Amber Stenson

October 10, 2016

CISL 655 – 131

Applied Research Project

Part I:

1. Prepare an integrated content-based lesson

Instructor: Amber Stenson

Subject: Reading/Language Arts & Social Studies (American History)

Grade: 9-12

Date: 9/7/16

I. Rationale: This lesson will allow students to access their prior knowledge of various vocabulary terms and historical events, practice their speaking/writing/listening/reading skills, apply context clues/illustrations to enhance comprehension, as well as provide students with the opportunity to work with/share ideas in a small group setting.

II. Standards: TESOL

a. Goal #1 – Use English to communicate in social settings.

i. Standard 1: Use English to participate in social interactions.

ii. Standard 2: Interact in, through, and with spoken and written English.

iii. Standard 3: Use learning strategies to extend communicative competence.

b. Goal #2 – Use English to achieve academically.

i. Standard 1: Use English to interact in the classroom.

ii. Standard 2: Use English to obtain, process, construct, and provide subject matter information in spoken and written form.

iii. Standard 3: Use appropriate learning strategies to construct and apply academic knowledge.

c. Goal #3 – Use English in socially and culturally appropriate ways.i. Standard 1: Use the appropriate language variety, register, and genre

according to audience, purpose, and setting.

ii. Standard 3: Use appropriate learning strategies to extend sociolinguistic and sociocultural competence.

III. Objectives:

a. Use prior knowledge, context clues, and illustrations to determine meaning in vocabulary terms and to enhance comprehension through speaking, listening, writing, and reading in a small group setting.

b. Demonstrate knowledge and comprehension of vocabulary terms and American history through reading, listening, speaking, and writing.

Lesson Development:

c. BR: Picture Walk of Henry’s Freedom Box

d. Homework Assistance

e. Read Aloud of Henry’s Freedom Box

f. Closure: Discuss reading and vocabulary terms

IV. Homework: None

V. Assessments:

a. Teacher Observation

VI. Instructional Strategies:

a. Small groups

b. Read Aloud

c. Visual Scaffolding

d. Preview/Review

e. Realia

VII. Materials/Resources:

a. Henry’s Freedom Box

b. Pencils

c. English/Spanish Dictionaries

d. Paper

e. Post-It Paper

VIII. Modifications:

a. Provide English/Spanish dictionaries

2. Prepare and conduct a pre-test

Name: ____________________

Date: _____________________

Period: ___________________

Pre-Test

Directions: Use the word bank to complete the definitions with the correct vocabulary word.

Word Bank:

Baggage Clerk Job Quilt Tree Birthday Deck Lid Road WavesBoss Factory Mail Slave WheelBox Field Market Supper WindCar Freedom Master Tobacco Worker

1. A __________ is a person who is the property of and wholly subject to another; a bond servant.

2. __________ is the state of being free or at liberty rather than in confinement or under physical restraint.

3. The day of a person’s birth is called their __________.

4. __________ is air in natural motion, as that moving horizontally at any velocity along the earth's surface.

5. A __________ is a plant having a permanently woody main stem or trunk, ordinarily growing to a considerable height, and usually developing branches at some distance from the ground.

6. An open place or a covered building where buyers and sellers convene for the sale of goods is called a __________.

7. __________ is the prepared leaves, as used in cigarettes, cigars, and pipes.

8. A bedspread or counterpane, especially a thick one is called a __________.

9. A __________ is an owner of a slave, animal, etc.

10. __________ is the evening meal, often the principal meal of the day.11. A piece of work, especially a specific task done as part of the routine of one's occupation

or for an agreed price is called a __________.

12. A __________ is a building or group of buildings with facilities for the manufacture of goods.

13. __________ is a person who employs or superintends workers; manager.

14. A __________ is a laborer or employee.

15. A container, case, or receptacle, usually rectangular, of wood, metal, cardboard, etc., and often with a lid or removable cover is called a __________.

16. Letters, packages, etc., that are sent or delivered by means of the postal system is called __________.

17. Trunks, suitcases, etc., used in traveling; luggage are called __________.

18. A __________ is the part of an elevator, balloon, modern airship, etc., that carries the passengers, freight, etc.

19. __________ is an open, unroofed porch or platform extending from a house or other building.

20. __________ are a disturbance on the surface of a liquid body, as the sea or a lake, in the form of a moving ridge or swell.

21. A removable or hinged cover for closing the opening, usually at the top, of a pot, jar, trunk, etc.; a movable cover is called a __________.

