HELP! My Student Doesn’t Speak EnglishAn Orientation into the World of English as a Second Language

November 3, 2011

Today’s ObjectivesContent Objectives:Learners will be able to: Be aware of the ESL policies & procedures of ALSDE and USDE. Utilize the ACCESS for ELLs Teacher Report, WIDA ELP Standards,

Can Do Descriptors, and Performance Definitions to appropriately accommodate ELLs in the classroom.

Recognize the impact of culture on comprehension. Understand the importance of parental involvement in learning of

ELs.Language Objectives:Learners will be able to: Discuss the impact of culture on comprehension with a partner. Explain the WIDA English Language Proficiency Levels to a

colleague.

What is ESL?English as aSecondLanguage

NCLB: Title III• High standards of learning and instruction for all students;•English Language Learners one of five areas of

concentration to advance student achievement;•Increased awareness of the academic needs and

achievement of ELLs;•Schools, districts, and states held accountable for teaching

English and content knowledge to ELLs.

English Language Learners &No Child Left Behind (NCLB)

Legal Responsibility to ELs Title VI Civil Rights Act of 1964 Health, Education & Welfare Memorandum – May 25, 1970 Lau vs. Nichols – 1975 Castañeda Vs. Pickard – 1981 Plyer vs. Doe – 1982 Department of Education Memorandum – 1985 Department of Education memorandum Update – 1991 Alabama State Department Compliance Agreement with OCR

(Office of Civil Rights) – 1999 NCLB – 2002 ALSDE – Policy for Service to ELLs – 2003, 2008, currently being

revised

Currently - Many lawsuits pending

Lau vs. Nichols (1974)

“…students who do not understand the language of instruction are effectively foreclosed from learning. We must do more than provide the same textbooks, classrooms, teachers, and lessons for these students.”

We MUST provide appropriate instruction & accommodations.

Termsto

Know

Terms to Know

ACCESS for ELLs Accessing Comprehension & Communication in English State to State

AMAO Annual Measurable Achievement Objectives ELL English Language Learner EL English (Language) Learner ELD English Language Development ELP English Language Proficiency LEP Limited English Proficient L1 First Language L2 Second Language NELB Non-English Language Background NOMPHLOTE National Origin Minority Primary Home Language

Other Than English SLA Second Language Acquisition W-APT WIDA – ACCESS Placement Test WIDA World-Class Instructional Design & Assessment

State Code Definition JefCoEd Code

LEP1 Limited English Proficient Year One (First Year in US school)

Active (x)

LEP2 Limited English Proficient Year Two or More

Active (x)

LEP-Waived Services

Limited English Proficient, Waived Title III Supplemental Services

Refusal (x-ref)

FLEP1 Former Limited English Proficient, Monitor Year One

Monitor1 (mon1)

FLEP2 Former Limited English Proficient, Monitor Year Two

Monitor2 (mon2)

FLEP Former Limited English Proficient

Track

NOMPHLOTE National Origin Minority Primary Home language Other Than English

NENELB

Official State EL Codes

Program Models

•Sheltered InstructionSIOP/SDAIE

• Pull Out

• Push In

•Structured Immersion

Quick Facts

Who are ELs?• National-origin-minority students with

limited proficiency of English• Heterogeneous – US born, immigrant,

foreign exchange, refugee, migrant, all social-economic & educational levels

• Membership defined by limited proficiency in English language use, which directly affects learning and assessment;

• Membership is expected to be temporary.

Funded by U.S. Department of Education

Growth of ELL Populations

(U.S. Department of Education, NCELA, 2007

What’s the Big Idea?1. ELs are the fastest growing

demographic in US schools.

2. Mainstreaming ELs is the most common method of instruction.

3. Teachers need to feel confident with ELs because of both Number 1 and Number 2.

Learning Challenges for ELLsELLs face unique learning challenges:

• to develop the content-related knowledge and skills defined by state standards• while simultaneously acquiring a second (or third)

language;• at a time when their first language is not fully

developed (e.g., young children)

• to demonstrate their learning on assessments in English, their second language.

http://www.centeroninstruction.org/resources.cfm?category=ell

Academic Performance Indicators for ELLs

On 4th grade National Assessment of Educational Progress (NAEP), ELLs were:• only1/4 as likely to score proficient or above in

Reading as their native English speaking peers and

•only 1/3 as likely to score proficient or above in Math as their native English-speaking peers.

