english as a second language
DESCRIPTION
English as a Second Language. North Penn Induction Lansdale, Pennsylvania 2007-2008. India China Bangladesh Egypt Vietnam 6. Bangladesh 7. India. 8. Vietnam 9. Egypt 10. South Korea 11. China 12. Mexico 13. South Korea. Culture Quiz: Answers. Korean Gujarati Bengali - PowerPoint PPT PresentationTRANSCRIPT
English as a Second Language
North Penn Induction
Lansdale, Pennsylvania
2007-2008
Culture Quiz: Answers
1. India2. China3. Bangladesh4. Egypt5. Vietnam6. Bangladesh7. India
8. Vietnam9. Egypt10. South Korea11. China12. Mexico13. South Korea
Ten Year History North Penn School District ESL Population
690629
599477
400407
361301
251248
0 200 400 600 800
2003-042002-032001-022000-011999-001998-991997-981996-971995-961994-95
Total
Secondary
Elementary
2006-2007
1. Korean
2. Gujarati
3. Bengali*58 countries
*68 languages
LANGUAGES
BENGALI CAMBODIAN(KHMER)
CANTONESE CHINESE
COLOMBIAN EGYPTIAN
FRENCH GERMAN
GUJARATI HINDI
HONDURAS JAPANESE
KOREAN MANDARIN
MEXICAN POLISH
PUERTO RICAN TAGALOG
TELUGU THAI
URDU VENEZUELAN
VIETNAMESE OTHER
2007-2008 ESL Population
Elementary ELLs – 340Secondary ELLs – 135Serviced Total – 475Monitored ELLs – 270Total ELLs in NPSD - 745
ESL Program
Secondary: – ESL English– Content Areas (Social Studies, Science,
Health, Computer)– Classroom content delivered by teachers.– Teaching assistants for support and help.
ESL Entry
Home Language Survey: Given to each student at registration to determine languages spoken in the home.
Past recordsW-APT: Entry test used to determine
placement in program
ESL Interim
While in the program, several criteria are used to monitor student progress– Feedback from teachers– Grades, Report Cards– Assessments
Exit Criteria (As of 6/2006)
Must have both:1. Score of “basic” on PSSA2. Score of “bridging” on state ESL test (ACCESS-Tests social and academic language.)
Must have one:3. “C” or higher in content area classes4. Score of “basic” on district assessments
Testing W-APT: Test given to all new students
when they enter the district ACCESS: Test given in the Spring by the
state to all ESL students to assess students’ language level.
PSSA: All ELLs who have been in the country over one year take the test.
Communication
NPSD provides a list of interpreters who are available for use.
Each building has access to the ATT Language Line.
Contact ESL teacher for help with either of these.
Language Acquisition Stages
1. Pre-Production (10 hours to 6 months)
2. Early Production (another 6 months)
3. Speech Emergence (another year)
4. Intermediate Fluency (another year)
5. Advanced Fluency (5 to 7 years)
Iceberg Theory
BICS: basic interpersonal communication skills (1-2yrs)
CALPS: cognitive academic language proficiency skills (6-8 yrs)
Knowing Your ELLs
Past learning experiencesLevel of English proficiencyLists in buildingsSupport opportunitiesESL teachers and assts.
Activity
With a partner:– One person talks for 3 minutes
about any topic. – While talking, double each verb
that you say. – Switch roles.
1.Seat an ELL in the middle of the classroom so that he/she can see what other students are doing.
2. Assign a peer tutor (buddy) to help explain what is happening in the classroom.
3. Use a consistent vocabulary for daily routines.
4. Provide pictures to illustrate new words and terms.
5. Use tables, maps, diagrams, globes, and other visual aids often to help make comparisons.
6. Develop interests and stimulate curiosity of ELLs through realia, hands-on experiences, pictures, newspaper clippings, and periodicals.
7. Use cooperative groupings in your classroom and assign the ELL a task in the group.
8. Help ELLs to verbalize an answer or statement they know but are having problems communicating in English.
9. Offer a variety of reference materials that meet the student’s instructional level.
10. Encourage the use of diagrams and drawings as aids to identifying concepts and seeing relationships.
11. Write instructions and problems using shorter and less complex sentences.
12. Use student pairs for team learning, especially for reports, experiments, and projects.
13. De-emphasize speed and emphasize accuracy of work.
14. Use gestures, body language, and facial expressions.
15. Repeat, rephrase, or paraphrase key concepts.
16. Be careful of idioms and slang.17. Use a variety of high yield
strategies!
Test/Assignment Modification
Limit multiple choice questions to 2 or 3 choices
Allow extra time Read questions to
students Re-Word questions or
put into simpler words Open-ended questions Provide a word bank Choose portions of the
test/assignment
Avoid: True/false Mult. Choice with too
many choices Timed tests/quizzes Questions with:
All of the following except…
Which is NOT an example…?
Other Resources
ESL HandbookESL folder/listCulturegrams
– NPHS library resource page– ID:nphs, PSWD: culture
NP ESL Teachers
NPHS: Laura Molettiere, Jodie MacDonald
PF: Deb Bovell
PD: Stella Auday
PB: Aldo Barovero
Wrap-Up
Think about a lesson you have taught.– How did you accommodate for English
language learners in your class?
OR– How could you change it to better
accommodate English language learners?
Activity: “Mother to Son” by Langston Hughes
What parts of this poem might be challenging for ELLs?
– Dialect– Metaphor– Prior knowledge– Grammar– Vocab– Genre
How would you incorporate the HYS in a lesson?
Activity: “What is an American?”
What parts might be challenging for an ELL?– Vocabulary– Syntax– Grammar– Prior knowledge
How would you incorporate the HYS in a lesson?