Transcript Slide 1

Information From the
U.S. Department of Education
http://dww.ed.gov/priority_area/priority_landing.cfm?PA_ID=6
AGENDA
1) Welcoming ELLs
2) Precedent for
Services
3) Who & Where are
they?
4) Cultural
Perspectives
5) Instruction
6) Teacher Helps
7) A Unique Challenge
A Hospitable Welcome?

How do you feel about students and families
who don’t speak English?

We all have preconceived ideas ranging from
intrigue/support to resistance/aversion.

Initial fears are NOT discrimination . . . it’s how
you respond to them that determines what you
do, say, and project.
AGENDA
1) Welcoming ELLs
2) Precedent for
Services
3) Who & Where are
they?
4) Cultural
Perspectives
5) Instruction
6) Teacher Helps
7) A Unique Challenge
Precedent for Services
In the Law



The Civil Rights Act of 1964—prohibits
discrimination (race, color, national origin, etc.) in
programs receiving federal funds.
EEOA of 1974 (Equal Educ. Opportunities Act)—
States must provide equal opportunity and take
action to overcome language barriers in school.
NCLB Act 2001 (No Child Left Behind)—States must
offer programs of intensive ESL instruction and test
annually for language proficiency progress.
AGENDA
1) Welcoming ELLs
2) Precedent for
Services
3) Who & Where are
they?
4) Cultural
Perspectives
5) Instruction
6) Teacher Helps
7) A Unique Challenge
Acronyms
LEP = Limited English Proficient
ELL = English Language Learner
ELLP= English Language Learner Plan
ESL = English as a Second Language
ESOL = English to Speakers of
Other Languages
TESL/TESOL = Teaching English to
Speakers of Other Languages
L1 = First Language (1L)
L2 = Second Language (2L)
Definition of LEP

any student whose native language is
not English or who comes from an
environment where a language other
than English is used
AND

is not proficient in the areas of
listening, speaking, reading, and
writing English, and this impedes
their success in school.
Interesting Fact:
Many LEP students are US citizens;
however, another language other than
English is used at home and in their
communities. When they enter school,
English is a foreign language to them.
Where are our LEP Students?
(as of January 31, 2008)
12%
Forest Zone
10%
Liberty Zone
Staunton River
Zone
78%
Forest Zone
Boonsboro
Elementary
10
Forest Elementary
25
New London Academy
9
Otter River
Elementary
0
Thomas Jefferson
Elementary
7
Forest Middle
11
Jefferson Forest High
7
Total
69
Liberty Zone
Bedford Elementary
0
Bedford Primary
1
Big Island Elementary
1
Thaxton Elementary
1
Montvale Elementary
0
Bedford Middle
3
Liberty High
3
Total
9
Staunton River Zone
Body Camp
Elementary
1
Goodview Elementary
Huddleston
Elementary
3
0
Moneta Elementary
Stewartsville
Elementary
Staunton River Middle
0
2
Staunton River High
Total
4
1
11
Our ESL Staff
In the Forest Zone
69 Students
Joyce Metallo @
Boonsboro Elementary
Forest Elementary
Michelle Wesbrook @
Thomas Jefferson Elementary
New London Academy
Otter River Elementary*
Forest Middle School
Jefferson Forest High School
* No Students at this time
Our ESL Staff
In the Liberty and Staunton River Zones
20 Students
Amy Wycoff @
All Elementary Schools
All Middle Schools
All High Schools
* No Students at this time (BES, HES, MonetaES, MontvaleES)
Role of the ESL Teacher



The Main Objective is to teach an ESL curriculum
which follows the SOLs for English Language
Proficiency adopted by the VDOE.
Support classroom teachers by teaching content
vocabulary for the general education curriculum
Inclusion support in the general education
classroom
Other Duties










