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Module 6: Addressing English Language Learners Hunter College School of Education
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Objectives for this Learning Module Orient you to the legal mandates for English as a second language services in the US and New
York State
Situate ELL academic achievement na=onally and locally
Describe the types of ESL instruc=onal models which exist in New York City public schools
Provide an overview of the types of ESL learners you might encounter in your classrooms
Discuss basic myths and reali=es of second language teaching and learning
Point you to key strategies for providing learning supports for ELLs to access content
Review principles of English language development as you design your language func=on for your learning segment with explicit aEen=on to craFing language objec=ves; and
Direct you to key readings and resources for further learning.
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What linguistic and cultural awareness is needed to begin to work effectively with ELLs?
Imagine spending every class at Hunter struggling to understand the content while instruction is delivered in a foreign language.
• What strategies or resources would you call upon?
• What effect would it have on your motivation?
Now imagine that you were able to make some sense of what was being taught...but the only way to demonstrate that understanding was through extended essay responses, in the foreign language.
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An English Language Learner (ELL) is a student that speaks a language other than English at home and scores below a state-‐designated level of proficiency in English upon entering the New York City public school system. While New York City refers to these students as ELLs, New York state refers to them as Limited English Proficient (LEP). They are legally entitled to specialized English language development services.
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What does the term “ELL” mean?
Identification and Testing of ELLs
• How are ELLs identified?
• Where can I find information on my ELLs such as level of proficiency, prior education, and biographical information?
• How are ELLs designated as English Proficient?
• What about accommodations for ELLs on state exams?
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Civil Rights Act of 1964, especially Title VI
Elementary and Secondary Education Act (ESEA)
The Bilingual Education Act of 1968 (Title VII of the ESEA)
Lau v. Nichols, 1974
Aspira Consent Decree, 1975
New York State CR Part 154
All school districts and therefore all teachers have a dual obligation in the law to serve English learners by:
Developing students’ English proficiency • English Language Development (ELD)
Providing meaningful access to academic content instruction • Sheltered Instruction
A brief legal history 6
① About 5 million students in the United States — 1 in 10 of all those enrolled in public schools — is an ELL, a 60% increase from 1996 to 2006 (versus a 3% overall increase).
② States with the largest percentages of ELLs: California (24.7%), Texas (14.8%), Arizona (13.8%), Colorado (10.6%), Illinois (9.0%), Florida (8.7%) and New York (7.6%)
③ The highest growth has been in the Southeastern U.S., where the ELL population has experienced a 200% increase over the past 15 years.
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What is the US ELL population?
① The majority of ELLs in the U.S. come from families in poverty (below the poverty threshold) or families with low income (below 200% of the poverty threshold).
② ELLs are more likely to have parents with less than a high school education, and in 2007 over 25% of immigrant children lived in households in which parents did not have a high school diploma.
③ 21% of children in immigrant families lived in poverty in 2007, and 49% lived in families with low incomes.
Poverty and ELLs
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① An early and persistent achievement gap exists between ELLs and their non-‐ELL peers.
② The achievement gap between ELLs and their non-‐ELL peers in NYC has been evident for many years in the state’s grade 3-‐8 math and ELA tests.
③ In 2011, only 12.4% of ELLs in grades 3-‐8 were proficient (scoring a 3 or 4) on the state ELA test.
④ In 2011, only 34.5% of ELLs in grades 3-‐8 were proficient (scoring a 3 or 4) on the state math test.
The ELL Achievement Gap
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Persistent gap in academic achievement for those from culturally and linguistically diverse groups: " Many teachers are underprepared to make content
comprehensible for ELLs. " Few teachers trained to teach initial literacy or
content-‐area literacy to secondary ELLs. " ELLs are tested in all subject areas well before they
reach proficiency in English " ELLs take 6-‐8 years to develop academic English and
during that time cannot lose years of content-‐area learning
The Need for Content to be Made Accessible
Who are ELLs in New York City?
