ESL 101

Katherine Barko-

Alva, Ph.D.

Joy Martin, M.Ed.

Instructions: Welcome!

Please answer the questions found on your table

Discuss with a partner:

Why were you able to answer the questions?

What does the sentence mean?

The faloopious scaringas tringled quaransically to the barton.

1. What did the faloopious scaringas do?

2. How did they tringle?

3. What/Who tringled?

4. Where did they tringle?

Roles & Goals

Our roles – facilitators

Your role – active participant

Our goals: We will… • Connect ESL theory with practice. • Add to our repertoire of ESL teaching strategies.• Brainstorm how to apply what we learn in our

classrooms NEXT WEEK.

The Scarlet Letter

A throng of bearded men, in sad-coloured garments and grey steeple-crowned hats, inter-mixed with women, some wearing hoods, and others bareheaded, was assembled in front of a wooden edifice, the door of which was heavily timbered with oak, and studded with iron spikes.

(Hawthorne, Chapter 1)

Mi

abuelita

Immersion

https://www.youtube.com/watch?v=D6HUv2eFdLg

Debriefing: Using the 1,2,3 Protocol

• What is Moisés able to do?

• Why would Moisés be worried about the test?

• What can the teacher do to support Moisés?

PIES-Kagan-Cooperative Learning StrategiesIncreasing Oral Language Production

de Jong & Barko-Alva

(2016)

Language Proficiency Stages

Total Physical Response (TPR) Comprehensible Input

TransferMetalinguistic

AwarenessCognates

Cooperative Learning Language Proficiency BICS

L2 CALP L1

Social LanguageAcademic Language

ProficiencyCode-Switching

Language Objectives Content Objectives Cross-cultural

Communication

SOLs Academic vocabulary Oral Language Proficiency

Word-Sort

Source: Colorín Colorado

• As of the 2012-13 school year, Virginia's schools were home to more than 99,000 English learners (ELs), which marks a 101% increase from the 2002-2003 school year (Migration Policy Institute, 2015). The most common languages spoken by ELLs in Virginia are Spanish, Arabic, Vietnamese, Urdu, and Korean.

• 2017-2018, 12.5% of public school students in VA were classified as EL/EBs (VDOE)

• EL/EB drop out rate in VA is 24% (VDOE)

Not if, but when…

Landmark Supreme Court Cases

Lau v. Nichols (1974) (Lau Remedies)

(1) Identifying and evaluating national-origin-minority students' English-language skills.

(2) Determining appropriate instructional treatments.

(3) Deciding when LEP (Limited English Proficiency) students were ready for mainstream classes.

(4) Determining the professional standards to be met by teachers of language-minority children.

Equal and equitable: Not the same

ELs must have:

•Access to grade and content level materials.

•Access to academic language and academic content.

•Access to text complexity (de Oliveira & Schleppegrell, 2014).

Landmark Supreme Court Cases

Castañeda v. Pickard (1981)

(1) Based on a sound educational theory.

(2) Implemented effectively with sufficient resources and personnel.

(3) Evaluated to determine whether they are effective in helping students overcome language barriers.

Landmark Supreme Court Cases

Plyler v. Doe (1982)

In terms of education, states and localities cannot override the right of every child, no matter his or her immigration status, to attend a U.S. public school from kindergarten through 12th grade.

What do immigration lawyers say?

https://www.youtube.com/watch?v=0ZBv88-FKnw&index=1&list=PLoU659hwTdDbTXZZXpI0qIHUGUkkaxBZe

Building Background Knowledge

Building Background Knowledge

https://www.youtube.com/watch?v=ytXeEFCTMbg

Building Background Knowledge/Diversity Kit

Building Background KnowledgeEchevarría et al.,(2008)

• Who is your EL student? L1 v. L2

• Instruction: Additive perspectives versus deficit perspectives (Cummins, 1986).

• What can students do in the classroom?

• Students feature a specific set of experiences.

• When students’ experiences do not match teacher’s content, instruction becomes challenging.

• Background knowledge-provides a schema students could use to increase understanding.

Biography Driven Culturally Responsive Instruction

(Herrera, 2016)

Building students’ background knowledge

• It provides students with a schema as they encounter new information.