Diagnose and monitor language proficiency of ELLs
Create ELLP and implement w/in committee
Liaison with parents, classroom teachers, guidance counselors and
test coordinators, school nurses, social services, school
administrators, and county supervisors
Keep ESL student records for VDOE audit
Assist teachers with supplemental materials
Translation—phone calls, parent conferences, SCT & IEP meetings,
correspondence, etc.
Administer year-end English Proficiency Test and proctor districtwide and SOL assessments for LEP students
Supervise practicum students, interns, student teachers, etc., from
area colleges
Revise teaching schedule as student population changes
Itinerant travel to all schools served
Who are ELLs?
No two ELLs are alike:
 A variety of factors bring ELLs to our
schools.
 ELLs have different academic
experiences in their native language.
 Family situations of ELLs vary
greatly.
Who are the Families?







Business Professionals (CFOs, Global Quality
Experts, Nuclear Physicists, Engineers)
Professors, Pastors, Missionaries
University Students
Restaurant Owners and Workers
Construction Workers
Beauty Technicians (Nail, Hair, etc.)
Meat Production, Orchard, and Farm Workers
Languages in Bedford County
LEP and Bilingual Students








Arabic
Chinese
Dutch
French
German
Italian
Japanese
Korean








Kriol
Laotian
Romanian
Russian
Spanish
Tagalog
Urdu
Vietnamese
AGENDA
1) Welcoming ELLs
2) Precedent for
Services
3) Who & Where are
they?
4) Cultural
Perspectives
5) Instruction
6) Teacher Helps
7) A Unique Challenge
The Science of Linguistics


Linguistics is the study of language and
culture
What is language?
 Decoded sounds and symbols with
meaning
 Imbedded with socio-cultural values
Socio-linguistics



People who learn and effectively use a second language
adopt a new culture, value system, and worldview. This
takes courage!
The brain functions in unique ways regarding language,
using both mathematical and artistic processes and
enabling inductive and productive linguistic skills.
Bi- and multi-lingual people have many more active brain
cells than mono-linguals.
BICS vs. CALP
Basic Interpersonal Communication Skills
* Conversational Proficiency
* Usually developed in 1-2 years
Cognitive Academic Language Proficiency
* Grade-level appropriate academic
language
* May take 5-10 years to develop
(Jim Cummins)
Factors Influencing L2
Acquisition
Age of the student
 Limited or interrupted schooling and
literacy in first language
 Family and home circumstances
 Cultural adaptation

by Judie Haynes
One of the roles of ESL teachers is to help mainstream staff
members unlock cultural puzzles by teaching strategies that
help them understand the role culture plays in the behavior
and learning of ESL students. Enjoy the reprint of my Spring
2003 column for Essential Teacher.
At the end of the school year, a new Korean student
came to my classroom with a message from his firstgrade teacher. It said that the student had repeatedly
insisted that he was 8. My colleague wanted to know
why an 8-year-old had been placed in her class when the
other students were all 7. I explained to the student that
Americans count birthdays differently than Koreans do.
In the United States, he was 7 years old. (In Korea,
everyone becomes a year older on the Lunar New Year.)
Several explanations later, the last one by his father, the
child tearfully exclaimed in Korean, “What! I lost a year!
I'm only 7 years old in the United States!”
Cultural Adjustment

Most 2Ls go through periods of cultural adjustment.




Honeymoon phase—everything is new and exciting
Disorientation phase—feel they don’t fit in and can’t
express or be themselves
Adjustment phase—begin balancing their old life with
the new one and gain more confidence
Adoption phase—realize there are differences in their
old and new culture, and they accept and feel
comfortable in both
Cultural Observations



Academic Culture—abilities in literacy vs.
oral communication
Family literacy and academic expectations
Group orientation vs. independent
learning
 Competition
 Cooperative learning vs. cheating
Cultural Observations, cont.



Sight words vs. phonics
Formal vs. informal academic cultures
Identity based in religious/cultural norms
 Food, clothing, same-gender education
 PE, art, music, etc.
Cultural Observations, cont.





