Working with English Working with English Language Learners in the Language Learners in the

ClassroomClassroom

Session #1Session #1

English Language Learners & English Language Learners & MEME

English Language Learners & MeEnglish Language Learners & Me

English Language Learners & English Language Learners & MeMe

Welcome to the first session of our Welcome to the first session of our workshop about English Language workshop about English Language Learners. Today we will be talking Learners. Today we will be talking about the demographics of the state about the demographics of the state of Maine and how public school of Maine and how public school classrooms are being affected by classrooms are being affected by those changes.those changes.

TerminologyTerminology

LEP – Limited English ProficiencyLEP – Limited English Proficiency ESL – English as a Second LanguageESL – English as a Second Language ELL – English Language LearnerELL – English Language Learner ELD – English Language DevelopmentELD – English Language Development TOEFL – Test of English as a Foreign TOEFL – Test of English as a Foreign

LanguageLanguage TESOL – Teaching English to Speakers of TESOL – Teaching English to Speakers of

Other LanguagesOther Languages

EndorsementEndorsement

Endorsement Eligibility Pathway 2Endorsement Eligibility Pathway 2 (a) Earned a bachelor’s degree from an accredited college or (a) Earned a bachelor’s degree from an accredited college or

university, in accordance with Part I Section 4.4 of this rule;university, in accordance with Part I Section 4.4 of this rule; (b) Holds a valid Maine provisional or professional teaching (b) Holds a valid Maine provisional or professional teaching

certificate with a K-3, K-8, 5-8, 7-12, or K-12 endorsement;certificate with a K-3, K-8, 5-8, 7-12, or K-12 endorsement; (c) Completed a minimum of 15 semester hours in English as a (c) Completed a minimum of 15 semester hours in English as a

Second Language coursework;Second Language coursework; (d) Completed an approved course for “Teaching Exceptional (d) Completed an approved course for “Teaching Exceptional

Students in the Regular Classroom”;Students in the Regular Classroom”; (e) Passed content area assessment in accordance with Me. Dept. (e) Passed content area assessment in accordance with Me. Dept.

of Ed. Reg. 013; andof Ed. Reg. 013; and (f) Passed pedagogical knowledge and skills assessment at the (f) Passed pedagogical knowledge and skills assessment at the

appropriate grade level, in accordance with Me. Dept. of Ed. Reg. appropriate grade level, in accordance with Me. Dept. of Ed. Reg. 013, or successful completion of an approved alternative 013, or successful completion of an approved alternative professional studies program.professional studies program.

Home Language SurveyHome Language SurveyTO THE PARENTSTO THE PARENTS1.     What language do you MOST OFTEN use when speaking to your child?1.     What language do you MOST OFTEN use when speaking to your child?English                   French             PassamaquoddyEnglish                   French             PassamaquoddyVietnamese             Arabic              Khmer      Vietnamese             Arabic              Khmer      Spanish                  American Sign    SomaliSpanish                  American Sign    SomaliOther: (specify) ___________________________________Other: (specify) ___________________________________2.   What language did your child FIRST learn to speak?  2.   What language did your child FIRST learn to speak? 

___________________________________        ___________________________________        3.     What language does your child MOST OFTEN use when speaking to brothers, sisters, 3.     What language does your child MOST OFTEN use when speaking to brothers, sisters,

and other children at home?    ___________________________________ and other children at home?    ___________________________________ 4.  What language does your child MOST OFTEN use when speaking to you and other 4.  What language does your child MOST OFTEN use when speaking to you and other

adults in the home?  (grandparents, aunts, uncles, adults in the home?  (grandparents, aunts, uncles, guests)  ___________________________________ guests)  ___________________________________

5.    What language does your child MOST OFTEN use when speaking with friends or 5.    What language does your child MOST OFTEN use when speaking with friends or neighbors, OUTSIDE the home?   ___________________________________ neighbors, OUTSIDE the home?   ___________________________________