• It allows students to make connections with information they have previously acquired.

• It introduces, builds, and develops vocabulary and academic language.

• It provides comprehensible input by making the content accessible.

Building Background Knowledge

1. Activate prior knowledge.• Connect learning to students’ backgrounds & experiences. • Connect previous learning to new learning.

2. Extend new knowledge.• Fill in the content gaps. • Develop key vocabulary.

Oral Language Production

PIES-Kagan-Cooperative Learning StrategiesIncreasing Oral Language Production

Children exposed to two languages at very early age (from birth - 3 years)

Two native languages

Develop two separate, but connected linguistic systems.

Sequential Bilinguals

Children learn one language first, then are introduced to a second language (after age 3)

Children have a home language that differs from the language of instruction at school

Simultaneous Bilinguals

MILEIDIS GORT, ED.D.

THE OHIO STATE UNIVERSITY

Increasing Oral Language Production

• Increasing opportunities to implementstructured oral language production in theclassroom leads to academic achievement(Genesee et al., 2005). •Creating opportunities to achieve oral language production should be purposely structured within the implementation of the lesson plan (see August 1987 and Johnson, 1983).

ESL in Practice• Process-oriented ESL STRATEGIES

• How to make INTERACTION work

Morning

ESL in Practice ≠

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ESL in Practice =

Activation, Connection,and Affirmation

Biography-Driven Instruction(Herrera, 2016)

Process-oriented ESL strategies

Example: DOTS - Activation

(Herrera, 2016, Biography-Driven Instruction)

Directions:

• Think/Write: Teaching strategies that WORK for ELs.

• Pair/Share/Write: Discuss with a partner. Record ideas on chart.

Process-oriented ESL strategies

Example: DOTS - Activation

Directions: Write 6 vocabulary words on the OUTSIDE of chart.

background knowledge revoicing

connections interaction

authentic assessment process-oriented strategies

EXPOSE students to language.

Help students ACQUIRE language.

What we typically do… What we need to do…

Photo Courtesy of iCLIPART.com

• MY Mind Map

• _______________

• _______________

Process-oriented strategies

Activation

ConnectionAffirmation

1-time use activity

• Kindergarten Venn Diagram• NEW: DOTS Chart• NEW: Vocabulary Quilt

Herrera (2016)

Activation: Paradigm Shift

“Many current strategies that exist for ‘activating’ student

engagement are effective for students who are willing to raise

their hand or who are called upon by the teacher..

Often absent, however, are opportunities that require all students

to respond and hold students accountable – from the beginning

of the lesson – for their participation.”– Herrera, 2016, pg. 96

Activation (opening)

Use 1 STRATEGY to create a risk-free environment where students can draw

from their background knowledge and make connections to the lesson.

Herrera (2016)

TEACHER Tasks STUDENT Tasks

• Present STRATEGY.

• FACILITATE strategy – engage & revoice.

• Actively OBSERVE students.

• Share & record BACKGROUND KNOWLEDGE.

• Share & record CONNECTIONS.

Connection: Paradigm Shift

“How can we really know what our students [know and] don’t

know, unless they have been given the chance to fully participate

in learning?”

– Herrera, 2016, pg. 120

Connection (work time)

• Continue to use the STRATEGY as you teach and as students work.

Herrera (2016)

TEACHER Tasks STUDENT Tasks

• FACILITATE learning.

• REVOICE connections made.

• CONFIRM / DISCONFIRM students’ understandings.

• USE grouping structures.

• WORK – listening, speaking, reading, & writing.

• CONNECT old learning with new learning.

• REFINE learning.

• INTERACT in various grouping structures.

Affirmation: Paradigm Shift

“Because all students do not start at the same place, it is common

sense that they will not all end at the same place. However, every

student will have gained valuable knowledge that will keep him or

her moving forward.”

– Herrera, 2016, pg. 135

Affirmation (closing)

• Continue to use the STRATEGY to document academic AND language growth.

Herrera (2016)

TEACHER Tasks STUDENT Tasks

• Facilitate REVIEW.

• AFFIRM academic and language learning.

• ASSESS with support of strategy.