22. A __________ is a circular frame or disk arranged to revolve on an axis, as on or in vehicles or machinery.

23. A long, narrow stretch with a smoothed or paved surface, made for traveling by motor vehicle, carriage, etc., between two or more points; street or highway is called a __________.

24. A __________ is a person employed, as in an office, to keep records, file, type, or perform other general office tasks.

25. A __________ is an expanse of open or cleared ground, especially a piece of land suitable or used for pasture or tillage.

3. Teach the lesson

4. Prepare and conduct a post test

Name: ____________________

Date: _____________________

Period: ___________________

Post-Test

Directions: Use the word bank to complete the definitions with the correct vocabulary word.

Word Bank:

Baggage Clerk Job Quilt Tree Birthday Deck Lid Road WavesBoss Factory Mail Slave WheelBox Field Market Supper WindCar Freedom Master Tobacco Worker

1. A __________ is a person who is the property of and wholly subject to another; a bond servant.

2. __________ is the state of being free or at liberty rather than in confinement or under physical restraint.

3. The day of a person’s birth is called their __________.

4. __________ is air in natural motion, as that moving horizontally at any velocity along the earth's surface.

5. A __________ is a plant having a permanently woody main stem or trunk, ordinarily growing to a considerable height, and usually developing branches at some distance from the ground.

6. An open place or a covered building where buyers and sellers convene for the sale of goods is called a __________.

7. __________ is the prepared leaves, as used in cigarettes, cigars, and pipes.

8. A bedspread or counterpane, especially a thick one is called a __________.

9. A __________ is an owner of a slave, animal, etc.

10. __________ is the evening meal, often the principal meal of the day.11. A piece of work, especially a specific task done as part of the routine of one's occupation

or for an agreed price is called a __________.

12. A __________ is a building or group of buildings with facilities for the manufacture of goods.

13. __________ is a person who employs or superintends workers; manager.

14. A __________ is a laborer or employee.

15. A container, case, or receptacle, usually rectangular, of wood, metal, cardboard, etc., and often with a lid or removable cover is called a __________.

16. Letters, packages, etc., that are sent or delivered by means of the postal system is called __________.

17. Trunks, suitcases, etc., used in traveling; luggage are called __________.

18. A __________ is the part of an elevator, balloon, modern airship, etc., that carries the passengers, freight, etc.

19. __________ is an open, unroofed porch or platform extending from a house or other building.

20. __________ are a disturbance on the surface of a liquid body, as the sea or a lake, in the form of a moving ridge or swell.

21. A removable or hinged cover for closing the opening, usually at the top, of a pot, jar, trunk, etc.; a movable cover is called a __________.

22. A __________ is a circular frame or disk arranged to revolve on an axis, as on or in vehicles or machinery.

23. A long, narrow stretch with a smoothed or paved surface, made for traveling by motor vehicle, carriage, etc., between two or more points; street or highway is called a __________.

24. A __________ is a person employed, as in an office, to keep records, file, type, or perform other general office tasks.

25. A __________ is an expanse of open or cleared ground, especially a piece of land suitable or used for pasture or tillage.

5. Results:

For part one, I determined to plan and implement a lesson that integrated reading/language arts and social studies. It was designed for my four ELL students at the high school level at Hedgesville High School. The reading/language arts aspect largely focused on vocabulary and reading comprehension through context clues. The social studies component was American history, specifically, slavery. During the process of planning and implementing the pre-test, lesson, and post-test, there was one central area that I was concerned with and found to be challenging, determining the content of the lesson. This was difficult, because each of the four students were on different English levels. The four students ranged from extremely low to very high. Therefore, conducting a lesson that would be challenging to some, but not too difficult for others was very key and one of my main goals.

During the pre-test, all of the students were able to have anything read to them if they chose, and were also allowed to use the Spanish/English dictionaries to translate any words within the definitions that they did not know or understand. After conducting the pre-test, the results showed that the majority of the students did not comprehend most of the vocabulary terms and definitions. The student with the highest English level, scored the highest on the pre-test. This student identified the correct terms and definitions of 18 out of 25 vocabulary words listed. However, the other three students identified between 2 to 4 out of 25 terms and definitions correctly. The results of the pre-test were somewhat unexpected. Although I was aware that most of the students were lower-level English speakers, I selected words from the text that were generally common. I did not expect them to score very high, but I was anticipating them to be familiar with more of the vocabulary terms than they were. That was an obvious misjudgment on my part.

