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