english as a second language

English as a Second Language

ESL Objectives

• Training Objectives• ELL Background and Statistics (IU1)• Culture and Acculturation• Instructional Methods• Review of Procedures• Evaluation

Training Objectives

1. To become more familiar with needs of English Language Learners

2. To review procedures for supporting English Language Learners

ESL Background Information

Federal Background Civil Right Act of 1964, Title VI Department of Health, Education and Welfare

(D/HEW), May 25, 1970 Memorandum US Supreme Court, Lau v Nichols, 1974 Equal Education Opportunities Act of 1974 Serna v Portales 1974 Rios v Reed 1974

ESL Background Information

Federal/cases Castaneda v Pickard 1981 Plyler v Doe 1982 Individuals with Disabilities Act (IDEA ‘97)

ESL Background Information

State Background School Code of 1949, Section 1511 and 1512 Curriculum Regulations, Chapter 4, Section

4.26 ESOL Memorandum from Thomas Carey, August

31, 1999 BEC-Educating Students with Limited English

Proficiency (LEP) and English Language Learners, July 1, 2001

Languages (IU1 area) 22 Chinese (18 Mandarian dialect) 9 English 8 Hindi 7 Spanish 4 Arabic 4 Bengali 3 Portuguese 3 Russia

Statistics Local Statistics

Twelve (12) districts being served by IU1 Sixty-two (62) students Twelve (12) instructors Thirteen (13) countries Fourteen (14) languages represented

•Spanish

•Cantonese

•Russian

•Slovak

•Korean

•German •Taiwanese

•Japanese •Thai

•Vietnamese •German

•Maradhi • Mandarin

•Hindi

Culture

What is Culture?

Culture is a set of common beliefs and values that is shared by a group of people that binds them together into a society. All people are members of at least one culture. The norms of a culture define roles and provide a framework that makes people’s behavior predictable and understandable to one another.

Culture Shapes

The way we think The way we interact The way we communicate The way we transmit knowledge to

the next generation

Visible Culture

Food

Fiestas

Famous People

Deep Culture

Values, beliefs that influence the way people think, act, communicate

Unspoken rules Unconscious rules

Culture Affects…

Culture affects the organization of learning, pedagogical practices, evaluation procedures, and rules of schools, as well as instructional

activities and curriculum.

Council of Anthropology and Education

CultureGrams

1305 North ResearchWay, Bldg. K Orem, Utah 84097-6200 USA

1-800-528-6279 ; 801-705-4250 Fax 801-705-4350 www.culturegrams.com

First Step in Cultural Awareness

Understanding the values and rules for behavior of our own

culture that are so ingrained that we feel they are the “normal” or

“right” way of doing things

Acculturation

Acculturation is the process of adapting to a new culture. All people experience the acculturation process when they move from one culture to another.

Variables Affecting Acculturation

The amount of time spent in the process The quantity and quality of interaction Ethnicity or nation of origin Language proficiency

Stages of Acculturation

Acceptance of new culture

Acceptance Stage 4

Individual starts to feel comfortable in the new culture

RecoveryStage 3

Engenders feelings of anger, hostility, and frustration

Culture ShockStage 2

Excitement over the newness of being in the United States

EuphoriaStage 1

In the acculturation process, the ELL must adapt to:

New language Different cultures

Values/beliefs Communication system

• Non-verbal/body language• Conversational style

Adapted from “Instructional Support for Students who are Culturally and Linguistically Diverse: A collection of Background Information and Training Materials,” April 1997

Implications for ESL

Be conscious of your own nonverbal behavior with ELL

Avoid judging student’s behavior by your values

Recognize that the learning environment in America may differ from what the student is accustomed

Instructional Methods

Learning Style - Latino

Group/cooperative learning Learning by doing Sensitive to peers’ and teachers’ opinions Remember faces and social words Concrete representations to abstraction

Learning Style - Asian

Values academic achievement Responsible for himself/herself Respects teacher authority Quiet, sell organized, highly structured Prefers cooperation to competitiveness Prefers listening to speaking

Learning Style - African American

Approximates space and numbers Focus on people rather than things Active learning/kinesthetic High degree of emotional interaction Responds to whole

Multiple Intelligences

Visual/Spatial Mathematical/Logical Interpersonal Intrapersonal Kinesthetic Linguistic Naturalist Musical

Other Things to Try

Learn a new culture and teach it to the whole school

Make him/her feel comfortable Celebrate diversity day Buddy club Pen pal Tape (audio and video) recorder Talk, reading and writing time

Environmental Adaptations

Appropriate seating Take short breaks Appropriate light Reduced noise level Flexible scheduling