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Student Subpopulation Type Key Characteristics of the Subpopulation
① The accelerated student • In U.S. 4 years or fewer • Schooling in native country excellent • Highly literate in L1
② The newcomer • In U.S. 3 years or fewer • May be on or behind grade level • Difficulty achieving proficiency milestones
③ Students with Interrupted Formal Education (SIFE)
• In U.S. 4 years of fewer • Schooling in native country was disjointed or has no formal
schooling • 3 or more grade levels behind in math • Slow acquisition of English
④ The long-‐term ELL (LTELL) • In U.S. 7 or more years • Usually orally proficient but struggle in reading/writing • Low literacy in L1 • Lack of credits earned per age (over-‐age student)
⑤ The ELL in special education (ELLSE) • May or may not be born in US • May receive special education for physical, social, emotional, or
learning differences • May have difficulties with social interaction, speech and hearing, or
cognitive processing
What are the characteristics of different types of ELLs?
Bilingual Education Programs Transitional or One-‐way Bilingual Education (TBE)
1-‐3 years of native language instruction for a small percentage of the school day. Fairly rapid phase-‐out of student’s native language. Studies have shown that English is the effective medium of instruction from 72 to 92% of the time in TBE.
Maintenance or Two-‐way Bilingual Education (BLE)
Native language instruction continues alongside English 50-‐50 throughout grades K-‐5 and occasionally continues on to secondary school. Goal is full bilingualism/biliteracy. BLE is an additive model.
Dual Language Education (DL) or Two-‐way Immersion
Language majority and minority students learn together as both languages alternate as the medium of instruction in the content areas. May be implemented as alternate days or as a greater percentage in early years and decreasing to 50-‐50. Additive model.
Bilingual Ed and Dual Language: Subtractive vs. Additive
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English Language Development (ELD) Programs (ESL/ESOL Programs)
Pull-‐out ESL
ELLs attend classes with mainstream students except for designated periods of English language instruction. ELLs are removed from their general education/mainstream classroom to work with the ESL teacher. Communication between mainstream and ESL teacher is essential.
Push-‐in ESL
Same as pull-‐out, except that the ESL lesson occurs in the mainstream classroom. Collaboration with class teacher may follow several models.
Co-‐teaching
ELLs receive lessons alongside mainstream/general education peers as classroom/content teacher and ESL teacher team teach.
ESL stand-‐alone/self-‐contained
In elementary schools, ELLs may be grouped together and receive all of their instruction from a dually certified teacher. In secondary schools, ELLs may receive a period of ELD a day from an ESL teacher, often as their ELA (English Language Arts) class.
ESL Programs
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Mandated State Services
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Students in bilingual programs or free-‐standing ESL programs must receive a certain number of periods of ESL a week based on their language and grade level as follows:
K-‐8 Beginner—2 periods a day (360 minutes per week) Intermediate—2 periods a day (360 minutes per week) Advanced—1 period a day (180 minutes per week)
9-‐12 Beginner—3 periods a day (540 minutes per week) Intermediate—2 periods a day (360 minutes per week) Advanced—1 period a day (180 minutes per week)
Students in bilingual programs must also receive 1 period of Na=ve Language Arts (NLA) per day.
However, students in many elementary se^ngs do not receive their mandated minutes due to ESL teachers being pulled into tes=ng and serving as covering teachers.
1. Learning two languages during the early childhood years is confusing to young children and should be avoided.
2. Children are faster language learners than adolescents or adults. 3. A great way for parents to support their ELL children is to try to use English at home as much
as possible.
4. Teachers need to know the native language of students in order to be able to effectively instruct them.
5. Students being able to speak in English is a good indication of their proficiency level in English. 6. English is one of the easier languages to learn. 7. Teachers should avoid simplifying reading materials for ELLs since the state tests will have
very challenging reading passages.
8. Effective teaching of ELLs is really just good teaching.
Agree or Disagree?
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1. Learning two languages during the early childhood years is confusing to young children and should be avoided.
2. Children are faster language learners than adolescents or adults. 3. A great way for parents to support their ELL children is to try to use English at home as much
as possible.
