English as a Second Language
• Presented by:
Marnee Dobrowsky
OverviewTopic: ESL Program Review and Development for Adult Educators
Audience: Regular classroom teachers, administrators, specialty area teachers, and counselors, parents
Purpose: *To acquire knowledge and determine teaching methods for the culturally diverse student and classroom environment. To collaborate with peers and extend the learning theories into the classroom. This overview will allow for a better understanding on how to integrate a variety of activities and content lessons into the curriculum, become familiar with state mandates and TESOL standards, and implement several teaching techniques into a diverse classroom.
Topics: *What is English as a Second Language Overview (Terminology) *Identification Procedures for ESL Students * Placement of ESL Students (W-APT Evaluations/WIDA ACCESS TESTS) *Implementing the Program (Expectations of Teachers) *Techniques, Materials, and Accommodations *Ways to collaborate and how to integrate ESL and Content *Exiting and Monitoring the ESL student
What is English as a Second Language?
• ESL or ELL may stand for English as Second Language or English Language Learners
• Students that have a primary language other than English can be serviced in all states
• This is available in all grade levels, K-12.
Concerns for the ESL Teacher
Concerns for the Classroom Teacher
Identifying ESL StudentsHome Language
Surveys
Home languageOther than
English
Only identify easyWords and sentences
Limited Englishschooling
All students must bring backa completed home languagesurvey to be viewed for possible evaluation.
Placement of ESL Students
• W-APT WIDA Placement Evaluations
• Levels of abilities• Time and grouping
of students• Try to ideally
replace Language Arts or Foreign Language classes
• After determining proficiency of Reading, Writing, Speaking, and Listening skills, placement will occur.
• Students serviced in an ESL program are given the WIDA ACCESS yearly to determine proficiency levels and progress towards exiting
Implementing the ESL Implementing the ESL ProgramProgram
• Creating schedules
• Choosing ESL curriculum
• Choosing grade level curriculum
• Collaborating with content area teachers
• Collaborating with administration
Bringing the Expertise Together
• Mainstream
> Content Knowledge
> Availability of a variety of learning materials
> Class management Techniques
• ESL Teacher
> Strategies for differentiation
> Cultural knowledge
> Language Acquisition Theory
> Learning expectations
Levels of English Proficiency
Entering: Knows minimal social and academic language with visual supportBeginning: Knows and uses some social English and some general academic language with visual supportDeveloping: Knows and uses social English and some specific academic language with visual supportExpanding: Knows and uses social English and some technical academic languageBridging: Knows and uses social and academic language working with grade level materials and core contentReaching: Knows and uses social and academic language at grade level to the fullest potential
NOTE: Students at a Bridging or Reaching level are usually fully functioning in all academic areas in regular classroom settings and have, or are about to exit the ESL program.
Teaching Strategies
READING-Organized in content-basedthematic units-Multilevel reading groups(Leveled Readers)-Whole language with phonicscomponents
WRITING-Teach the writing process -Use journal responses-Use language experienceApproach-Combine drawing and writing
Assessment in Collaborative Settings
• TESTING OPTIONS Performance rather
than score based Word banks, for open-
ended, cloze, and multiple choice
Teacher modified tests
Multiple test forms “Think Aloud”
reflections
• GRADING OPTIONS Double Grading (ESL
and Mainstream Portfolio Assessments Rubrics Performance
Checklists Oral, rather than
pencil and paper tasks
Observation checklists
Techniques to Accommodate ESL Students
• Review packets and Book• Allow for extended time• Modify tests and
assignments ( **See Case Studies)
• Grading procedures • Authentic ways of
assessment • Modeling/Variety of
activities • Interactive Websites
(Hand-out)
Evaluation Example(Vocabulary Strips)
FORECAST NOUN
The weather forecast called for warm temperaturesand sunny skies.
