long term english learners and oral language: breaking the logjam

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Long Term English Learners and Oral Language: Breaking the Logjam David Irwin WABE 2011

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Long Term English Learners and Oral Language: Breaking the Logjam. David Irwin WABE 2011. Participant Goals. - PowerPoint PPT Presentation

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Page 1: Long Term English Learners and Oral Language: Breaking the Logjam

Long Term English Learners and Oral Language: Breaking the Logjam

David Irwin

WABE 2011

Page 2: Long Term English Learners and Oral Language: Breaking the Logjam

Participant GoalsEnsure that instructional leaders are

knowledgeable on the research on Long Term English Learners (LTELs) and oral language development in an effort to help ELLs become proficient users of English.

BYEngaging in professional dialogue and

practice with colleagues about improving instruction with oral language activities.

Page 3: Long Term English Learners and Oral Language: Breaking the Logjam

What is a Long Term English Learner?A student who has been in a structured

sheltered or bilingual program for six years or longer (California Dept of Ed)

Washington has no official definition of LTELHowever we do have students who plateau,

or receive the same score on the WLPT for years

LTELs begin to appear in middle school, continuing to high school

Patterns of non-academic English use begin pre-Kindergarten (Kinsella 2010)

Page 4: Long Term English Learners and Oral Language: Breaking the Logjam

The Stats in WashingtonTime in Program

Total Served Exited ELL Students*

% of Exited Students

Less than 1 Year

14,276 785 6.8%

1 to < 2 Years 22,976 3,098 26.8%

2 to < 3 Years 17,418 2,986 25.8%

3 to < 4 Years 12,381 1,787 15.5%

4 to < 5 Years 7.978 761 6.6%

5 to < 6 Years 6,502 654 5.6%

6+ Years 9,938 1,499 12.9%

Total 91,469 11,580 100.0%

Source: Educating English Language Learners in Washington State, 2009–10 : Report to Legislature

Page 5: Long Term English Learners and Oral Language: Breaking the Logjam

The Stats in Washington

654 of 6502 5-6 year student exited in 20101499 of 9936 6+ year students exited in 2010In 2010-2011 Washington has 14,285 at 6+

years, about 15%

Page 6: Long Term English Learners and Oral Language: Breaking the Logjam

CumminsAcademic Language takes 5-7 years for a

student with some schooling in L1Up to 12 years for a students with little or no

schooling in L1A student who is 6 years into the program is

not necessarily at deficit – unless they are not making progress

(See Margo Gottlieb for tips on assessment at this conference….)

Page 7: Long Term English Learners and Oral Language: Breaking the Logjam

“Proficiency in oral language provides children with a vital tool for thought. Without fluent and structured oral language, children will find it very difficult to think.”

--Jerome Bruner

Page 8: Long Term English Learners and Oral Language: Breaking the Logjam

Children’s speaking and listening skills lead the way for their reading and writing skills, and together these language skills are the primary tools of the mind for all future learning.

Roskos, Tabors, & Lenhart, 2005, p. v.

Page 9: Long Term English Learners and Oral Language: Breaking the Logjam

Oral Language

Link Between Oral Language and Comprehension

Phonological

Awareness

LetterKnowled

ge

Decoding

Comprehension

Oral Language has a direct correlation to reading comprehension

C. Eisenhart

Page 10: Long Term English Learners and Oral Language: Breaking the Logjam

What Does Research Suggest Regarding Oral Language Development?

Page 11: Long Term English Learners and Oral Language: Breaking the Logjam

The Effects of Weaknesses in Oral Language on Reading Growth

(Hirsch, 1996)

5 6 7 8 9 1011 12 13 14 1516

16

15

14

13

12

11

10

9

8

7

6

5

Read

ing

Ag

e L

evel

Chronological Age

Low Oral Language in Kindergarten

High Oral Language in Kindergarten

5.2 years difference

Page 12: Long Term English Learners and Oral Language: Breaking the Logjam

Cumulative Language Experiences30 Million Word Difference

50–

45 –

40 –

35 –

30 –

25 –

20 –

15 –

10 –

5 –

1 2 3 4 5 Age of child (years)

Nu

mb

er

of

word

s h

eard

(m

illi

on

s)

Children from:

Professional Families

Working Class Families

Welfare Families

Page 13: Long Term English Learners and Oral Language: Breaking the Logjam

What is Oral Language?Oral Language Proficiency: knowledge and

use of specific aspects of oral language, including phonology, vocabulary, morphology, grammar, and discourse domains. It encompasses skills in both comprehension and expression.

