esl at ism 2011-12
TRANSCRIPT
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Elementary ESLSupporting Bilingualism
Inclusion
Pull-out
Planning
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The ESL Team
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Determining EligibilityESL Eligibility Guidelines – Support Not Provided
GR Term PM
Level
WIDA Model Proficiency Levels
ESL Continuums Other
Sp
eak
ing
Lis
ten
ing
Wri
tin
g
Rea
din
g
Ora
l
Lit
erac
y
Ove
rall
Com
pos
ite
K 4 3-5 5 5 - - 5 - - 1st - 2nd column
1
1 7 5 5 High 4 5 5 5 5 1st - 2nd column
2 9 5 5 High 4 5 5 5 5 1st - 2nd column
3 11 5 5 High 4 5 5 5 5 Mostly 2nd
4 15 5 5 High 4 5 5 5 5 Mostly 2nd
2
1 17 High 4 - 6 5 5 5 Mostly 2nd
2 17 High 4 - 6 5 5 5 Mostly 2nd
3 18 5 – 6 5 5 5 2nd – 3rd column
4 18 5 - 6 5 5 5 2nd – 3rd column
3
1 18 5 – 6 5 5 5 Mostly 3rd In Grades 3 and 4 the students
take part in
the MAP and ERB testing where
appropriate.
2 19 5 - 6 5 5 5 Mostly 3rd
3 20 High 4 - 6 5 5 5 Mostly 3rd
4 21 High 4 - 6 5 5 5 3rd – 4th column
4
1 22 High 4 - 6 5 5 5 3rd – 4th column
2 23 High 4 – 6 5 5 5 3rd – 4th column
3 24 5 – 6 5 5 5 Mostly 4th
4 26 5 - 6 5 5 5 Mostly 4th
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Inclusion – what does it look like?
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Pull-out – what does it look like?
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Planning – what does it look like?
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Supporting Bilingualism
Why and how?
The need to do this is research based.
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Let’s start with why?
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Myth 1: Learning two languages causes language delay.
Brain tissue density: language, memory, attention
More neural activity in language processing
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“These studies have also demonstrated that knowing more than one language does not delay
the acquisition of English or impede academic achievement in
English when both languages are supported.”
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Myth 2 : Total English immersion is best
Loss of first language English dominance Poor communication with extended
families Lower academic achievement in English
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Myth 3: Because we can’t speak all the languages of our children, we
should provide English-only instruction.
“Even when teachers do not speak the child’s first language, there are many specific teaching practices that will support native language development.”
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“...children who receive systematic learning opportunities in their
home language from ages 3 – 8 consistently outperform those who attend English-only programs on
measures of academic achievement in English during the
middle and high school years.”
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Ok, so now we know why, let’s
move on to how?
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Supporting Home Languages
“Supporting the child’s home language is not just a luxury – it’s a necessity.”
“…children who learn literacy skills in their home language are likely to transfer those skills effectively to English.”
(Nemeth, K, 2009; Meeting the Home Language Mandate: Practical strategies for all classrooms; in Young Children ~ March 2009)
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Maintaining home languages
Read, read, read in your own language (ICDL) Bilingual dictionaries (translation apps) Read in your language Always use your own language at home Read in your language Become a bilingual parent volunteer Use Skype to stay in touch with family and
friends Read in your language Share ideas with each other
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