Personal space
Time and Attendance
Behavior and Discipline
Exhaustion factor
Social and medical needs
AGENDA
1) Welcoming ELLs
2) Precedent for
Services
3) Who & Where are
they?
4) Cultural
Perspectives
5) Instruction
6) Teacher Helps
7) A Unique Challenge
Types of Instruction




Itinerant Teachers
English-only
vs. Bilingual
Pull-outs and
Inclusion
Accommodations
Stages of Second Language
Acquisition
Preproduction
•Minimal
Early Production
•Limited
Speech Emergence
•Good
Intermediate
Fluency
Advanced Fluency
•Excellent
(Stephen Krashen)
comprehension
•Nods “Yes” and “No”
comprehension
•Uses 1-2 word responses
comprehension
•Uses simples sentences
•Frequent Errors
comprehension
•Few Errors
•Near-native
speaker proficiency
Testing—SOLs

ELLs are required to take SOLs. For 2007-2008,
they have the following exemptions:
 Reading—exempt within the first 12 months
of school in the US
 Writing and History/SS—have a one-time
exemption
 Math—no exemption, but may use Plain
English version if English level is 1 or 2
 Science—no exemption, but scores do not
count against district for up to 11 semesters
 End-of-course—No exemptions
AMAOs

Annual Measurable Achievement Objectives are
raised each year by the USDE and the VDOE






Reading/Language Arts
Math
Science
English Progress
English Proficiency
2006-07
2007-08
73%
71%
NA
35%
25%
77%
75%
??
40%
30%
Classroom and Testing
Accommodations

LEP students receive accommodations for their
classroom work and tests as well as on districtwide and standardized tests.







Sufficient time for assignments and tests
Small groups
Assistance with and repeating directions
Tests read aloud or given orally
Open-book or take-home tests
Bilingual dictionaries
Some LEP students have an IEP
Test Practice !!!
Solve this Math Problem
메리는 그녀의 집에 많은 사과 나무가
있다. 1 일 그녀는 5개의 사과를 모은다.
다음날에, 그녀는 3개의 사과를 모은다.
마지막 일에 그녀는 7개의 사과를 모은다.
얼마나 많은 사과를 메리는 3 일 후에 가?
Now Solve This One
María tiene muchos manzanillos en su
casa. Un día ella recoge 5 manzanas. Al
día siguiente, ella recoge 3 manzanas. En
el último día ella recoge 7 manzanas.
¿Cuántas manzanas recogió María después
de los 3 días?
How About This One?
Mary has many apple trees at her house.
One day she collects 5 apples. The next
day, she collects 3 apples. On the last day
she collects 7 apples.
How many apples does Mary collect after
3 days?
Teach Language



Teach the academic language of your
classroom.
Create Language Objectives to
accompany Content-area Objectives.
Provide opportunities for students to use
language in the classroom.
Make It Fun !!


http://www.esl4kids.net/printable/CVC_Ma
tch.pdf
http://www.esl4kids.net/printable/Subject
_Verb_Gramminoes.pdf
Example #1:
Social Studies
Content Objective = to understand the
period of the 1920’s and the women’s
rights movement
Language Objective = to use the terms
could and couldn’t, did and didn’t to
make comparisons.
Example #2:
Science
Content Objective = to understand the
sequential pattern of an experiment and
how one step affects another
Language Objective = to use if-then
statements to explain the steps of the
experiment
Example #3:
Math
Content Objective = to comprehend the
difference between two or more
polygons
Language Objective = to use the terms
greater than, less than, similar, and equal
to in classifying polygons
Example #4:
Language Arts
Content Objective = to learn how to
express persuasive opinions
Language Objective = to use the
sentence starters “I think” and “In my
opinion” to express opinions
Grading Helps

Evaluating LEP students is especially difficult when they
receive many accommodations for their work.

Teachers may use progress codes on report cards rather
than letter grades to reflect students’ progress.

As fewer accommodations are needed, letter grades may
be introduced to reflect students’ true abilities.

