Transcript Presentation - San Antonio Writing Project

Shhh…..Not in this Class!
Conversation, Interaction and the
English language learner
By Nora Gonzalez
SAWP Teacher Consultant
[email protected]
San Antonio Writing Project Conference
2010
My Teaching Experience
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High School Graduate from Uvalde High School
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Bachelor of Science degree in Elementary Education
from Sul Ross State University
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Currently seeking a Master of Arts Degree in BilingualBicultural Studies at the University of Texas in San
Antonio
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21 Years of experience to include all grade levels K-6
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Teaching experience in Hawaii, Texas and Germany
(DoDDS)
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Currently English Second Language(ESL) teacher PK-5th
Fort Sam Houston ISD
“When I approach a child, he
inspires me in two sentiments:
tenderness for what he is and
respect for what he may
become.”
Louis Pasteur
Quick Write
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Write all that you know about
English language learners.
If you currently work at a school
how are these students serviced?
Who are our ELLs?
English language learners (ELLs) are a
diverse group of children, but they all face a
formidable challenge. Arriving in American
schools with little or no English, ELLs must
master academic subjects and a new
language at the same time, while struggling
to keep pace with English-proficient students.
From 2009 Institute for Language and Education Policy
Program Models
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English as a Second Language PullOut
English as a Second Language
Content Based
Dual Language Program
Transitional Bilingual/early exit
Transitional Bilingual/late exit
ESL Class Period
Key Terms
ELL (English Language Learner): an active learner of the
English language who may benefit from various types of
language support programs. This term is used mainly in the
U.S. to describe K–12 students.
ESL (English as a Second Language): formerly used to
designate ELL students; this term increasingly refers to a
program of instruction designed to support the ELL. It is still
used to refer to multilingual students in higher education.
LEP (Limited English Proficiency): employed by the U.S.
Department of Education to refer to ELLs who lack sufficient
mastery of English to meet state standards and excel in an
English-language classroom. Increasingly, English Language
Learner (ELL) is used to describe this population, because it
highlights learning, rather than suggesting that non-nativeEnglish-speaking students are deficient.
by National Council of Teachers of English 2008 http://www.ncte.org
Key Terms
Learner
English
language learner
Program
English as a
Second Language
LEP
Referred to those
students that have
not yet mastered
English
TELPAS
Texas English Language
Proficiency Assessment System.
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TELPAS is an assessment program for
students in Texas public schools.
Developed to meet federal testing
requirements of the No Child Left Behind
Act of 2001 (NCLB).
Texas must assess English language
learners annually in listening,
speaking, reading, and writing.
More on TELPAS
Texas English Language
Proficiency Assessment System.
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ELLs begin participating in TELPAS in
kindergarten and stop participating when their
language proficiency assessment committee
(LPAC) determines that they are proficient in the
English language.
For students in grades 2–12, TELPAS has oneday multiple-choice reading tests and holistically
rated assessments in listening, speaking, and
writing. TELPAS assesses the progress that
students are making in learning English.
Source: http://ritter.tea.state.tx.us
BICS and CALP
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Basic Interpersonal Communications Skills
(BICS)= playground English
Cognitive Academic Language Proficiency
(CALP)= academic language
Research indicates that it takes 5-7 years or
longer to develop the academic language.
Affective Filter
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Stephen Krashen- goups negative
influences under the term affective
filter.
These influences include anxiety, lack of
self-confidence, and inadequate
motivation to speak the second language,
any of these can retard acquisition by
keeping comprehensible input from
“getting through”.
Educating English Learners by Crawford 2004
Lev Vygotsky
Social Cultural Theory
The implications of Vygotsky theory are that
learners should be provided with socially rich
environments in which to explore knowledge
domains with their fellow students, teachers
and outside experts.
Vygotsky
In order to be proficient and productive students,
English-language learners (ELLs) need many
opportunities to interact in social and academic
situations. Effective teachers encourage their
students' participation in classroom discussions,
welcome their contributions, and motivate them by
such practices (Cazden, 2001).
Zone of Proximal Development
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ZPD refers to the distance or the
cognitive gap between what a child
can do unaided and what the child
can do with a capable peer or adult.
ELLs and Interaction
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According to Gibbons (2002) in a classroom
someone is talking and it is mostly the teacher by
lecturing or asking questions. This type of teacher
talk can deprive students of second language
acquisition.
