language instruction educational programs. one size … › ... · november 3, 2015; common core of...

LANGUAGE INSTRUCTION EDUCATIONAL PROGRAMS. ONE SIZE DOES NOT FIT ALL.

Prof. Dr. Martina Nieswandt

University of Massachusetts Amherst

College of Education

WHAT IS THE PROBLEM?

• In 2013, approx. 61.6 million individuals in the USA, foreign and U.S. born, spoke a language other than English at home.• Of these approx. 41 percent (25.1 million) were considered Limited

English Proficient (LEP) or English Language Learners (ELs).• Limited English proficiency refers to anyone above the age of 5 who

reported speaking English less than “very well,” as classified by the U.S. Census Bureau.

From: http://www.migrationpolicy.org/article/limited-english-proficient-population-united-states-1

WHAT IS THE PROBLEM?

• In 2011, 9 percent (2.3 million) of ELs were children between ages 5 and 15.

• Spanish is the predominant language spoken by foreign-born and native-born ELs – about 65 percent (16.4 million)

• ELs were more likely to live in poverty than English-proficient individuals (26 percent vs. 14 percent).

From: http://www.migrationpolicy.org/article/limited-english-proficient-population-united-states-1

FACTS: ELS AND NON-ELS – NAEP DATA

Mathematics Scores on NAEP• Average grade-four and grade-eight mathematics scores for both

ELs and non-ELs increased between 2000 and 2015. • 2013 NAEP: • Average mathematics scores for ELs in grades 4, 8, and 12 were

significantly* lower than average scores for non-ELs.

• Gap in mathematics scores between ELs and non-ELs widened by grade, from 25 points in grade 4, to 41 points in grade 8, and to 46 points in grade 12.

SOURCE: U.S. Department of Education, National Center for Education Statistics, EDFacts file 141, Data Group 678, extracted November 3, 2015; Common Core of Data (CCD), “State Nonfiscal Survey of Public Elementary and Secondary Education,” 2013–14. See Digest of Education Statistics 2015, table 204.27.

Percentage of public K–12 students identified as English language learners, by grade level: School year 2013–14

U.S.A. FEDERAL MANDATES TO MEET NEEDS OF ENGLISH LEARNERS (ELS)

•Title VI of the Civil Rights Act of 1964 and the Equal Educational Opportunities Act of 1974 (EEOA) require: schools to take appropriate steps to address the language barriers that prevent ELs from meaningfully participating in their education. •No Child Left Behind Act of 2001 (NCLB), and its

successor, the Every Student Succeeds Act of 2016 (ESSA), address specific program requirements supporting ELs and the participation of parents of ELs in their students’ education.

HOW DOES SUCH SUPPORT LOOK LIKE IN THE U.S.A.?

Language Instruction Education Programs in three States:

NOTE: Categorization based on unrounded percentages.SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), “Local Education Agency Universe Survey,” 2013–14. See Digest of Education Statistics 2015, table 204.20.

Percentage of public school students who were English language learners, by state: School year 2013–14

MANY

NM

MA

COMMONWEALTH OF MASSACHUSETTS

• 114 Colleges and Universities

• Ranks regularly highest on the National Assessment of Educational Progress (NAEP) since the late1990th

• Above the U.S. average on TIMSS

• Invented Basketball in 1891

• State dessert: BostonCrème Pie

HIGHER EDUCATION - SELECTION

Harvard UniversityCambridge

MITCambridge

University of MassachusettsAmherst

Boston UniversityBoston

Tufts UniversityMedford

Smith CollegeNorthampton

Wellesley CollegeWellesley

Amherst CollegeAmherst

Hampshire CollegeAmherst

Mount Holyoke CollegeSouth Hadley

LANGUAGE INSTRUCTION EDUCATIONAL PROGRAMS

Uses English Only SY 2012-13 SY 2013-14

Structured English Immersion NO NO

Sheltered English Instruction YES YES

Specially Designed Academic Instruction in English (SDAIE) NO NO

Content-Based ESL NO NO

Pull-Out ESL NO NO

Other NO NO

http://www.ncela.us/t3sis/massachusetts.php

SHELTERED ENGLISH INSTRUCTION OR IMMERSION (SEI)

• ELs and mainstream students are taught together• Language and

academic content is taught together

Key Components of lessons:• Provide access to grade-level subject-

specific content using scaffolding strategies• Promote language development

through• systematic analysis of subject-specific

academic language demands and• design of language objectives helping

students to increase academic language proficiency

RETELL – RETHINKING EQUITY AND TEACHING FOR ENGLISH LANGUAGE LEARNERS

• Initiative of MA Dept. of Elementary and Secondary Education (DESE), designed and implemented in 2011-2012

• Prior to 2011: no defined and mandatory training for teachers

• Combines a new system of:• curriculum standards and assessment,

• endorsement and licensure requirements,

• professional development, and

• related supports for core academic teachers of ELs and administrators who supervise or evaluate these teachers (i.e., principals, assistant principals, and supervisor-directors

RETELL

1. Every core academic teacher in public schools with one or moreELs in her/his classroom must have a Sheltered English Immersion (SEI) Teacher Endorsement.