4. Teachers need to know the native language of students in order to be able to effectively instruct them.
5. Students being able to speak in English is a good indication of their proficiency level in English. 6. English is one of the easier languages to learn. 7. Teachers should avoid simplifying reading materials for ELLs since the state tests will have
very challenging reading passages.
8. Effective teaching of ELLs is really just good teaching.
These are all common myths that can lead to unsound instructional decisions
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Sheltering opens the door for ELLs to content learning.
Language teaching gets students through the door and beyond.
Sheltering Involves: • Content objectives • Knowledge of the linguistic demands of the content • Discourse adaptations • Text modifications
Language Teaching involves: • Language objectives • Knowledge of the linguistic demands of the required student activity • Instruction in grammar, vocabulary, L-‐S-‐R-‐W as they relate to the content demands
Access to Content and Language Learning
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Sheltered Content Instruction
1) Understanding the linguistic and background knowledge demands of the content
2) Adapting Materials 3) Modifying Teacher Talk 4) Building Background Knowledge 5) Seeking Cultural Connections
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Sheltered Content Instruction 1. Understanding the demands of content-‐area materials and tasks
Each content area has unique discourse features that make comprehension challenging
Effective presentation of content to ELLs requires teachers to consider what will be challenging about the content area materials and task
Be aware of common patterns that make learning difficulty for ELLs in this content area:
Social Studies: rushing through material to “cover” large time bands
Science: extensive use of “definitions” copied down but not used in student language production
Math: requests to solve word problems without recognition of multiple meanings of words
Literature: lexical density of readings which make texts incomprehensible
The language of the content area is often
invisible to those who live in it.
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In social studies, long sentences with multiple embedded clauses are common.
Frequent use of pronouns it and they as referents.
Use of non-‐referential “There are”
Cause and effect statements are frequent. Because there will be more people in the
world in the future, we will need more land on which to build towns and cities.
Various verb forms are used: “I found Rome a city of bricks and left it a
city of marble.” Augustus is supposed to have spoken these words as he lay dying. He was Rome’s first emperor, and started the first of its great building programs. He claimed that he had had over 80 temples rebuilt.
Social Studies
Discourse Features
Cont ent
Consideration: ELLs may have no
background “schema” to draw on to make sense of
topics, such as the American Revolution
Asset: ELLs may bring personal geographical, political, and societal experiences that can be related to the
topic being taught
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Science
Discourse Features
Cont ent
Consideration: ELLs greatly benefit from
experiments and demonstrations
that are witnessed and then transposed into writing, and the opportunity to talk with partners
Use of passive voice
Nominaliza=on (turning ac=ons into noun forms, e.g. the???
Long noun phrases serving as subjects or objects
If…then construc=ons and logical connectors (if, because, however, consequently)
The Calvin cycle is some=mes referred to as the “light-‐independent reac=ons” because, unlike the light reac=ons, it does not require light to begin. However, this does not mean that the Calvin cycle can con=nue running in a plant kept in the dark. The Calvin cycle requires two inputs supplied by the light reac=ons, ATP and NADPH."
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Mathematics
Discourse Features
Cont ent
Students are taught different
ways of setting up and solving
problems around the world—look
out for opportunities for your ELLs to
share the ways they’ve learned to
approach problems
Compara=ves: 6 is greater than 4 María earns six =mes as much as Peter Lin is as old as Roberto
Preposi=ons: (divided) into, divided by, 2 mul=plied by 6 and X exceeds 2 by 7
Passive voice: X is defined as a number greater than 7.
Reversals: The number a is five less than b.
Logical connectors: if…then If a is posi=ve then -‐a is nega=ve.
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Literature
Discourse Features
Cont ent
ELLs comprehend more readily
when the story is culturally familiar
or relevant
Less-‐used Vocabulary
Use of dialects and regional voice
Heavy use of idiomatic expressions, cliches, aphorisms
Time and voice shifts, differing points of view
Direct and reported speech
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Sheltered Content Instruction 2. Modifying Materials
Making reading and listening materials comprehensible so that ELLs gain access to the core content concepts is essential to promoting ELLs academic progress.