http://www.centeroninstruction.org/resources.cfm?category=ell

Basic Info

Program Entry/Exit

Assessment

Accountability

IDENTIFICATION OF ELs& ELIGIBILITY FOR ESL

SERVICES

A non-English language background

AND W-APT test score below fluent

or

Active enrollment in an ESL program elsewhere

or

A score below level III on the ARMT

orOther assessment that shows LEP

due to NELB

Home Language

Survey

W-APT

QualifyFor Services

ELL Committee & Annual Evaluations

I-ELP:Individual EnglishLanguage Plan

ACCESS for ELLs

LEP1, LEP2 &

LEP-Refusal

Score of 4.8 or Higher

Monitor for 2 Years

FLEP1 & FLEP2

Complete 2 Yrs

of Monitor

FLEP

On an annual basis, monitor the progress of ELLs’ English language proficiency in grade levels K-12

Establish when ELLs have attained English language proficiency (ELP) according to state criteria – In Alabama, P = 4.8 Overall

Inform classroom instruction and assessment

Provide a reliable and valid data source for accountability and aid in decision-making

Purposes of ACCESS for ELLs

Student’s ELP Level by

Domain

Demographic Information About the Student

Description of the ELP Levels

Overall Score

Comprehension Score

TeacherReport

Demographic Information About the StudentStudent’s

ELP Level by Domain

Student’s Composite

Scores

Student’s Scale

Composite Scores

Student’s Scale Score by Domain

Student’s Speaking

Performance by Standard

Description of the ELP Levels

Student’s Writing

Performance by Standard

Student’s Comprehension by Standard

Teacher Report (top)

Teacher Report (bottom)Raw Scores

by Standard

Accountability of English Language Learners

Under NCLB, state education agencies are held accountable for the progress of ELLs in two ways:• Adequate Yearly Progress (AYP) expectations

for reading and mathematics under Title I, and• Annual Measurable Achievement Objectives (AMAO) under Title III, demonstrating satisfactory progress in learning English and attaining English proficiency.

How Do We Measure AMAOs?TITLE III Annual Measurable

Achievement Objectives (AMAOs) AssessmentsA. Percent of ELLs making

Adequate Progress in Language Acquisition (APLA)

ACCESS for ELLs

B. Percent of ELLs attaining English language proficiency

ACCESS for ELLs

C. Meeting AYP requirements for the ELL Subgroup at LEA Level

95% Participation Rate %Proficient in Reading & Math Attendance & Dropout rate

APLA:Adequate Progress in Language Acquisition (AMAO-A)Two data points are needed (i.e. two

consecutive years of ACCESS testing)

In order to make APLA, an EL MUST make minimal +0.5 gain on the ACCESS for ELLs ELP test.

Did they make APLA?ACCESS SCORE 2009

ACCESS SCORE 2010

DID STUDENT MAKE APLA?

1.9 3.0 YES

2.4 2.9 YES

4.6 4.8 NO

3.2 n/a

4.2 3.7 NO

In Alabama, an EL is considered

proficient with a composite score of

4.8 or higher (AMAO-B)

What I Must Know

Essential QuestionsHow do I teach ELLs in my classroom?

–What can I expect my ELLs to be able to do?–How do I help ELLs learn language and content?–How do I adapt instruction in a meaningful way?

What Every Teacher Must Know About ELs: 

 

All classroom teachers are required to:

1. Be knowledgeable of Alabama Course of Study (ACOS) content standards and WIDA English Language Proficiency Standards.

2. Provide content objectives and language objectives for every lesson taught.

3. Know the ELL’s level of proficiency for each language domain. 

What Every Teacher Must Know About ELsA Classroom Teacher’s Responsibilities 

 

4. Provide appropriate instruction and accommodations based on ELL’s level of proficiency.

5. Communicate regularly with the ESL staff.6. Communicate with the parents of ELLs in a

language they can understand.7. Notify the ELL, the ESL staff or ELL Committee, and

the ELL’s parents if there are any problems/concerns. 8. Inform the ELL Committee of any issues with the

ELL. The ELL Committee is responsible for ALL academic decisions regarding the student. This includes, but is not limited to, referral to special education, retention, accommodations, and grading.   

What Every Teacher Must Know About ELsA Classroom Teacher’s Responsibilities 

  ASK IF YOU DON’T KNOW!