Students cannot be penalized for lack of English;
however, they can fail for lack of effort, not completing
assignments, etc. Neither should students receive all ‘A’s
unless this is a true reflection of their independent
academic ability. Adjust accommodations accordingly.
Assessment Codes
Examples:
S = Satisfactory
P = Progressing
N = Needs Improvement
U = Unsatisfactory
* = Modified Instruction—ESL
I = Incomplete (secondary schools)
AGENDA
1) Welcoming ELLs
2) Precedent for
Services
3) Who & Where are
they?
4) Cultural
Perspectives
5) Instruction
6) Teacher Helps
7) A Unique Challenge
Comprehensible Input






Speak slowly and clearly, not loudly.
Pause between sentences or thoughts.
Repeat, rephrase, and paraphrase.
Use key words frequently.
Avoid idioms or slang.
Accompany speech with gestures and
facial expressions.
Reduce Anxiety






Create a comfortable learning environment.
Be respectful of the student’s language and
culture.
Teach basic routines.
Teach US cultural norms & behavior.
Teach classroom expectations.
Discipline as appropriate.
Contextual Clues






Label classroom objects.
Use visuals whenever possible.
Reinforce oral discussion with key words
in writing.
Write legibly in print.
Allow for “wait time.”
Provide textbooks even if they cannot yet
understand them.
Active Participation






Connect learning to prior knowledge.
Design activities that encourage hands-on
participation of all students.
Design multi-sensory lessons.
Take advantage of the benefits of
cooperative learning.
Vary student groupings.
Encourage mothers to volunteer.
Helpful Sources

Classroom Kits






Picture dictionaries
Bilingual dictionaries
Content picture dictionaries
Word Study for ELLs
Rosetta Stone
Houghton-Mifflin Reading Text

ELL CD Rom (on FES Network)
Volcanoes
The selection tells how volcanoes are formed and what
makes them erupt. The earth is made up of layers of rock. The
top layers are called the earth’s crust. Deep below the crust, there
is melted rock called magma. Volcanoes form when there are
cracks in the earth’s crust. Magma pushes up through the cracks,
causing an eruption. The hot magma that pours out is called lava.
When the lava cools, it hardens into rock.
The earth’s crust is broken into huge pieces called plates.
Most volcanoes erupt in places where two plates come together.
There are underwater volcanoes, too. When they erupt, they can
grow high enough to form islands.
There are four kinds of volcanoes. Shield volcanoes have
gentle slopes. Cinder cone volcanoes look like upside-down ice
cream cones. Most volcanoes are composite or strato-volcanoes.
Volcanoes are formed by layers of cinder, ash, and lava. The last
kind of volcano is a dome volcano. Its sides are made of very
thick lava.
Volcanoes that do not erupt anymore are extinct, or dead.
The eruption of Mount St. Helens in 1980 shows how destructive
an eruption can be.
ELL 1–8 Selection Summary Grade 5 Theme 1: Nature’s Fury
Master ELL 1–8 Volcanoes
Copyright © Houghton Mifflin Company. All rights reserved.
Other Helps






Planning Sessions
Remediation Classes
After-school help
Outside tutoring
Summer School
On-Line Resources
Professional Development

ESL courses:





Liberty University
Randolph College
George Mason University
On-line Courses
VDOE support for classes
AGENDA
1) Welcoming ELLs
2) Precedent for
Services
3) Who & Where are
they?
4) Cultural
Perspectives
5) Instruction
6) Teacher Helps
7) A Unique
Challenge
A Unique Challenge

English Language Learners are required to learn English
AND master content-area concepts simultaneously.
INTEGRATE
Content-Area Instruction
&
Language Instruction
Encouraging Thoughts...
Classroom teachers hold a unique
position with the ability to develop
academic language proficiency
consistently and regularly as part of
the lessons they plan and deliver.
It IS Worth The Effort

A wise person once said that working with
ELLs can be quite “inconvenient.”
However, they WILL learn English . . . and
You will enrich their lives,
changing the world through them!