Some modifications include:
Adding a glossary Adding visuals Reducing text length (Abridging) Editing out portions of the text Creating a summary of key points Shortening sentence length Expanding in sections which require more explanation Providing native language translation Audio versions of text
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Ques8ons to ask yourself Considera8ons
What will I do when I speak to make my speech more easily understood and meaningful for my learners?
How will I know my input is comprehensible?
Modify your speech through text support, visual aids, gestures, expressions, body language, slower rate, repe==on, re-‐phrasing, facing students rather than the board, and word choice.
Assessment checks such as circula=ng, thumbs up/down, pencils up, response boards.
It’s always clear when a content teacher makes their talk comprehensible to their ELL audience.
Sheltered Content Instruction 3. Adapting Teacher Talk
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Sheltered Content Instruction 4. Building Background Knowledge
Sejong is a well known Daewang in Korea. Every
Korean school child knows about him.
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Rather than assume prior knowledge, build it
Henry the VIII is a well known Daewang in England. Every British school child knows about him.
Sejong is a well known Daewang in Korea. Every Korean school child knows about him.
Questions to ask yourself Considerations
What do my students already know about this topic? Do they have cultural knowledge or experiences that can bridge this content?
Look into and learn cultural references that can bridge your students’ learning.
What visual, graphic, video, music, map, drawing, etc. can convey important background information without words?
Always have visuals!
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Sheltered Content Instruction 5. Seeking Cultural Connections
How can students’ cultural “funds of knowledge” be accessed for student learning?
Consider:
Finding out the home countries and language heritage of your ELLs Learning to pronounce names and asking to be taught some expressions in
students’ home languages Posting word walls and classroom signage in multiple languages Finding materials/websites/dictionaries/translations of materials in students’
home languages Drawing students into conversations about cultural practices that differ (beyond
food and holidays), to include notions of time, politeness, attitudes towards the elderly, family obligations, male/female role expectations
Purposefully finding authors, stories, and texts that feature the home countries and neighborhoods of your ELLs
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English Language Development
English Language Development 1) Understanding the linguistic demands of the performance tasks
2) Targeting a language function
3) Developing Language Objectives
4) Structuring activities for student output
5) Designing vocabulary instruction
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English Language Development: 1. Understanding the linguistic demands of the performance task
Consider the oral and wriEen language by which students develop and express content understandings.
“Bricks and Mortar”
Bricks are the nouns, verbs, adverbs and adjec=ves that are rela=vely easy to explain to language learners. They convey most of the mee=ng of a text, we can usually show pictures or ac=ons that illustrate them, and they are the most easily learned. However, a text cannot be comprehended without mastery of the mortar, the language that holds the brick together and conveys the message.
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English Language Development: 2. Targeting a Language Function
Savignon (1983) describes a language function as “the use to which language is put”.
Most of what we say is for a specific purpose. Whether we are apologizing, expressing a wish or asking permission, we use language in order to fulfill that purpose. Each purpose can be known as a language function.
These functions require particular language forms to be enacted. For example, what language is involved in the function of “Making suggestions”?
In addition to creating situations that demand the function be used, teachers must also be prepared to explain and show students that there may be a large number of possible ways to fulfill each function of language.
The best way for teachers to identify the language needed for the
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Language Function chosen for the unit Could be drawn from:
the task (what language will kids need to use when they do the ac=vity in this lesson?)
student language learning needs (what language have I been no=cing kids need to work on?)
the language func=on targeted in Common Core (what language will kids need to work towards the specified language demand?)
Bloom’s Taxonomy and Webb’s Depth of Knowledge are good places to find Language Func=ons
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Imagine the content objective is for students to understand the differences between two: Characters (English), Problem-‐solving approaches (Math), Plant forms (Science), or Governments (Social Studies).
Then think about the language students will need to use in order to express that understanding. The best thing is to try to do the performance task yourself and then look back at the language there.
Language Objec8ves are not “created” but EXTRACTED from the tasks students need to perform in the lesson.