Contact an administrator or the ESL office if they need any type of assistance in meeting

the needs of ELLs in their classroom.

  

Culture

Stand Up and Be Counted

What is culture?Culture is a set of common beliefs

and values shared by a group of people and that binds them together in 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.

Goals of Second Language or Multicultural Education

1. Teach ELLs to understand US culture.2. Help ELLs achieve a personal

accommodation between their two cultures.

3. Teach ALL students to value language and cultural diversity.

4. Equitably educate diverse learners. Jameson (1998)

Culturally Responsive Pedagogy1. Acknowledge students’ differences as well as their

commonalities2. Validate students’ cultural identity in classroom practices &

instructional materials3. Educate students about the diversity of the world around them4. Promote equity and mutual respect among students5. Assess students’ ability & achievements validly6. Foster a positive interrelationship among students, their

families, the community, and school7. Motivate students to become active participants in their

learning8. Encourage students to think critically9. Challenge students to strive for excellence as defined by their

potential10. Assist students in becoming socially and politically conscious

-Richards, Brown, and Ford (2004)

The Alamo

How will you teach?

Will you be

culturally responsive?

How does culture affect comprehension

in the classroom?

Jean et AndréJean et André sont frères. Jean est l’aîné. Les deux vont au lycée qui se trouve à moins de cinq kilomètres de leur maison à Paris. Bien qu’il y ait une différence d’âge de trois ans entre les deux frères, leurs niveaux scolaires ne sont séparés que par deux années. André est en sixième. En quelle classe est Jean?

Jean and AndreJean and Andre are brothers. Jean is older. The two go to a school which is located less than five kilometers from their home in Paris. Although there is a difference in age of three years between the two brothers, their grade levels are only two years apart. Andre is in sixth grade. What grade is Jean in?

Educational SystemU.S. vs. France

United States

France

GRADE LEVELS

6 67 58 49 310 211 112 terminal

How can I be culturally responsive?

Be conscious of choice of language

Be conscious of images presented

Engage in critical & reflexive

thinking

Learn history & culture of

ELLs

Collaborate with & visit teachers

who are culturally responsive

Gay’s (2000) principles of culturally responsive pedagogy

LANGUAGE IS NEVER

NEUTRAL

Always Remember:

“Culturally diverse students are empowered or disabled as

a direct result of their interactions with educators in

schools.”

-Jim Cummins

SLASecondLanguageAcquisition

The Four Language Domains

Listening- process, understand, interpret, and evaluate spoken language in a variety of situations

Speaking- engage in oral communication in a variety of situations for a variety of purposes and audiences

Reading- process, interpret, and evaluate written language, symbols, and text with understanding and fluency

Writing- engage in written communication in a variety of forms for a variety of purposes and audiences

Language Acquisition is a PROCESS

Preproduction

Early Production

Speech Emergence

Intermediate Fluency

Advanced Fluency

Second Language Acquisition

Basic Interpersonal Communication Skills (BICS) Social Language 1-3 years to attain Example words/phrases: table, What’s up?Cognitive Academic Language Proficiency (CALP) Academic Language 3-7 years to attain Example words: –New meanings: table, solution General academic words: act upon, attach, inquiry Content words: atom, molecule

Implications for TeachersBoth BICS and CALP need to be taughtDifferent subjects require different types

of languageSubject area teachers must be aware of

the language demands of their contentAll teachers are language teachersLesson plans for ELLs need to include both

content and language objectives

Stages of Language Acquisition

http://www1.teachertube.com/viewVideo.php?video_id=51369&title=Stages_of_Language_Acquisition_ESL

WIDAWorld-ClassInstructional Design &Assessment

WIDA ELP STANDARDS•Are anchored in academic standards•Focus on academic language proficiency•Illustrate progression of language

acquisition•Contain model indicators of language

incorporated with content •Incorporate high levels of cognitive

engagement, even at low proficiency levels

The WIDA ELP StandardsStandard 1 – Social & Instructional Language (SIL)

English language learners communicate for social and instructional purposes in the school setting.

Standard 2 – Language of Language Arts (LoLA) English language learners communicate information, ideas and concepts

necessary for academic success in the content area of Language Arts.Standard 3 – Language of Mathematics (LoMA)

English language learners communicate information, ideas and concepts necessary for academic success in the content area of Math.