Adapting with Assistive Devices

Books and dictionary Games and art supplies Visual aids Calculator, tape recorder, software Computer

Adapting to Classroom Instruction

Multi-sensory approach Write key points Repeat information many times Provide study guide Allow group work Allow extra time to finish A variety of assessments

Adapting to Read

Provide stories on tape Allow to work with a peer Ask parents to encourage reading Assign time for reading Enrich vocabulary Allow a read-aloud

Adapting to Write

Reduce the length and complexity Limit number of steps Pair students Do not penalize for spelling,

punctuation, and grammar Teach from the mistakes Allow first draft in native language

Adapting to Homework

Communicate with parents Provide clear and concise directions Assess the amount of homework Coordinate homework with other teachers Do not expect parents to spend lots of money

on the projects

Adapting Tests and Grades

Simplify the terminology Allow student to retake the test Use multiple ways of assessment Use a rubric Allow them to work in group or pair Allow extra time to take the test

Content Area Support

Contextual Support Tap prior knowledge Use visuals and graphics Use manipulatives Provide labels

Content Area

Use Visuals and Graphics Pictures Graphic organizers Teach visualization strategies Allow pictorial responses

Content Area

Manipulatives Use real artifacts Use maps, globe, models, etc. Creat games Use poster projects Publish books Do experiments Art projects

Content Area

Model by the Teacher Demonstrate Simulate Activate Write key points Provide examples

Content Area

Format Reduce page clutter Use text boxes Divide into sections Use simple words

Content Area

Language Use short phrases Reduce sentence length Use present tense Avoid double negatives Void wordiness Provide word bank

Content Area

Cooperative Learning Role Play Projects, research, internet search Paired reading Think aloud Problem solve Discussion group

Three Principles for Helping ELL’s in Content Classrooms

Increase Comprehensibility

Increase Interaction

Increase Thinking Skills

Increasing Comprehensibility

Use visuals to facilitate learning in the classroom

Build prior knowledge of students Pre-teaching vocabulary Use variety of questioning techniques Use interactive, authentic classroom

tasks

Increasing Interaction

Cooperative Learning Increases language opportunities Improves the quality of student conversation Provides more opportunities to use specific

vocabulary of lesson Helps individualize instruction Promotes a positive social climate Motivates learners

Increasing Thinking Skills Higher Level Thinking Skills

Questions for beginnings• Yes/No• Either/Or• Who, What, Where, When

Move towards Analysis, synthesis, problem solving

Allow ample time for learner response Expand of student response to model correct

grammar and punctuation

Supporting ELL’s in Your Classroom

Scaffolding Providing contextual supports for meaning Reducing language demand Flexible time limits

How?

Simplifying the language Providing choices Visuals and graphics Manipulatives Cooperative learning Simplifying the format Modeling by teacher

Enrollment in School

Identification as Potential ELL

Assessment Determines Need for ELL Services

Provision of Appropriate ELL Services

Transition from ELL Services

Monitoring Ability to Participate Meaningfully

Progression of students through an ELL ProgramChart credit: http://www.ed.gov/OCR/ELL

New ELL Student Enrollment

Two documents Parent/Guardian must supply to enroll:

Immunization records

Proof of residency

New Student Enrollment Packet

Accommodations for ELL and Family Forms Home Language Survey Emergency Forms Immunization Forms School Calendar Before and After-school Care Bus Information

• Support for ELL (someone to ride with ELL?)

Other ELL Considerations

Open House Procedures

PTO/ Parent Organizations

Sporting Events

Social Events

Assessment of ELL

First level assessment Given by school. By whom? When, Where Determines English proficiency

Second level assessment Determine level of proficiency Guides instruction Given by school or Intermediate Unit

Provision of Services

Provided at school Replaces language arts Need to determine location, time,

materials Collaboration between professionals Considerations for non-class time:

Cafeteria Library Gym

Transition from ESL Services

Post Assessment

Collaboration with other professionals

Proficient in English

Competent in Content Areas

Monitoring

Periodic (annual)

Maintains grades

Progresses academically and socially

Resume provision of service if necessary

Websites for Program Development

PDE- PA Department of Education

http://www.pde.state.pa.us

OCR-Office for Civil Rights

http://www.ed.gov/offices/OCR/ELL

I am an ESL ChildI need one year to listen and adjust

(The Silent Period)It may take me 5 to 7 years to catch up with my American peers.

(Model for me)Even though I have mastered conversational English,

I’m still an ESL student.(Model for me)

Start me out with Yes or No questions.Rephrase for me. Remember to go from concrete to abstract.

This is very important. Remember how you learned your first language.Naturally!

Ask me about my culture. Learn something about my culture - please. I did not come to you knowing nothing.

Thank you for reading! ESL Child