Language Objec8ves: Used to help focus the instruc=on and assessment on students’ understanding or produc=on of language. Breaks down the language func=on and makes it concrete for the teacher and the students. Useful for clarity around what language the teacher wants to see kids using in the lesson Useful for clarity around what language the teacher should be modeling and promo=ng in the lesson
Receptive language goals (listening or reading): Students will (listen or read) to identify X (language structure) such as Z (vocabulary) in Y (language function). Example: Students will read to identify transition words of contrast such as whereas, on the other hand in a
descriptive paragraph.
Expressive language (speaking or writing goal): Students will (speak or write) using X (language structure) to Y (language function) using Z (vocabulary). Example: Students will write using transition words of contrast to describe using whereas and on the other hand.
English Language Development: 3. Identifying Language Objectives
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Language Objective Examples Problema8c Language Objec8ves: Students will listen, speak, read and write for informa4on. (too broad) Students will apply their knowledge of the reading. (not developed enough) Students will write a persuasive essay. (too large for a lesson) Students will write down four interes4ng facts on post-‐its. (an ac4vity not a learning goal) Students will analyze characteriza4on in two short stories. (ELA not ESL) Students will learn the difference between famous and infamous. (vocab only)
Examples of Language Objec8ves: SWBAT to tell a friend they like their ouoit using a variety of compliments such as “I love that
sweater” “that color looks great on you”. SWBAT use their knowledge of word roots to guess meaning of a group of words all star=ng with
“inter” in a reading passage. SWBAT talk to a partner about their predic=ons for a story using the phrases “I predict that…”
and “I think that…” and the future “will” tense. SWBAT write in the condi=onal form/ If then statements of “If I were the _____ then I
would________ ” and “If I were the _____ then I would not_____” in order to develop a persuasive speech.
SWBAT use listening skills to iden=fy the quali=es of tenement apartments such as “dank”, “cramped” and “crowded”.
SWBAT read in order to define the steps of how sound is produced using the words: waves, vibra=on, loud, soF.
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Once you are clear about the language forms you wish to hear students using in their talk or see students using in their wri=ng, you will beEer be able to model those forms in your examples, and require their use in students’ ac=vi=es.
Sentence starters, vocabulary banks, prompts, and models are ways to make your expecta=ons about language use explicit to students and to support them
You will then be able to assess their use and provide correc=ve feedback on not just content but language as well.
English Language Development: 4. Structuring activities for student output of target language
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Why do so many ELLs struggle to acquire academic language?
English Language Development: 5. Designing Vocabulary Instruction
• Lack of opportunity to develop literacy in their first language • Lack of opportunity to learn and develop academic language
in classrooms due to insufficient:
School “reverence” for instructional time for ELLs Collaboration between ESL and classroom teachers Discourse adaptations made by classroom teachers Development of language objectives within lessons
Text modifications for ELLs
Attention to vocabulary
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Why focus on vocabulary
In order for teachers to make principled choices about teaching vocabulary, we need to understand:
what “vocabulary” is
how words are learned
what “knowing” a word means
how to select vocabulary to teach
ways to provide vocabulary instruc=on
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What is “a vocabulary”?
Vocabulary can consist of:
Variable phrases: It has come to ___attention that…
Phrasal verbs: throw + up
Idioms: let the cat out of the bag, kind of
Single words: tablecloth – coffee cup
Set phrases: ladies and gentlemen
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How words are learned
Multiple neural pathways to “retrieve” the word must be constructed-‐the more different pathways, the better
These neural pathways are deeply connected to personal encounters and experiences with the words
Multiple neural pathways to “retrieve” the word must be traveled frequently. 10-‐12 active retrievals are necessary for word learning.
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Why “knowing” a word in English is so complex
Knowing a word means knowing its:
• Multiple meanings • Connotations • Spelling • Pronunciation • Part of speech • Frequency • Usage • Collocations
And it needs to function in receptive and productive skills (listening, speaking, reading and writing)
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① Make sure to find out about which students in your class are currently receiving ESL services, and which ones have recently exited ESL.
② For those receiving services, find out their language proficiency profile: emergent through advanced. Determine whether they are stronger in speaking or writing skills. Find out their native language proficiency levels.