Standard 4 – Language of Science (LoSC) English language learners communicate information, ideas and concepts

necessary for academic success in the content area of Science.Standard 5 – Language of Social Studies (LoSS)

English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies.

Language vs. Content Language proficiency revolves around

the language associated with the content areas

Academic achievement reflects the knowledge and skills associated with the content.

WIDA ELP standards focus on academic language; Academic standards focus on academic content.

Content Objectives vs. Language Objectives

CONTENT OBJECTIVES LANGUAGE OBJECTIVES

Academic Achievement Academic Language

Based on Alabama Course of Study (ACOS)

Based on WIDA ELP Standards

Focuses on what you will learn in content areas (math, science, social studies, etc.)

Focuses on how you will use listening, speaking, reading, and writing in your learning.

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Performance definitions frame the levels of English Language Proficiency

ENTERING

BEGINNING

DEVELOPING

EXPANDING

1

2

3

4

5

6 Native-like Proficiency

BRIDGING

What are Language Objectives? Language Objectives are the language

demands of the content class. They state how a student will be able to express in English what he/she has learned. Language objectives focus on:

  Language functions: Such as - define, describe, explain,

classify, compare, summarize, etc.

Language structures: Such as - questions, tense, writing a simple sentence (compound/complex), writing a paragraph, etc.

Academic vocabulary : Such as - discipline specific, word forms

Language ObjectivesLanguage Objectives answer the questions:

“What language do students need to complete the assigned task?”

“Where are the learners relative to the language expectation? Ex. Is the ELL a novice, has some experience? How much scaffolding is necessary?

“What strategies will help make this language accessible?” Ex. Advanced organizers, use of cognates, cooperative groups, peer teaching, etc.

Language Objectives – WHY?Support students’ language development

Teach all students to meet the academic language requirements specific to the content area

Promote differentiated teaching

Required by ALSDE

Academic Language:The Key to Academic Success

ACADEMIC LANGUAGE: the vocabulary and semantics of a particular content-area literacy. • Fundamental to academic success in all domains;•A primary source of ELLs’ difficulties with academic

content across grades and domains;•Often still a challenge after students achieve proficiency

on state language proficiency tests;•Influences ELLs’ performance on all assessments.

Components of Academic Language• Vocabulary used across academic disciplines:

• Breadth – knowing the meanings of many words, including many words for the same, or related, concepts;

• Depth – knowing multiple meanings, both common and uncommon, for a given word;

• Understanding complex sentence structures and syntax typical of formal writing styles;

• Written vocabulary (distinct from oral vocabulary);• Understanding the structure of argument, academic

discourse, and expository texts (how to participate in a debate, or how to organize a lab report).

Other aspects of academic language relate to the text:

• Organization of expository paragraphs;• Function of connectives (such as therefore and in

contrast);• Wide range of vocabulary that appears far more often

in text than in oral conversation;• Specific academic vocabulary—the words necessary

to learn and talk about academic subjects (analyze, abstract, estimate, observe).

Components of Academic Language

Why do students fail to acquire academic language?• Lack of exposure to appropriate books

and to people who use academic language;

• Lack of opportunities to learn and use academic language;

• Lack of systematic, explicit instruction and sufficient and supportive feedback.

(Scarcella, 2003)

PerformanceDefinitions

Levels of Language

ELP Standard

Sample Grade Level

Cluster

General Language

Specific Language

Technical Language

The language ofMathematics

K-2 in all total sum

The language of

Language Arts

3-5 person character protagonist

The language of

Science

6-8 knee kneecap patella

The language ofSocial Studies

9-12 people population demographics

Performance Level Definitions& Model Performance Indicators

Language Proficiency (Performance Level Descriptions)

1 Entering

2 Beginning

3 Developing

4 Expanding

5 Bridging

PLs

L 1

L 2

L 3

L4

L 5Linguistic

ComplexityVocabulary

UsageLanguage

Control

CAN DO Descriptors

How Can the WIDA Standards Help Me Write Language Objectives?What is the Format of a language

objective?Language function + content stem + language support

 Language function

content stem language support

Point ACOS Using picturesLabel Parts of a cell Using a word

bankSummarize Plot Graphic organizerCompare Mitosis/Meiosis Venn diagram

Match Food chain With a partnerInvent Multi-step

equationsIn a small group

Strategies

that WorkSupports

Scaffolds

Best Practices

English Noise

What’s Wrong Here?