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* * TO THE TEACHER:   TO THE TEACHER:   (1)  If you have observed this student use a language other than English, please indicate (1)  If you have observed this student use a language other than English, please indicate

other language here:___________________________________________other language here:___________________________________________(2)  Was the child's first language development interrupted at some point in time due to (2)  Was the child's first language development interrupted at some point in time due to

adoption, relocation of family or similar event that might suggest second language adoption, relocation of family or similar event that might suggest second language usage? ____Yes     ___Nousage? ____Yes     ___No

LAU PLANLAU PLAN

A Lau plan, named after the landmark A Lau plan, named after the landmark Lau vs. Nichols U.S. Supreme Court Decision of 1974Lau vs. Nichols U.S. Supreme Court Decision of 1974, is an , is an equal access plan that protects English Language Learners equal access plan that protects English Language Learners (ELLs). The plan describes what a school district will do:(ELLs). The plan describes what a school district will do:

   to identify its ELLs, to identify its ELLs, to design an effective program reflective of their needs, to design an effective program reflective of their needs, to employ appropriate English-as-a-second-language or to employ appropriate English-as-a-second-language or

bilingual personnel (or both), bilingual personnel (or both), to align the instruction of ELLs to state and local content to align the instruction of ELLs to state and local content

standards, and standards, and to provide ongoing authentic assessments to ascertain their to provide ongoing authentic assessments to ascertain their

growth in English language proficiency and in the growth in English language proficiency and in the comprehension of academic content. comprehension of academic content.

Standards for ELLStandards for ELL

Maine is a member of the WIDA Maine is a member of the WIDA (World-Class Instructional Design and (World-Class Instructional Design and Assessment) Consortium.Assessment) Consortium.

We have adopted and use the WIDA We have adopted and use the WIDA Comprehensive ELP StandardsComprehensive ELP Standards

There are five English Language There are five English Language Proficiency Standards.Proficiency Standards.

English Language English Language Proficiency StandardsProficiency Standards

English language learners English language learners communicate:communicate:

- for Social and Instructional purposes within the school setting.- for Social and Instructional purposes within the school setting.- information, ideas, and concepts necessary for academic information, ideas, and concepts necessary for academic

success in the content area of Language arts.success in the content area of Language arts.- information, ideas, and concepts necessary for academic information, ideas, and concepts necessary for academic

success in the content area of Mathematics.success in the content area of Mathematics.- information, ideas, and concepts necessary for academic information, ideas, and concepts necessary for academic

success in the content area of Science.success in the content area of Science.- information, ideas, and concepts necessary for academic information, ideas, and concepts necessary for academic

success in the content area of Social Studies.success in the content area of Social Studies.

Language DomainsLanguage Domains

ListeningListening SpeakingSpeaking Reading Reading WritingWriting

The Continuum of Second Language AcquisitionThe Continuum of Second Language Acquisition http://www.wida.us/standards/elp.aspxhttp://www.wida.us/standards/elp.aspx

WIDA Resource GuideWIDA Resource Guide

WIDA Standards also include “Can WIDA Standards also include “Can Do” descriptors which provide a good Do” descriptors which provide a good starting point for working with ELLS starting point for working with ELLS and for collaboration. and for collaboration.

The Standards Resource Guide offers The Standards Resource Guide offers examples of supports, topics and examples of supports, topics and genres and other helpful tools.genres and other helpful tools.

The goal is to help English The goal is to help English Language LearnersLanguage Learners

and to do this you need to think and to do this you need to think about both content knowledge and about both content knowledge and language knowledge;language knowledge;

you also need to consider the role you also need to consider the role that language plays in culture; andthat language plays in culture; and

you need to consider the needs of you need to consider the needs of every student in your classroom.every student in your classroom.

What defines Language?What defines Language?