CurriculumImplementation
Align to PA and TESOL standards
Lesson plans andObjectives forEach grouping
Integrate contentAnd technology
Report cards, Progress reports,
Monitoring
TESOL’s Goals and Standards for PreK-12 Students
Goal One: To use English to communicate in social settings
*Participate in social interactions
*Personal expression-spoken and written
*Use appropriate learning strategies and styles
TESOL’s Goals and Standards for PreK-12 Students
Goal Two: To use English to achieve academically in all contentareas of instruction
*Interact in the classroom
*Obtain, process, construct, and provide subject matter informationin spoken and written forms
*Use grade level and appropriate learning strategies
TESOL’s Goals and Standards for PreK-12 Students
Goal Three: To use English in socially and culturally appropriate ways
*Use appropriate language variety, register, and genre according to setting,audience, and purpose
*Use appropriate nonverbal communication for audience, purpose, andsetting.
*Use appropriate learning strategies to extend sociolinguistic and socialculturalcompetence
TESOL STANDARDS CAN BE FOUND AT:
http://www.gisd.k12.nm.us/standards/esl/
http://www.helpforschools.com/ELLKBase/guidelines/ESLStandardsforPreK12.shtml
Collaboration with Staff and Parents
• Communication Logs• Conduct ESL staff
development• Parent involvement• Open communication with
administrators• Report cards and progress
reports• Work together on goals
and objectives
UNDERSTANDING BICS AND CALPS
“BICS”- Basic Interpersonal Communication Skills
Conversational fluency Functional level after about two years
“CALPS”- Cognitive Academic Language Proficiency
Grade appropriate academic fluency in second language At least five years to be functional with native speakers in content area Failure to account BICS/CALPS--- Result in discriminatory assessments of bilingual students Premature exit from language support programs to mainstream classes
MaterialsMaterials
• Hands-on manipulatives
• Use of technology• Models, designs,
and examples• Relate to real
experiences
• Phonics• Hampton-Brown or
Scott Foresman core themed curriculum
• Supplement materials• Vocabulary• Graphic Organizers• Rubrics• Authentic
Assessments
Exiting ESL Students (BEC Circular)
• Proficiency and passing score of a Level C WIDA ACCESS state exam
• Demonstrates Reading, Writing, Speaking, Listening proficiency in mainstream classes
• Maintains adequate grades in content area subjects
• Conferences with teachers, parents, administration
• Score of Basic or above on PSSA exams• Exits into mainstream classroom with monitoring
Monitoring ESL StudentsMonitoring ESL Students• Monitoring forms for
elementary and secondary• Obtain grades and
progress for each nine weeks from content area teachers in each subject
• Adequate content area grades
• Standardized tests• Contact with student,
counselors, and teachers• Score of Basic or
Proficient on PSSA exams
Benefits for ESL and Mainstream Teachers
• Support• Collaboration• Team Work• Professional Growth and
development• Sharing responsibility• Students learn from two
experts• Meeting the diversity of all
student learning needs• Evidence of student
progress and growth
Bibliography
Ariza, E., Morales-Jones, C., Yahya, N., & Zanuddin, H. (2002). Fundamentals of Teaching English toSpeakers of Other Languages in K-12 Mainstream Classrooms. Dubuque: Kendall/Hunt Publishing.
Brockett, R. & Merriam, S. (1997). The Profession and Practice of Adult Education. San Francisco:Jossey-Bass.
Educating Students with Limited English Proficiency (LEP) and English Language Learners (ELL).(2001). (n.a.) Retrieved from http://www.pde.psu.edu/BECattach/PC426lep&ell.html
O’Malley, J.M., & Pierce, L.V. (1996). Authentic Assessment for English Language Learners: PracticalApproaches for Teachers. Cleveland: Addison Wesley Publishing.
Ovando, J. Collier, V. P. & Combs, M. C. (2003). Bilingual and ESL Classrooms: Teaching in Multicultural Contexts. McGraw-Hill Publishing.
TIP-Theories. (n.d.) Retrieved on November 10, 2005 from http://tip.psychology.org