As a result of the pre-test, I made changes to the lesson in order to focus more intensively on the vocabulary comprehension. During the lesson, I began by conducting a picture walk of the text with the students. I encouraged the students to use the illustrations and draw from their prior knowledge to make predictions about the story. This portion of the lesson went very well. The students were engaged and everyone actively participated. Next, I did a read-aloud of the story with the students. I stopped to identify all of the targeted vocabulary terms. The students used the illustrations, context clues, and their prior knowledge to help them understand the vocabulary terms, as well as to comprehend the story. This portion of the lesson went very well also. The students did a great job of being involved and really demonstrated to me that they were working hard to understand the terms, story, and historical significance. Finally, as a closure, I went over all of the vocabulary terms and definitions with the students again. I used large post-it paper to write out all of the terms and definitions. The students read the terms and definitions together, and practiced writing the terms. As we went over each word, the students underlined key words in each definition that served as context clues to help them identify the targeted vocabulary terms. Overall, I would say that the lesson was a success. The students were all equally, engaged participants.

During the post-test the students were given the same test as the pre-test, and were given the same accommodations as well. All students were able to have anything read to them if they chose, and were provided with a Spanish/English dictionary to translate any words, within the definitions only, that they did not know or understand. After conducting the post-test, I saw a huge improvement in the students’ understanding of the targeted vocabulary terms and definitions. The student with the highest English level, scored a 100%. The other three students did remarkably better also. One student who went from 4 out of 25 correct on the pre-test, identified 23 out of 25 correctly on the post-test. Another student went from 3 out of 25 correct on the pre-test, to 17 out of 25 correct on the post-test. The last student, who was also the student with the lowest English level, had to have the post-test modified slightly. Instead of completing all 25 terms and definitions as on the pre-test, which this student previously got a 2 out of 25 correct on, the post-test was shortened to a list of only 15 terms and definitions. Following this modification, the student identified 9 out of 15 correctly.

In terms of validity and reliability related to the pre-test and post-test, I believe that there were some discrepancies. First, in regard to the pre-test, the fact that there was a language barrier that limited the students in their immediate ability to understand the terms and definitions that they were reading affected the students’ ability to demonstrate their actual understanding of the meaning of the vocabulary terms, definitions, and concepts. Although they were able to use the Spanish/English dictionaries to translate unfamiliar words, that was not enough to create a cohesive understanding, or make connections between terms and definitions. However, on the post-test, this discrepancy was nearly negated for three of the four students, as they had extensively studied the vocabulary terms and definitions, and they were able to apply recently learned historical contexts to grasp the meaning/concepts of the various terms and definitions. Second, in regard to the pre-test, although the students had been somewhat familiar with American history, many of them did not grow up in the states. Therefore, their knowledge on the topic of American slavery was limited as well. With that being said, the students’ scores on the pre-test reflected that fact, and should not be considered an accurate indication of their overall understanding of the concept of slavery or the related terms. Third, in regard to the post-test, because not all of the students were

required to identify the same number of vocabulary terms and definitions, not all of the students’ scores can be generally compared without relativity and acknowledgement of the modifications.

In relation to validity and reliability, there are often times, limitations in the ways and number of ways in which assessment practices can be effectively/accurately applied to ELL students. One of the largest and most obvious limitations is caused by the language barrier. This prevents educators from getting a complete understanding of what an ELL student may actually know, but is unable to communicate to the instructor. It also limits how well an educator is able to communicate content to an ELL student. Most possibilities for assessment practices for ELL students are centered around implementing appropriate modifications, observation, anecdotal records, performance sampling, and portfolios. Combined, these will ensure a more accurate and effective indication of ELL student learning, knowledge, and skills.

For the lesson that I planned with my four high school ELL students, testing and modifications impacted student learning. The pre-test results demanded that I make modifications to the lesson, as well as to the post-test for one of my students. The modification that I made to the lesson was to do a more extensive and intensive study of the vocabulary terms/definitions by creating the vocab chart. Also, instead of just using the context clues within the story to create meaning and understanding of the story, vocab, and historical concepts, I had the students apply the practice of using context clues to deciphering the vocabulary definitions. This allowed the students to gain a better understanding of the vocabulary terms and definitions, which enhanced their performance on the post-test. The modification that I made to the testing for the student with the lowest English level, allowed the student to focus on learning and understanding a fewer amount of terms and definitions. This modification gave the student a better opportunity to show what they were able to learn, and lessened the student’s feeling of being overwhelmed.