2. Educator preparation programs are required to offer programs that enable graduates applying for an initial teaching license as a core academic teacher to qualify for the SEI Teacher Endorsement.

3. Professional development related to SEI mandatory4. Specific assessments for ELs

RETELL

• Certified teacher preparation programs include DESE approved SEI course (3 credits)• Teacher candidates will be assessed on meeting students’

diverse needs as out-lined in the Teacher Assessment Standards

(2) Teaching All Students standard: Promotes the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency.

(4) Professional Culture standard: Promotes the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice.

RETELL COURSE AT UMASS AMHERST TEACHER PREPARATION PROGRAM

Some of the major topics:• Linguistic variations• Classroom talk and theories of L1/L2 language development• Sociocultural theory and L2 literacy development• Systemic functional linguistics and genre based pedagogy• Genre and register• Context of learning: ELs & school reform: history of language education & policies in

the U.S.A.• Intro to genre and field/content resources• Intro to tenor/voice resources• Intro to mode/flow resources and the Teaching and Learning Cycle• Implications for teaching writing• Designing curriculum, instruction, and assessment; lesson planning

NEW YORK STATE

• One of six traditionalimmigrant-destination states witha high concentrations of LimitedEnglish Proficient (LEP) individuals2013: 2.5 million (10 percent)

• State Capital: Albany• New York State Motto: Excelsior

REGULATIONS CONCERNING ENGLISH LANGUAGE LEARNERS/MULTILINGUAL LEARNERS

• 1974: Agreement between New York City Board of Education and ASPIRA of New York (ASPIRA Consent Decree) assured that ELs would be provided Bilingual Education

• ELs must be provided with equal access to all school programs and services offered to non-ELs, including access to programs required for graduation

REGULATIONS CONCERNING ENGLISH LANGUAGE LEARNERS/MULTILINGUAL LEARNERS

• 2011 and 2014 amendments to Part 154 of the Regulations of the Commissioner of Education: • School districts are committed to finding innovative ways to ensure

that ELLs are provided with the services that they need (parent choice)

• School districts are ensuring that Bilingual Education programs are available

• Students in bilingual programs must receive a certain number of ESL periods a week depending on their language and grade level, and must receive one period of Native Language Arts per day

LANGUAGE INSTRUCTION EDUCATIONAL PROGRAMS IN NY

Uses English and Another Language SY 2012-13 SY 2013-14

Two-Way Immersion YES YES

Transitional Bilingual YES YES

Dual Language YES YES

Developmental Bilingual NO NR

Heritage Language YES YES http://www.ncela.us/t3sis/newyork.php


Transitional Bilingual programs:• Provide opportunities to learn/speak/write in English but teach

content in science and math in an ELL’s primary home language• A minimum of 60% of instruction in primary language• Gradually incorporate more English until student reaches

proficiency


Dual Language Programs: consist of the 1-way and 2-way models• 1-way programs involve the teacher providing instruction in both

English and the primary language simultaneously, allowing students to be bilingual (class consists only of ELLs)• 2-way programs use a similar structure but have ELLs and native

English speakers in the same classroom


• Requirements for a bilingual program: • 20+ students who speak the same language in the same grade in

the district• district must offer bilingual program to all ELs if at least 15

students the year previously• Alternative program suggestions are provided for those whose

language does not meet district requirements for a formal program

TEACHER TRAINING AND SUPPORT

• The NYSED P-12 Common Core Learning Standards require that every teacher be prepared to teach academic language and content to all students, including ELs• All teachers – regardless of grade level or content expertise – should

be considered as teachers of ELs

• All teachers graduating from approved teacher preparation programs are required to complete 6 semester hours in language acquisition and literacy development

TEACHER TRAINING AND SUPPORT

• The NYSED website lists resources for ELL teaching strategies (http://www.nysed.gov/bilingual-ed/teachers/english-language-learnermultilingual-learner-educator-tools-and-best-practices)

• School districts are required to provide professional development addressing needs of ELLs to all teachers and administrators • At least 15 percent of mainstream teachers' required professional

development must focus on language acquisition, including co-teaching strategies and integrating language and content instruction for ELLs.