• VOICE & REHEARSE learning with peers and teacher.

• SHOW learning through speaking & writing

Process-oriented ESL strategies

Example: DOTS - Connection

Directions:

• Think/Write: Add ideas to your chart. Draw connections between the words on the inside and outside of your chart.

• Pair/Share/Write: Talk about the connections you made. Record connections your partner helps you make.

Teacher as facilitator

Example: DOTS - Connection

Directions:

• Before Video: Skim Vocabulary Quilt directions.

• During video: Record 3 things the teacher says/does to

FACILITATE or REVOICE.

• After video: Talk about learning and connections.

Credit: Dawn Stokes (WJCC Kg Teacher)

Process-oriented ESL strategies

Example: DOTS - Affirmation

Directions: As a group…

• Brainstorm 1 EXISTING STRATEGY that could be used as a process-oriented strategy.

• Discuss HOW to use the strategy through each phase (activation, connection, & affirmation) and include INTERACTION.

ESL in Practice• Process-oriented ESL STRATEGIES

• How to make INTERACTION work

Morning

Who does the talking in your class?

StudentsTeacher

Who does the talking in your class?

StudentsTeacher

What many teachers THINK is happening…

Who does the talking in your class?

StudentsTeacher

What is OFTEN actually happening…

Exposure Acquisition

Photo Courtesy of iCLIPART.com

Second Language Acquisition

REPETITION OF MEANINGFUL PRACTICE

• Teacher student

• Student student

• Student groupPicture Credit: Clipart Library

Second Language Acquisition

ELs need INTERACTION to acquire language.

1. Lower the Affective Filter / Risk

1. Use PAIRS/PARTNERS.

1. Encourage use of NATIVE LANGUAGE.

2. Give THINK TIME regularly.

1. ENCOURAGE & CELEBRATE small steps.

1. Build RAPPORT. TONGUE

DEPRESSORS

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2. Provide Sentence Stems Levels 1-2:

• I see ____________. (like, can, drew)

• A _________ has __________. (IE: animal coverings)

Level 3: • I think _________ because ____________.

• First, the lion _________________. (second, next, then, finally)

Levels 4-5• Based on ________, I infer that ________. (inferring)

• I like ______’s idea because _________. (consensus) Cre

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3. Provide Visuals for Support

VISUALSCharts/ Graphic

Organizers

Pictures

Books/ Text

Teacher/ student writing

Notes

4. Provide Written Directions & MODEL

• Give & repeat clear, simple, written DIRECTIONS. 1. Tell your partner what you did with your family yesterday.

Yesterday, my family _________________.

2. Retell what your partner said.

Yesterday, your family ________________.

• TEACH and MODEL the directions. • Model with a student.

• Model non-examples with a student.

5. Vary Grouping Configurations

Individual

Small Group

Whole Group

Pairs

Morning Debrief

Directions: 3 – 2 – 1 with a NEW partner

• What are 3 things you learned this morning?

• What are 2 ideas you can apply with your students?

• What is 1 question you still have? Write question on sticky note & post.

ESL in Practice• Getting to know your ELs

• Understanding & using WIDA

Afternoon

Partner #1

Directions: Tell your partner what you DID yesterday … from the time you woke up until the time you went to bed.

• RULE 1: You cannot use any words with “D.”

• RULE 2: You cannot use any words with “T.”

Partner #2

Directions: Tell your partner what you WILL DO tomorrow … from the time you wake up until the time you go to bed.

• RULE 1: You cannot use any words with “L.”

• RULE 2: You cannot use any words with “M.”

IDENTIFYING with your ELs

• How did you feel as the SPEAKER? LISTENER?

• What insights does this activity give you about the EXPERIENCES OF YOUR ELs?

• What SUPPORTS could I have provided to give you more success?

Getting to KNOW your ELs

Second Language

Acquisition

First language knowledge

(L1)

Student’s Educational Background

(L1 & L2)

Parents’ Educational

Backgrounds (L1 & L2) Economic,

Emotional, & Sociocultural

Factors

U.S. Schools: Environment &

Instruction

Echevarría, Vogt, & Short (2013)

Getting to KNOW your ELs: Resources

• EL student, parents, & ESL teacher

• Resource: CLD Student Biography Card

• Resource: EL Parent Questionnaire

Picture Credit: Clipart Library

Language for Social Purposes & Language for Academic Purposes

Academic Language

Hint: It is not just vocabulary.