As a whole, it is my opinion that the pre-test, lesson, and post-test provided the students and myself with a successful learning experience.

Part II:

1. Literature Review

ESL History:

In the online article History of English Language Teaching, written by Dimitrios Thanasoulas, all of the major ESL teaching methods of the past and present are introduced and explained. The first method mentioned in the article is the Direct Method. This method focused on classroom instruction conducted in the target language, using an inductive approach to grammar, only teaching vocabulary (concrete vocabulary through pictures and objects, and abstract vocabulary through association of ideas). The second method mentioned in the article is the Audiolingual Method. This method focused on mimicry/memorization of set phrases, teaching structural patterns by means of repetitive drills, using no grammatical explanation,

learning vocabulary in context, using tapes/visual aids, pronunciation, and immediate reinforcement of correct responses. The third method mentioned in the article is Suggestopedia. This method largely focused on the creating a comfortable environment to enhance students’ ability to be “suggestible” to learning the targeted new language. The fourth method mentioned in this article is the Silent Way. This method focused on the aspect of the teacher being silent, while the students were independent and worked together to solve language problems. The fifth method mentioned in the article is Strategies-Based Instruction. The method included a list of ten strategies to be used to promote language learning. The last method to be mentioned in the article is Commutative Language Teaching. This method consists of three basic principles, including focusing on all components of commutative competence, viewing fluency/accuracy as complimentary principles to commutative techniques, and using language in unrehearsed contexts. In regard to current practices, some of these methods have been viewed as unproductive. However, many of these methods, while not entirely incorporated have been reutilized in current practice methods.

In the online article A Brief History of ESL Instruction: Theories, Methodologies, and Upheavals, written by Joan Taber, the article gives insight into practices of English Language Learning from the past and present. The author begins by noting that ESL instruction is always changing, finding “new” and “better” methods formed/discovered by “experts.” Second, the author discusses past methods, described in the text as Theory-Free Methodology. The central method named and described it the text in this section is the Grammar Translation Method from the turn of the 19th century to the 1940s, which consists heavily of written work and repetition drills. The author states, that although this method has proven to be largely ineffective, it is still used and applied today in Europe, Asia, and the Americas. Third, the author then moves on to discussing the theory-based methods pre-behaviorism from the 19th century. These methods mentioned include, The Series Method and the Direct Method. Both of these methods involved learning language through the same processes in which a child would acquire their first language. Fourth, the author discusses behaviorism methods, describing the Audiolingual Method. Fifth, the author discusses Universal Grammar Methods from the 1960s and 1970s. The author explains Community Language Learning, Suggestopedia, The Silent Way, and Total Physical Response. Sixth, the author talks about the Monitor Model of Language Acquisition from the 1980s, along with its five hypotheses. Seventh, the author describes the Commutative Method from the1990s. Historically, the article shows the often and how many changes have been made in the area of language learning. In regard to current practice, the author notes that eclecticism is a significant approach. This method allows teachers to use aspects of many methods to achieve language learning.

The online article The History of ESL from the website yourdictionary.com, briefly discusses the growth of ESL education from the British Empire, to the America, to the rest of the world. The author begins by describing how as the growth of the British Empire grew, there was a need for better communicative ability among the various peoples. So, the British Empire began sending teachers overseas to teach English. With this new education, a bilingual approach was taken. Next, the author discusses ESL in the United States. The author mentions how during the 19th and 20th centuries immigrants were able to thrive in America without learning English, because of the prevalence of ethnic neighborhoods that held onto their native cultures. In relation, into the 1800s, bilingual or non-English instruction could be found in certain public and private school depending on the primary language of the given population. However, in 1906,

and act was passed that mandated all immigrants to speak English in order to become naturalized citizens. By the 1920s, the majority of states had issued English-only instructional policies. Although after WWII, during the 1950s to the 1980s, the importance of ESL education in the United States was beginning to be again realized. Currently, ESL education is widely considered as vital.