③ For each ELL, find out what type of ELL profile they fit: accelerated, newcomer, SLIFE, LTELL, ELLSE, etc.
④ Find out about the linguistic, cultural, and community “funds of knowledge” of your ELLs. Your ELLs bring in a wealth of knowledge you can draw out for the benefit of your curriculum and the class community.
⑤ Complete the chart with rich contextual and biographical information on your ELL students. This will convey to the scorers that you are committed to knowing and supporting these students in your instruction.
Thinking about your ELLs in your edTPA: Writing the Instructional Context
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① Use a lesson planning template that clearly shows your content AND language objectives as they fit within a single language function.
② Make sure that your language objectives do not simply present single words used only in your content area. Situate the vocabulary in usable chunks based on which statements students will need to make in speech or writing.
③ Look across your 3-‐5 lessons and make sure all of your language objectives move students towards a particular language function, and recycle rather than overload vocabulary that doesn’t get used.
④ Clearly identify the modifications and supports you will use to differentiate the learning tasks for your ELLs in your plan—these scaffolds are how you provide language supports for the language demands placed on students by the materials and tasks.
⑤ Provide access to ELLs with beginning levels of English proficiency with modified materials, especially including visuals to ensure their comprehension of the content.
⑥ Plan assessments that can enable you to assess your ELLs’ understanding of your content-‐area goals as well as moving towards the language function.
⑦ In your planning commentary, be prepared to cite literature on the teaching of your content area to ELLs to support your instructional decisions.
Thinking about your ELLs in your edTPA Task 1-‐Planning
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① Think about intentional grouping or pairing to make sure you can circulate to support your ELLs with beginning or intermediate English proficiency.
② Ensure that the language you want your ELLs to practice using is modeled, and required during the student learning tasks.
③ Capture how you encourage the development of content ideas as well as language skills.
④ Try to get video of student-‐to-‐student talk using the target language forms.
⑤ Plan to provide targeted feedback to your ELLs as they are engaged in the learning tasks and capture that on your video.
⑥ In your Instruction commentary, be prepared to cite literature on the teaching of your content area to ELLs to support your instructional decisions.
Thinking about your ELLs in your edTPA: Task 2-‐Instruction
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① Think ahead about how you will monitor your ELLs progress in the lesson and use of the targeted language forms during the lesson.
② Determine what evidence of both content learning and language use you can collect at the end of your learning segment for analysis—remember you can capture written as well as spoken artifacts by video or audio recording your students.
③ Ensure that you include ELL learning objectives in your analysis of overall class performance and of any ELLs that you’ve chosen to focus on as your target learners.
④ Remember that differentiated assessments (products) are sound practice for ELLs at all proficiency levels.
⑤ In your assessment commentary, be prepared to cite literature on the assessment of your content area to ELLs to support your instructional decisions.
Thinking about your ELLs in your edTPA: Task 3-‐Assessment
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Resources for English Language Learners
hUp://schools.nyc.gov/Academics/ELL/default.htm NYC DoE Informa=on and resources for teaching ELLs
www.colorincolorado.org Site for teachers and parents in English and Spanish
hUp://wida.us Home of “Can-‐Do” English language development standards and PD materials
hUp://www.teachthought.com/learning/50-‐incredibly-‐useful-‐links-‐for-‐ell-‐educators/ A helpful list of many ESL teaching resources sites
hUp://translate.google.com Not like human transla=on but great for a start and easy to copy/paste English text into, then choose an output language-‐almost all NYC languages represented
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Final Tips and Take Aways:
Collaborate with colleagues-‐How can ESL teachers work alongside classroom and content teachers?
Operate from a strengths-‐based perspec=ve-‐What are ELLs bringing to the classroom and what are they able to do in more than one language?
Consider the linguis=c challenges of content-‐area materials—what can you do to make content more accessible?
Think of vocabulary as word chunks rather than single words. Plan for repeated exposure to and required use of targeted vocabulary/language
Integrate language goals with content area tasks—what do students need to do with language to express their learning of your content? How can those performance tasks shape your language supports?
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