CUP: Common Underlying Proficiency (Cummins, 1981)

Interdependence Hypothesis (Cummins, 1981)

L1 linguistic and cognitive skills

L2

linguistic

and

cognitive

skills

TRANSFER

Cross-language Transfer

•Cross-language transfer (understanding which structures are transferred in writing/reading from one language to the other).

• L1 L2

•Direct and explicit instruction is a crucial component of effective literacy instruction for students learning a second language (see Genesee & Riches, 2006; Gersten & Baker, 2000; Slavin & Cheung, 2005).

Student Sample: (Escamilla, 2008)

The Three Piks

My story is about if tree piks and 1 lobo feroz. The lobo tiro dawn the house of paja. Den the little pik go roning to the house of jis brother a saiguat japen to the house.

(Jimenez, Garcia, and Pearson, 1996)

Bilingual students (i.e., ELs/emergent bilinguals) who understand how languages are similar and different achieve higher levels of academic success.

BICS: Basic Interpersonal Communicative SkillsCALP: Cognitive Academic Language Proficiency

BICS (2-3 years)• Observing speakers’ non-verbal

behavior (gestures, facial expressions and eye actions)

• Observing others’ reactions

• Using voice cues such as phrasing, intonations, and stress

• Observing pictures, concrete objects, and other contextual cues which are present

• Asking for statements to be repeated, and/or clarified

CALP (5-10 years)• Non-verbal clues are absent

• There is less face-to-face interaction

• Academic language is often abstract

• Literacy demands are high (narrative and expository text and textbooks are written beyond the language proficiency of the students

• Cultural/linguistic knowledge is often needed to comprehend fully

PLANNING: LANGUAGE FOR ACADEMIC PURPOSES (BEEMAN & UROW, 2013)

“Fíjense en el dibujo en la portada del libro”.

“Look at the picture on the book’s cover.”

“Observen la ilustración en la portada del libro”.

“Observe the illustration on the book’s cover.”

PhotosynthesisContent Specific

Vocabulary/ Academic

Terminology

Photosynthesis

The process by which green plants and some other organisms use sunlight to synthesize foodsfrom carbon dioxide and water. Photosynthesis in plants generally involves the green pigment chlorophyll and generates oxygen as a byproduct.

(Oxford English Dictionary)

Photosynthesis- To describe (language function) the process… academic language

The process by which green plants and some other organisms use sunlight to synthesize foods from carbon dioxide and water. Photosynthesis in plants generally involves the green pigment chlorophyll and generates oxygen as a byproduct.

(Oxford English Dictionary)

Content-Specific Vocabulary: photosynthesis, carbon dioxide, chlorophyll, oxygen, green plants, organisms.

Language Features: verbs: present tense including (3rd person singular and plural), adverbs, and infinitives.

Bloom’s Taxonomy

Bloom’s Taxonomy

Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory. Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining. Applying: Carrying out or using a procedure through executing, or implementing. Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing. Evaluating: Making judgments based on criteria and standards through checking and critiquing. Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.

(Anderson & Krathwohl, 2001, pp. 67-68)

Important Students’ language proficiency levels

Students’ cognitiveabilities/multiple proficiencies

Remembering

Understanding

Applying

Analyzing

Evaluating

Creating

LanguageDevelopment

Stages

WIDA

Pre-production Entering

Early-production Beginning

Speechemergence

Developing

Intermediate Fluency

Expanding

Advance Bridging

The language of Social Studies : (WIDA, p.38)

READING

(Immigration/Migration)

Level 1Entering

Level 2Beginning

Level 3 Developing

Level 4Expanding

Level 5Bridging

Level6

Traceimmigration/migration routes on the globes ormaps with a partner.

Match immigration/migrationroutes on the globes or maps to text and share with a partner.

Organizeinformation on immigration/migration based on investigation using graphic or visual support with a partner.