In the online article A Short History of ESL/Bilingual Education, written by Etienne A. Kouakou, the author discusses the growth and transformation of ESL/bilingual education in the United States. The author states that despite common understanding, bilingualism has been present in America since colonial times. Also, bilingual education was found at schools and institutions into the 1800s. Unfortunately, at the turn of the 20th century, the acceptance of this turned negative and a strong push for “Americanism” surfaced. However, the sentiment somewhat changed back to many recognizing the general importance of bilingual and ESL education from the 1960s to the present, with some setbacks of course, such as the AIR report and further ESL bilingual education criticisms. Nonetheless, there have been many significant strides in educational policy related to ESL and bilingual education.

ESL Research:

In the online publication of Research-Based Methods of Reading Instruction for English Language Learners, Grades K–4, written by Sylvia Linan-Thompson and Sharon Vaughn, the authors give insight into research-based strategies and methods that promote student learning in reading for ELLs. The text discusses and details some of the most effective instructional practices for teaching ELLs. The authors note seven research-based approaches, providing explicit skill instruction, providing student-centered activities, providing instructional strategies that enhance student learning, providing opportunities for practice, including systematic student assessment, and providing a balanced curriculum. Combined, these practices will promote a more cohesive learning experience for the student. In regard to current practice, all of these strategies are considered to be of the most effective in the area of English language learning.

In the online article Teaching English-Language Learners: What Does the Research Say?, published by the American Federation of Teachers, the text gives an in depth look at some of the prominent and various debates, research, data, statistics, and facts about English Language Learning in the United States. However, the text explains that there are major problems in the area of accurately presenting, “strong research into the educational attainment of English-language learners…” The problem lies largely with the, “absence of a well-defined set of program objectives,” which ensures that, “any research effort to assess success' of programs will encounter problems and difficulties from the start.” Due to the discord in agreement and understanding among ELL educational advocates, the text states that the best way to promote student learning in ELLs and to choose a program model for teaching is to consider the demographics, student characteristics, and the available resources. The 1998 summary report completed by the NRC shares that, “There is little value in conducting evaluations to determine which type of program is best. The key issue is not finding a program that works for all children and all localities, but rather finding a set of program components that works for the children in the community of interest, given that community's goals, demographics, and resources.”

In the online article What Does Research Tell Us About Teaching Reading to English Language Learners?, written by Suzanne Irujo, discusses some of the strategies that research by the National Literacy Panel has stated to be effective. The first strategy is teaching literacy in the

native language. Second, implementing the five essential elements of reading instruction. Third, implementing reading programs for ELLs that include intensive language development as well as instruction in literacy strategies and skills. Fourth, adjust instruction to meet ELL needs. Although these strategies are specifically talking about teaching reading to ELLs. They can be applied to other learning contents and contexts as well. That being said, the article continues by explaining how phonemic awareness, phonics, fluency, vocabulary, and comprehension connects to the importance of English Language Learning.

ESL Public Policy:

In the online article Inclusion or Exclusion? The ESL Education Debate, written by Grace Chen, the author discusses the public policy and debate surrounding the strategy of inclusion or exclusion of ESL students in the classroom. The call for full inclusion is mainly centered around the benefit of lower costs for schools. However, it is the opinion of many that this is not an effective learning strategy for ELL students or fluent speakers. With that being said, public policy mandates that ESL students become proficient in English, because they are required to meet state and national education standards. Also, public policy states that schools are legally required to provide learning support for ELLs. The debate comes when the question is brought up of how to meet these policies, inclusion or exclusion? The public policy in the school system here in Berkeley County combine the two principles. While students are included in the regular classroom for most of the day, ESL students are provided with an ESL teacher at every school that they meet with on a daily or weekly basis as needed.

The online article A Chronology of Federal Law and Policy Impacting Language Minority Students, published by the website ColorinColorado, explains how the major federal policies for ELL students has changed in the United States over time. From the 1920s-1960s, the federal public policy was English immersion. In 1963, the implementation of a two-way bilingual program in Florida prompts similar programs elsewhere. In 1964, under the Civil Rights Act: Title IV, federal public policy bans discrimination due to race, color, or national origin in the federally assisted programs. In 1968, federal policy is established for bilingual education for economically disadvantaged language minority students, funds are allocated to innovative programs, and a recognition is made of the unique educational disadvantages faced by non-English speaking students. In 1978, amendments are made to the Title VII to emphasize the strictly transitional nature of native language instruction, expand eligibility to students limited in English proficiency, and permit the enrollment of English-speaking students in bilingual programs. In 1982, amendments made to Title VII allow for some native language maintenance, provide program funding for LEP students with special needs, support family English literacy programs, and emphasize importance of teacher training. In 1988, amendments made to Title VII increased funding to state education agencies, expanded funding for "special alternative" programs where only English is used, established a three-year limit on participation in most Title VII, and created fellowship programs for professional training. In 1994, comprehensive educational reforms reconfigure Title VII programs, with provisions to reinforce professional development programs, increase attention to language maintenance and foreign language instruction, improve research and evaluation at state and local level, supply additional funds for immigrant education, and allow participation of some private school students. In 2001, the No Child Left Behind Act reauthorizes the Elementary and Secondary Education Act of 1965 and appropriates funds to states to improve the education of limited English proficient students by