Pica, Young and Doughty (1987) indicated that
the kinds of interaction that occur as speakers
clarify their intended meaning and speakers have
the opportunity to negotiate and reword
The Importance of Interaction and
Speaking for ELLs
Promotes:
•Comprehensible input
•Language development
•Social interaction in non-threatening setting
•Negotiation of meaning
•Lowering of Affective Filter
Most importantly- In order for students to develop
the language they need the opportunity to use it.
Communication Task Types
Modified from Pica, Kanagy and Falodun
from Tasks and language Learning:Integrating theory and practice
Task
Interaction
Requestersupplier
Goal
Information
Jigsaw
Yes
2 way
Convergent
All participants
share
information
Information
Gap
Yes
1 way>2
way
Convergent
Each participant
holds
information that
must be
requested
ProblemSolving
No
2 way>1
way
Convergent
Participants
start out with
information.
Decision
Making
No
2 way>1
way
Convergent
Participants
start out with
information.
Opinion
Exchange
No
2
way>1way
Not
Convergent
Participants
start out with
information
Effective Communication Tasks
Tasks that promote the most interaction include:
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Each participant holds a different portion
of information that needs to be
exchanged
Both students are required to request and
supply information to each other
Both students work towards the same
goal
Only one acceptable outcome.
Opinion Exchange
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Learners converse in discussion and
exchange ideas.
Example: Debates
Communication task.
Interaction not required
2>1 way communication
Problem Solving/Decision Making
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Students work towards one goal,
but can have several outcomes.
Example: Survival Exercise
Your plane crashes, you and your
teammates must decide on 12
useful items to keep in order to
survive.
Communication task.
Interaction not required
2>1 way communication
Information Gap
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One student holds information that
the other does not already know,
but needs to know in order to
complete a task.
Example: Questionnaires/Interview
Students can survey the group and
use the information they have
acquired to complete their task.
Effective communication task.
Interaction required
1>2 way communication
Jigsaw Activity
All participants share information
 2 way communication
 All students hold information and
request information in order to
complete the task.
 Example: Summary Jigsaw Activity
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Most effective communication task
Interaction required
2 way communication
Task
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Use the short biography of the different
person. You will team up with others that
have this same person.
With your new group you will take turns
reading and as a group work together to
create a summary using Marzano’s Rule
Based Summarizing.
You have about ten minutes to complete
the task and then you will regroup with
original group and share your one
paragraph summary about the person.
Steps in Rule-Based Summarizing
1.
2.
3.
4.
Take out material that is not important
to your understanding.
Take out words that repeat information
Replace a list of things with a word that
describes the things in the list (e.g..use
trees for elms, oak, and maple).
Find a topic sentence. If you cannot find
a topic sentence, make one up.
Questions
Works Cited
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Cazden, Courtney B. Classroom discourse the language
of teaching and learning. Portsmouth, NH: Heinemann,
2001. Print.
"Choosing and Using communication TAsks for Second
Language Instruction and Research." Tasks and
language learning integrating theory and practice.
Clevedon [England]: Multilingual Matters, 1993. Print.
Crawford, James. Educating English Learners Language
Diversity in the Classroom. Upper Saddle River: Bilingual
Education Serv, 2004. Print.
Gibbons, Pauline. Scaffolding language, scaffolding
learning teaching second language learners in the
mainstream classroom. Portsmouth, NH: Heinemann,
2002. Print.
Works Cited
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Marzano, Robert J., Debra Pickering, and Jane E.
Pollock. Classroom Instruction That Works
Research-Based Strategies for Increasing Student
Achievement. Alexandria: Association for
Supervision & Curriculum Deve, 2001. Print.
Mohr, Kathleen A.J., and Eric S. Mohr. "Extending
English-Language Learners'Classroom
Interactions Using the Response Protocol."
International Reading Association 60.5 (Feb.
2007): 440-50. Print.
National Council of Teachers of English. Web.
<www.ncte.org>.
Pica, Teresa, Richard Young, and Catherine
Doughty. "Impact of Interacton on
comprehension." TESOL Quarterly 21.4 (1987):
737-58. Print.
Texas Education Agency. Web. Winter 2010.
<http://ritter.tea.state.tx.us>.