Language has structureLanguage has structure Language is dynamicLanguage is dynamic Language is complexLanguage is complex Stress, pitch, rhythm, and intonation Stress, pitch, rhythm, and intonation

can change language meaningcan change language meaning

LanguageLanguage

What languages do you speak? How does your use What languages do you speak? How does your use of language change in your daily life?of language change in your daily life?

For example….For example….Do you speak differently when you talk with your Do you speak differently when you talk with your

friends as compared to how you speak in class?friends as compared to how you speak in class?Do you listen in a different way when you are in Do you listen in a different way when you are in

class?class?Do you read a novel and a textbook the same way?Do you read a novel and a textbook the same way?Do you write differently in an email as compared Do you write differently in an email as compared

with other written communication?with other written communication?

Culture and LanguageCulture and Language

Think about it - language is connected to Think about it - language is connected to one’s identity as an individual and as a one’s identity as an individual and as a member of a cultural group.member of a cultural group.

There are many elements of culture - There are many elements of culture - language is just one element. As an language is just one element. As an educator you need to understand the educator you need to understand the students and families in your classroom.students and families in your classroom.

Language Skills and the Language Skills and the English Language LearnerEnglish Language Learner

BICS – Basic Interpersonal BICS – Basic Interpersonal Communication SkillsCommunication Skills

CALP – Cognitive Academic Language CALP – Cognitive Academic Language ProficiencyProficiency

How do we use language?How do we use language?

Language is used differently in Language is used differently in different settings:different settings:

Can you define “social language”?Can you define “social language”?

Can you define “academic language”?Can you define “academic language”?

Social language vs. academic Social language vs. academic languagelanguage

When using social, or informal, English in daily When using social, or informal, English in daily conversation, it’s possible to communicate by conversation, it’s possible to communicate by using slang and without using English in a using slang and without using English in a grammatically correct waygrammatically correct way

You can be understood without using:You can be understood without using: articlesarticles prepositionsprepositions sophisticated vocabularysophisticated vocabulary pronoun referencepronoun reference

What is academic What is academic language?language?

Academic language is:Academic language is: the language used in the classroom and workplacethe language used in the classroom and workplace the language of textthe language of text the language assessmentsthe language assessments the language of academic successthe language of academic success the language of powerthe language of power

Note: To see an extended introduction to academic language, look at chapters Note: To see an extended introduction to academic language, look at chapters 4 and 5 of the Doing What Works’ Digital Workshop about 4 and 5 of the Doing What Works’ Digital Workshop about

Teaching Reading to English Language LearnersTeaching Reading to English Language Learners..

Why is academic language so Why is academic language so important?important?

Students who master academic language are Students who master academic language are more likely to:more likely to: be successful in academic and professional be successful in academic and professional

settingssettings Students who do Students who do notnot learn academic language learn academic language

may:may: struggle academically struggle academically be at a higher risk of dropping out of schoolbe at a higher risk of dropping out of school

Language defines usLanguage defines us

Has anyone ever corrected your Has anyone ever corrected your pronunciation of a word either directly or pronunciation of a word either directly or indirectly? How did that make you feel? indirectly? How did that make you feel? How would it make you feel in front of a How would it make you feel in front of a room full of peers?room full of peers?

What can I do as an What can I do as an educatoreducator

What are some of the What are some of the activities/strategies could you use activities/strategies could you use to: to:

(1)(1) increase comprehensibility, increase comprehensibility,

(2)(2) increase student interaction, and increase student interaction, and

(3)(3) increase the complexity of student increase the complexity of student thinking on a topic? thinking on a topic?

Supports for learningSupports for learning

What sensory supports can you use?What sensory supports can you use? What graphic supports can you use?What graphic supports can you use? What interactive supports can you What interactive supports can you

use?use?

Upcoming sessionsUpcoming sessions

The role of the ESL teacher.The role of the ESL teacher. Writing language objectives.Writing language objectives. Creating a language plan to Creating a language plan to

compliment your lesson plan.compliment your lesson plan.