assisting children to learn English and meet challenging state academic content and student academic achievement standards.

In the online article The Impact of English-Only Instructional Policies on English Learners, written by Patricia Gandara, the author discusses the how the English-Only movement and educational policy of many school systems, in three states in particular, in the past has affected student learning for ELLs. Supporters of the movement believed that total English immersion would increase academic achievement and scores for ELL students. However, the article states that after these policies had been put in place, there has been no research to suggest that had been the case. On the contrary, the laws negatively impacted ELL students by limiting their access to qualified teachers.

2. Application of policy and practice

In my planning and implementing of this applied research project, I looked to and relied on my understanding and knowledge of ESL current policy and strategy to complete this project. I tried to apply strategies that I have learned from the courses that I have taken. I also worked hard to meet the TESOL standards and teach within the public educational policies dictating the schools that am placed in as well.

In regard to current public educational policy in the school system in which I am working, the goal is to have students completely immersed in the English language. ESL teachers are not encouraged to use any of the students’ first language as a learning or communication tool. Being that most of my students are Spanish speakers, and I am familiar with the language, that was actually very challenging for me at first. There were several times where I found myself wanting to use Spanish. There were educational moments where I felt as though I could better communicate directions, information, etc. with my students if I was just able to say it in the students’ language. However, working with my other students who speak other languages, such as Italian, I really learned how to overcome that instinct and desire. Two of the other policies of the school system that I am working in go hand-in-hand. The policies require ESL teachers to “push in” in regular classrooms with the ESL students, and to form partnerships with the classroom teachers and other staff members. As a result, I frequently work with the ESL students while they are in their core or special classes. This has been a highly positive experience for me. Pushing in has allowed me to cultivate partnerships with the other classroom teachers and school staff to promote academic achievement of the ESL students that I work with. Another policy of the school system that I am working in is to meet with only the lower-level ESL students. This policy is largely in place, because there are too many students for one teacher to work with on a regular or daily basis. Therefore, the higher level ESL students are normally only monitored from a distance. The ESL teacher is required to continue to keep in close contact with the classroom teachers of the high-level ESL students, as well as to monitor their grades for anything lower than a “C.” If that situation occurs, the ESL teacher will then meet with student for tutoring until the grade is brought up. Fortunately, I have not yet had that problem with any of my high-level ESL students.

In regard to current practice and strategy in ESL instructional education, I have mostly drawn from my studies and research through CISL courses in this applied research project. The practices and strategies that I have employed throughout my placements this semester so far include, predictable routines/signals, preview/review, visual scaffolding, small groups/partners, realia, leveled questions, communication games, sorting activities, read alouds, read/think-pair-

share, context clues, integrating content, and repeated reading. I plan to incorporate as many more as possible. Also, throughout my lessons, activities, and tutoring sessions, I have met all of the TESOL standards. I used these practices and strategies, because research and educational experience has shown that they encourage, promote, and enhance student learning and academic success.

Overall, it has been my goal to do the best I can to help my students reach academic success. As of yet, it is my opinion that I have worked hard to achieve that in my placements. I have always considered and followed policies and practices. While there is always room for improvement, and I hope to do even better as the semester continues, I think that I have done well.

3. Help sheet

Help Sheet: School & Community Resources in Berkeley County for ESL Students & Families

Hello again! Here is a list of some of the major resources provided for ESL students and their families throughout the Berkeley County community and school system. I hope that this is helpful to you and your family. If you have any questions about any of these resources, please contact me, Amber Stenson, by email at astenson10@yahoo.com. You may also contact Mrs. Staubs by email at jmorrison@k12.wv.us. We would love to help you in any way possible!