T: Who can name one of the three types of rocks we studied yesterday?

S: Igneous.

T:Right. Igneous rock comes from volcanoes. Who can tell me another type?

S: Sed-,sedi-, sedimentary.

T:That’s right. This type of rock is a result of little bits of rocks and sand pressing together in layers over time.

Our teachers come to class,And they talk and they talk,Til their faces are like peaches,We don’t;We just sit like cornstalks.

A classroom described by a Navajo child

What Works With ELs

Knowing your studentsActive Learning EnvironmentEffective ScaffoldingComprehension Checks (OFTEN)Cooperative Learning/Flexible GroupingDeveloping L1 and L2 skillsSupportive Learning EnvironmentDifferentiate Instruction: “Equal isn’t Fair”Peer Support

Comprehensible Input

i + 1

Language Objectives

Provide opportunities for ALL students to use academic language everyday, in all four language domains.

SPEAKING LISTENING READING WRITING

All you need is a little more

GROU: Group WorkVI: Visual SupportMO: MovementMA: ManipulativesMU: Music

GrouViMoMaMu

Movement

Order of Operationshttp://www1.teachertube.com/viewVideo.php?video_id=9684&title=Cheer_for_the_Order_of_Operations

Lab Safety Video - Visual

http://www1.teachertube.com/viewVideo.php?video_id=5987&title=lab_safety

Learning with Music & Visuals

Circle Songhttp://www1.teachertube.com/viewVideo.php?video_id=38335&title=Circle_Song_2Photosynthesis Songhttp://www1.teachertube.com/viewVideo.php?video_id=49549&title=Photosynthesis_Song

http://www.nj.gov/education/njpep/pd/ell_mainstream/

part_three/index.htmlVideo of teachers in NJ teaching

Food Chain Game

http://www.sheppardsoftware.com/content/animals/kidscorner/animaldiet/carnivore.htm

ParentInvolvement

The Home-School ConnectionResearch shows that small group

instruction by highly competent specialist does not produce reading gains comparable to those that result from parental involvement programs.

(Catherine Brown, 2008)

Did You Know?

According to a review of recent research published by the Southwest Development Laboratory (2002), students whose parents are actively involved in their education – NO MATTER their income or background – are more likely to:

Attend school regularlyEarn higher grades/test scores & enroll in higher level

classesBe promoted, pass their classes/earn creditsHave better social skills, show improved behaviors, and

adapt to schoolGraduate and go on to post-secondary education

Maximize Parental InvolvementGather background and cultural

informationCommunicate openly & oftenBe welcoming and informativeGive language and cultural

support to parentsProvide programs that involve

EL parents inside the classroom & school

TRANSACTwww.transact.com

Translation

Never use computer translationDo not use students for translationTransactRemember confidentiality issues when

using community resources for translationCommunicate with parents in a language

they can understandHICA is a supportive organization that can

help – 942-5505Birmingham Islamic Society

Family Night for English Learners

Points to Consider:1. Translating invitations2. Advertising3. Location4. Food5. Interpreters – How many?6. Childcare7. Time8. Transportation9. Cooperative Activities for parents and students

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The solution to English Language Learner underachievement will come, in great part, from better mainstream classroom instruction. ELL support teachers must begin to see their role as supporting mainstream teachers as much as supporting English language learners.(Adapted by Tim Boals, based on National Research Council conclusions, 1997)

QUESTIONS

“It is our professional obligation to find ways to address the needs of all students in our classrooms. We do not select our students and we cannot change them. Rather, we have to consider the influences of our own practices and change these practices if they do not adequately meet students’ needs.”

Kersaint, Thompson, Petkova, 2009

RESOURCESGay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York: Teacher’s College Press.

Jameson, J.H. (1998). Enriching content classes for secondary ESOL students (National Edition). Washington, DC: Center for Applied Linguistics and Delta Systems.

Kersaint, Gladis, Denisse R Thompson, Mariana Petkova. (2008). Teaching mathematics to English language learners. Routledge.

Richards, H. V., Brown, A. F., and Forde, T.B. (2004). Addressing diversity in schools: Culturally responsive pedagogy. Tempe, AZ: National Center for Culturally Responsive Educational Systems. Retrieved 12 July, 2010, from www.nccrest.org/Briefs/Diversity_Brief.pdf.