Stephan ThernstromNo Excuses:Closing the Racial Gap in Learning

RememberRemember…….... . .

Second Language Acquisition

The Use of Second Language Instructional Strategies

A Safe and Welcoming Place

For further assistanceFor further assistancecontact the bilingual/esolcontact the bilingual/esol

reading resourcereading resourceTeachers at:Teachers at:

754-321-2965754-321-2965