In the Community:

For Adults:

1. ESL (general to advanced) & Citizenship Classes provided by Literacy Volunteers of the Eastern Panhandle

a. Contact Information: i. Phone Number: 304-264-0298

ii. Email Address: info@lvep-wv.orgiii. Office Location: 3274 Hedgesville Road, Martinsburg, WV 25403iv. Mailing Address: P.O. Box 2085, Martinsburg, WV 25402-2085

2. ESL Classes provided by ACE (focusing on conversational English, grammar, job skills, writing, U.S. government, and civics)

a. Contact Information:i. Instructor: Steve Hoover

ii. Phone Number: 304-279-7965iii. Email Address: gshoov67@aol.com iv. Class Location: 224 South Queen Street, Martinsburg, WV 25401

In the School System:

For Students:

1. ESL Programs provided by every Berkeley County Schoola. Contact Information: (for Hedgesville High School)

i. Instructor: Julie Staubsii. Phone Number (School): 304-754-3354

iii. Email Address: jmorrison@k12.wv.us iv. Address (Hedgesville High School): 109 Ridge Road North, Hedgesville,

WV 254272. One-to-one dictionaries provided by all schools in Berkeley County3. iPad Language Translators provided by schools (as available)4. Student Tutoring provided by all schools in Berkeley County

4. Contacts: Jhonatan Melo Urbina, Naty Garcia, Raffy Marte Diaz, Mabel Arzo Norales

5. Describe and evaluate outreach efforts

As an evaluation, I would say that the outreach efforts of mine have been fairly limited so far. They have not turned out as well as I had originally intended. Due to the fact that I have been unable to obtain very much personal information about the students’ families, including ways to reach the parents, I cannot say that I have cultivated very strong partnerships with the students’ families. Thus far, I have only been able to reach the student’s families through correspondence. This, however, has not yielded much connection. Three of the families that I have sent letters to responded. Unfortunately, they did not share much information with me about themselves in the process. When I began working with Mrs. Staubs at Hedgesville High School, I sent home letters with the students to introduce myself to the students and their families, provide my contact information, make it known that I was available to them for any needs or questions they may have, to ask for permission for the students to participate in class videos, and to ask for them to share any information that might help me get to know them better. After sending home the help sheets, I have yet to hear anything back from the students’ families.

Although I have not been able to yet cultivate a strong partnership with the students’ families, I have made a very positive connection with many of the students. Specifically, the high school students and the middle school students. I believe that the partnership with the middle and high school students is more solid than that of the elementary students largely, because I am able to spend the most consecutive amounts of time with them on a regular basis. My time working with the elementary students is often split between two schools for a less amount of consecutive time, and the two cooperating teachers that I am working under do not necessarily see the same elementary students every time they go to a particular school. In any case, with the middle and high school students, I have been able to learn quit a lot about them and their families. From the students I have learned about where their families are from, aspects of their cultures and languages, their interests, their goals, their educational strengths/weaknesses, etc. Most of the students that I work with are from Spanish speaking families, and knowing some Spanish myself, I have found that the students appreciate the general common understanding. There is definitely

an understanding and trust among the students that I am there to help and encourage them, educationally and so forth.

Personally, I feel that my outreach efforts and partnerships with the students and their families will grow and strengthen with more time. I believe that the best way to advocate for ELLs and build partnerships with their families and communities is to be as involved as possible in the students’ education. I think it is important to continue to reach out to the students and their families, letting them know and reminding them that, as an educator and advocate, I am here to promote/support their success. I think that once that is established by the educator and understood by the students and their families, there will be opportunity to work together toward the same educational goals.

References:

https://www.englishclub.com/tefl-articles/history-english-language-teaching.htm

http://seattlecentral.edu/faculty/jgeorg/TESLSCCC/ABriefHistory.htm

http://esl.yourdictionary.com/about-esl/the-history-of-esl.html

https://www.linkedin.com/pulse/20140810131928-39092336-a-short-history-of-esl-bilingual-education

http://www.ascd.org/publications/books/108002/chapters/Research-Based_Practices_for_English_Language_Learners.aspx

http://www.colorincolorado.org/article/teaching-english-language-learners-what-does-research-say

http://www.readingrockets.org/article/what-does-research-tell-us-about-teaching-reading-english-language-learners

http://www.publicschoolreview.com/blog/inclusion-or-exclusion-the-esl-education-debate

http://www.colorincolorado.org/article/chronology-federal-law-and-policy-impacting-language-minority-students

http://www.colorincolorado.org/article/impact-english-only-instructional-policies-english-learners