NEW MEXICO

• Highest proportion of Latinos(45%) since 1970• 81 Percent of ELs are

Hispanic/Latino.

"New Mexico - Mi Lindo Nuevo Mexico" by Pablo Maresofficial state bilingual song since 1995

New Mexico State Aircraft

BILINGUAL MULTICULTURAL EDUCATION BUREAU (BMEB)

• Administers standards set by• state Bilingual Multicultural Education Act (1978) and• related New Mexico Administrative Code (6.32.2 NMAC) as well

as • Federal Title III, Language Instruction for English Learners and

Immigrant Students, of the Every Student Succeeds Act (ESSA, 2015)

BILINGUAL MULTICULTURAL EDUCATION ACT

The state's bilingual multicultural education program goals are for all students, including English language learners, to:1. become bilingual and biliterate in English and a second language,

including Spanish, a Native American language, where a written form exists and there is tribal approval, or another language; and

2. meet state academic content standards and benchmarks in all subject areas;

http://ped.state.nm.us/ped/BilingualDocs/Article23-BilingualEducationLaw.pdf


Uses English and Another Language SY 2012-13 SY 2013-14

Two-Way Immersion YES YES

Transitional Bilingual YES YES

Dual Language YES YES

Developmental Bilingual YES YES

Heritage Language YES YES

http://www.ncela.us/t3sis/NewMexico.php


Uses English Only SY 2012-13 SY 2013-14

Structured English Immersion YES YES

Sheltered English Instruction YES YES

Specially Designed Academic Instruction in English (SDAIE) YES YES

Content-Based ESL YES YES

Pull-Out ESL YES YES

Other YES YES http://www.ncela.us/t3sis/NewMexico.php

TEACHER PREPARATION – LICENSURE REQUIREMENTS

• Native American Language and Culture Certificate (NALC) –Native American Languages onlyOR Bilingual Endorsement and a Teaching License for specific grade level (early childhood B-3; elementary K-8; middle level 5-9; pre K-12 specialty; special education pre K-12)


• Bilingual endorsement AND Teaching License for specific grade level – only ELs in classes taught by these teachers

• Requirements include, for example: • 24 to 36 hours in bilingual education

• passing grade in Spanish Language Proficiency Exam

• Bilingual education addresses:• English language development, instructional methodology,

community/family involvement, and assessment


• Bilingual endorsement ANDContent Area endorsement

Content Area in the home/heritage (target) language – science, math, social studies, fine arts

HIGH DEMANDS ON TEACHER QUALIFICATION IN BILINGUAL PROGRAMS

• High level of proficiency in L1 and English (Lindholm-Leary, 2007)

• Knowledge of • L1 and English language development

• language of content area (e.g., science, mathematics, social studies)

• Cultural background of students

• Positive attitudes toward bilingualism and culturally diverse groups in order to create an environment conducive to productive interactions and language learning (Brisk & Proctor, 2012).

SUMMARY

Essentially two state-level models for the acquisition of English:

• Sheltered English Immersion (e.g., MA) – “English only”

• Bilingual education (e.g., NY, NM) – instruction in student’s native language and varying amount of English

SUMMARY

Teacher training varies widely across states• Least amount of ELs training for teachers in states with Sheltered

English Immersion;• Devalue of multilingualism; risk of linguistic hierarchy – English on top,

followed by Spanish, then additional languages

• Resistance: engaging and promoting language-as-a-resource orientation(Fredricks & Warriner, 2016)

• Bilingual programs: strong focus on language development, language in content areas, and cultural knowledge of student diversity;

LANGUAGE INSTRUCTION EDUCATIONAL PROGRAMS.

ONE SIZE DOES NOT FIT ALL.

• Higher achievement in science and mathematics of Latino ELs in U.S. states• who have policies emphasizing bilingual education, and

• that reached a threshold of close to 20% of its population identifying as Latino (López, McEneaney, & Nieswandt, 2015)

Suggestion:District-specific policies:Consider a state’sdemographics and stress Bilingual LanguageInstructional Programs accordingly

Latino population is increasing across all U.S. states,and most states have Latino ELs- dense counties

Email: [email protected]

language instruction educational programs. one size … › ... · november 3, 2015; common core of...

Documents