Compare information on immigration/migration based on investigation (e.g., in websites, newspapers or libraries) using graphic or visual support with a partner.

Identify reasons or explanations for immigration/migration based on investigation using grade-level multicultural texts.

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A

C

H

I

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SOL VA Reading: First Grade

1.9 The student will read and demonstrate comprehension of a variety of fiction and nonfiction.

d) Make predictions about content.

MAKING PREDICTIONS

What are the language structures my students would need to know to make predictions?

Brainstorm: Think-Pair-Share___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Prediction: think about these structures…

1…Because the character ____, I predict s/he will _____.Because the main character ran away from home, I predict that he will…

2…At first I thought ______, but now I believe _______.

3…I think ___ will _____ because ______ usually ____.

4…Since ________, I can assume that ___ will _____.Since it’s been raining all week, I can assume that the game will be cancelled.

ESL in Practice• Getting to know your ELs

• Understanding & using WIDA

Afternoon

Understanding WIDA

• WIDA: “a comprehensive approach to supporting, teaching, and assessing multilingual learners.” (WIDA website)

• Includes standards, assessment, instructional tools/resources, & professional development

• WIDA English Language Development (ELD) Standards: a framework for academic language development in PreK-12.

• WIDA Access for ELLs 2.0: annual assessment of listening, speaking, reading, and writing for identified ELs

Understanding WIDA Standards

SOL: content standards

• English

• Math

• Science

• History & Social Science

WIDA: ESL standards

• Social and instructional language

• The language of Language Arts

• The language of Mathematics

• The language of Science

• The language of Social Studies

Domains of Language

Receptive language

Listening

Reading

Productive language

“Language that is processed and interpreted.” –WIDA (2007) p. 72

“Language that is communicated.” – WIDA (2007) p. 72

Speaking

Writing

English Language Proficiency Levels

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Language Functions

What students DO with language

Level 1 Level 2 Level 3 Level 4 Level 5

Follow

Repeat

Identify

Label

Match

Use

Sort

Describe

Sequence

Retell

Make

Form

Compare

Participate

Distinguish

Compose

Apply

Express

Create

Explain

WIDA Can Do Descriptors

Supports – a type of scaffold…

1. Sensory –facilitates meaning through the senses (seeing, hearing, touching, smelling, or tasting). Ex: realia

1. Graphic – allows students to access and demonstrate understanding of language without complex/sustained discourse. Ex: Venn Diagram

1. Interactive –helps students communicate & facilitate their access to content. Ex: pair talk

WIDA (2007)

WIDA StandardLevel 1

EnteringLevel 2

EmergingLevel 3

DevelopingLevel 4

ExpandingLevel 5

Bridging

Label types of lines and angles according to their properties using realia and graphic support.

Define types of linesand angles according to their properties using realia and graphic support.

Describe types of lines and angles according to their properties usingrealia and graphic support.

Compare and contrast types of lines or angles according to their properties using realia and graphic support.

Explain types of lines and angles according to their properties using realia.

MPI Elements1. Language function2. Content 3. Support

Adapted from WIDA (2012), p. 72

Model Performance Indicator - a single cell within a WIDA standard- meant to be an example

WRITING

Using WIDA Resources

Access Sample Report

1. Language Domains

2. Proficiency LEVELS

3. Students CAN…

Can Do Descriptors

1. Language Domains

2. Proficiency Levels

3. Language Functions

4. Supports

ESL in Practice

Directions: With a partner…use your WIDA Resources to plan instruction for Level 1, 2, & 3 ELs.

1. Vocabulary Quilt (from morning video)

2. Existing Strategy (from morning group work)

Remember to include…• Language function• Content• Supports

Marigolds & Walnut Trees

Photo courtesy photos-public-domain.com Photo courtesy pinterest.com

Afternoon Debrief

Directions: 3 – 2 – 1 with a NEW partner

• What are 3 things you learned this morning?

• What are 2 ideas you can apply with your students?

• What is 1 question you still have? Write question on sticky note.

Goals for Today’s Workshop

• Connect ESL theory with practice.

• Add to our repertoire of ESL teaching strategies.

• Brainstorm how to apply what we learn in our classrooms NEXT WEEK.

