Introduction to AEL (Academic English Learner)

Introductory Thought

Language sets the direction of all learning, particularly learning as it

is required in school. So the question is, does the child have

sufficient linguistic development in order to participate in the

classroom?”

– Edward DeAvila and Sharon Duncan

Presentation Overview

• AEL concept and initiative

• How LAS Links support AEL

• Research basis for AEL

Pedagogy of Culture Language and the

Acquisition of Academic English

Agenda

• Standard English Learners (SELs)

• College and Career Readiness Standards (CCRS)

• Academic English Learners (AELs)

• DRC|CTB’s Academic English Learner Initiative

• Customer Potential

Who are Standard English Learners?

African American, American Indian, Hawaiian American, and Mexican

American students for whom Standard English is not native and who

are among those students experiencing the most difficulty in American

schools.

African American Language “Black English”

The structural components… along with the non verbal elements such as

pitch and intonation from African language, is then affected by the social

influences of language spoken in the United States. The results of this

social mixture is then brought to school as Neighborhood Social

Language.

We must then assess this language in a way to insure that these students

become proficient in the art of Academic language.

Niger–Congo Languages

• It is estimated that there are up to 3000 languages spoken in Africa

• The Niger–Congo languages have a clear preferences for open syllables

of the type CV(Consonant Vowel)

• The large majority of language is tonal. Tones are used partially for

meaning but mostly for grammar

• They have prefixes and suffixes to qualify nouns and verbs. Nouns and

verbs never exist on their own

Grammatical Characteristics of

Language

Phonological Characteristic

and Features of

African American Language

College and Career Readiness: Academic Language

The language (e.g., lexicon, grammar, discourse features and

function) that all students need to:

– Access,

– Meaningfully engage with,

– And achieve rigorous academic content as they prepare for college and

careers. (Sato, 2008)

Textbooks, student materials, and standardized assessments

are all written in Academic English Language

Who are Academic English Learners?

Students who are not exposed to Academic English at home.

Including students who are not identified as “ELL”, as they are considered

“English Only” (EO) speakers.

Students who may not score well on academic standardized test as a result

of the lack of AE exposure.

Historically, there has been no systematic way to identify or monitor the progress of

“English Only” AEL students as they acquire the essential skills of Academic English.

CTB/McGraw-Hill’s

Academic English Initiative

Instrument:

LAS Links Forms A&B and Forms C&D

Population:

AELs (including Els and EOs) across subgroups, grades, and regions

Research Status:

DIF analyses across ELs and EOs conducted and C/D technical Report in progress

Purpose:

To understand the use of language assessment in identifying the needs of

Academic English Learners

Question #1

In a local setting, what are the specific language needs of this potential

Academic English Learner EO group in each language domain compared

with the English Language Learner?

Does the AEL EO group require a special set of

instructional strategies that are different from

those for ELL?

Question #2

Does this AEL (EO) group need instructional

support with English language proficiency?

Is the support needed for all four domains

(Listening, Reading, Speaking, Writing)?

Considerations

Language use that is contextualized in different content areas

(Social/General Instructional vs. Language Arts/Social Science/History vs.

Math/Science/Technical)

Language use across different levels of linguistic complexity (making

daily conversation vs. describing and presenting academic information)

Language use that has different levels of cognitive demand (to identify vs.

to apply)

Preliminary Analysis

Similar to ELLs, this AEL EO group may need instructional support in

developing “English language proficiency across language domains (LI, RD,

SP, WR).

Similar to ELLs, this AEL EO group may need more support in literacy skills

(Reading and Writing) than oral skills (Listening and Speaking).

“Unless we know why students are failing, it is clearly impossible to

rationally plan instruction that will reverse the pattern of school failure.”

Jim Cummins (1989)

How LAS Links Supports the

AEL Initiative

Supports AEL Students

Academic English Learner (AEL) Profile

Typically in a Title 1 school … often classified as low performing

Native English speakers who struggle in school due to language

Recently promoted ELL students who struggle with academic work

Language and Academics

– ELLs should be assessed in academic English to help ensure

that they “access and engage in the curriculum” (Bailey &

Heritage, 2008, p. 12).

• Academic language being assessed must focus on the instructional

and learning practices ELLs engage in school.

AEL Protocol

• Begin with students who are struggling academically

• Use LAS Links to determine if students are struggling with language proficiency

• ID language areas where students need additional language instruction

• Provide student data to teachers to inform instruction

• Use tools such as TerraNova® to measure academic progress

LAS Links Test Forms

Two parallel forms C & D and Español B– Adds Linkage/Correspondence to the College and Career Readiness Standards and updated

TESOL standards

– Provides measures across academic strands

Score Reports for forms C, D and Español B

Provides strand Scores for each language domain:

– Social: Intercultural and Instructional communication

– Academic: English Language Arts, Social Studies and History

– Academic: Mathematics, Science and Technical Subjects

Measures Social and Academic Language Skills

Test content is balanced between social and academic English

Supports alignment to new perspective on standards

– Focus more on academic context

Academic Language Report

Academic Language Report

Why we are here

“For 25 years we have taken the position that at the basis of

everything – the basis for success in school, the basis for success

in work, and in the community in general – is language. Language

is first for all children. Language sets the direction of all learning,

particularly learning as it is required in school. So the question is,

does the child have sufficient linguistic development in order to

participate in the classroom?”

Edward DeAvila and Sharon Duncan, LAS authors

Back to the LAS roots

Thank you

for your time,

interest, and feedback!