Teaching ESL is not just good teaching (see Harper & de Jong, 2005; de Jong & Barko, 2015; Barko-Alva & Jo,

2016)

ESL educators: Social justice, knowledge, and compassion Advocate: family, school, district, community.Teach language through grade-level content. Integrate content and language instruction.Are content area experts and language experts. Facilitate academic language acquisition.Design and develop grade level curriculum

according to ELs’ language proficiency levels.

We need you in the classroom…

ESLTeaching

with compassionand hope

Special thanks to…

•Dr. Amy Colley, SURN Executive Director

•Graduate Students (SURN)Zachary McCoy

•Graduate Student (ESL Poster Contributions)Leah Horrell

General Resources

• ¡Colorín Colorado!

http://www.colorincolorado.org

• California Institute of Applied Linguistics (CAL)

http://www.cal.org

Resources

• Building Background KnowledgeEchevarria, J., Vogt, M., & Short, D.J. (2013). Making content comprehensible for English learners: The SIOP model (4th ed.). USA: Pearson Education, Inc.

• CLD Student Biography CardsHerrera, S. (2016). Biography-Driven Culturally Responsive Teaching (2nd ed.). New York, NY: Teachers College Press.

• Cooperative Learning Groups/Oral Language PracticeCollaborative Group Work Protocols (Masley & Paranto, 2008)http://www.gadoe.org/School-Improvement/School-Improvement-Services/Documents/System%20for%20Effective%20School%20Instruction/Collaborative%20Group%20Work%20Protocols.pdf

Resources

• Cultural Competencies for TeachersThe Diversity Kit: An Introductory Resource for Social Change in Education (LAB at Brown University)

Leading with Diversity: Cultural Competencies for Teacher Preparation and Professional Development (Trumbell & Pacheco, The Education Alliance at Brown University)

• Frayer ModelsWest Virginia Department of Educationhttps://wvde.state.wv.us/strategybank/FrayerModel.html

• Reciprocal Teaching – W&M http://education.wm.edu/centers/ttac/resources/articles/teachtechnique/reciprocalteaching/index.php

References

Barko-Alva, K. & Masyada, S. (2018). Dimensions of success: Integrating the C3 framework for ESL instruction in elementary social studies classrooms. In Guler (Ed.), Optimizing Elementary Education for English Language Learners. IGI-Global Editorial Discovery.

Barko-Alva, K. & Jo, A.A. (2016). Factors that contribute to effective multilingual and multicultural classroom environments. In: Bryan & Vásquez Neyshba (Eds.), ESL Methods for Achievement and Equity. Chapter 8. Kendall & Hunt Publishing Company.

Barko-Alva, K. (2016). Sentence frames: facilitating and preventing agency in a dual language classroom. VATESOL,19 (3), 9-11.

de Jong, E.J., & Barko-Alva, K. (2015).“Mainstream” teachers in two-way immersion programs: Becoming content and language teachers. In: Freeman & Freeman (Eds.), Research on Preparing In-service Teachers to Work Effectively with Emergent Bilinguals. (pp. 107-126). United Kingdom: Emerald Press.

Escamilla, K. et al. (2014). Biliteracy from the start: literacy squared in action. Philadelphia: Calson Publishing.

Fang, Z., Schleppegrell, M., & Cox, B. (2006). Understanding the language demands of schooling: nouns in academic registers. Journal of Literacy Research, 28(3), 247-273.

Fillmore, L. W., & Fillmore, C. J. (2012). What does text complexity mean for English learners and language minority students? Paper presented at the Understanding Language Conference, Stanford, CA. Retrieved from http://ell.stanford.edu/papers

Freeman, D. E., & Freeman, Y. S. (2004). Essential Linguistics: What You Need to Know to Teach Reading, ESL, Spelling, Phonics, and Grammar. Portsmouth, NH: Heinemann.

Herrera, S. G. (2015). Biography-driven culturally responsive teaching. New York, NY: Teachers College Press.

Kinsella, K. (2005). Preparing for effective vocabulary instruction. Aiming High.

WIDA Consortium (2012). The English language learner can-do booklet. Madison, WI: Board of Regents of the University of Wisconsin System.