The National Literacy Panel on Language-Minority Children and Youth (2006)

Page 14: Long Term English Learners and Oral Language: Breaking the Logjam

Oral Language and English LearnersEnglish language learners need plenty of oral

practice with social and academic languageEnglish Language Development (ELD)

instruction should emphasize listening and speaking although it can incorporate reading and writing.

Allowing the use of the student’s first language (L1) accelerates his/her growth

Use of the L1 can be structured in a dual language program, and can be used strategically in a Sheltered English program

Saunders and Goldenberg (2010), National Literacy Panel (2006) Collier & Thomas (1997) and (2001)

Page 15: Long Term English Learners and Oral Language: Breaking the Logjam

The National Reading Panel and ELLs

•The National Reading Panel reviewed 1,700 scientifically sound studies that guide the implementation of many literacy programs today. •The NRP did not intentionally review research related to English language learners.•The National Literacy Panel for Language Minority Children and Youth reviewed 700 scientifically sound studies related to literacy for English language learners.

•There are relatively few studies to build scientific consensus when it comes to implementation literacy programs for English learners.•The NRP findings do provide guidance for implementing ELL programs; however, these findings are not sufficient to meet all the needs of English language learners. •The studies reviewed by the National Literacy Panel suggests that English language learners need more background built, and more English oral language development (vocabulary) than English fluent readers do

Page 16: Long Term English Learners and Oral Language: Breaking the Logjam

Theoretical Foundation for the Use of Primary Language for ELD

Collier and Thomas’ Prism Model

Successful programs include all four components of the theoretical framework, using both L1 (primary language) and L2 (second language)

Social and cultural processes are at the heart of successful programs.

Page 17: Long Term English Learners and Oral Language: Breaking the Logjam

Explicit oral language development is critical for ELL students in the mastery of academic language.

ELLs who do not have a strong foundation in academic oral language in the primary years are at risk of becoming long-term English learners (LTELs).

Accurate Oral Fluency: Ease of producing accurate target language forms (vocabulary, syntax, grammar) and ability to comprehend while listening to more sophisticated language

Oral Language and ELLs

Kinsella & Dutro, Cal. Report, 2010

Page 18: Long Term English Learners and Oral Language: Breaking the Logjam

If there is no dedicated ELD time block, ELD must be integrated into the day, with language objectives included with content objectives.

Intuitively, scaffolded, leveled activities are effective in the content class, although there is not yet research on this.

Washington’s ELD Listening & Speaking Standards offer guidelines for oral language instruction at all language and grade levels.

Instructional Focus

Goldenberg and Saunders, Cal. Report, 2010

Page 19: Long Term English Learners and Oral Language: Breaking the Logjam

Academic language is:the language used in the classroom and

workplacethe language of textthe language assessmentsthe language of academic successthe language of power

What is Academic Language?

Dr. Robin Scarcella, University of California at Irvine

Page 20: Long Term English Learners and Oral Language: Breaking the Logjam

The language of reading InferCompareConnectConclude, etc

The language of writingReviseEditDraft, etc

The language of mathematicsTargeted content vocabularyStandard grammatical structures

What is Academic Language?

Page 21: Long Term English Learners and Oral Language: Breaking the Logjam

Success with academic content is dependent on students’ mastery of academic language vs conversational language

Students will learn much conversational language on their own

Academic language must be continuously developed and explicitly taught across all subject areas

Academic language is present in all language domains: reading, writing, listening, speaking

Academic Language

Cummins 1981

Page 22: Long Term English Learners and Oral Language: Breaking the Logjam

ELL students typically require at least 5 years to attain grade level expectations in language and literacy skills

In order to catch up to grade norms within 6 years, ELLs must make 15 months gain in every school year

Learning academic uses of language is a life-long endeavor for both native English speakers and ELLs

Academic Language

Thomas & Collier (1997); Cummins (2010); Dutro (2002)

Page 23: Long Term English Learners and Oral Language: Breaking the Logjam

Use academic vocabulary and academic function words connected to content

Develop higher level thinkingAre used at every proficiency level, including

for native English speakersEnable focus on specific language structures Provide feedback for improving performanceProvide an opportunity to practice

comprehensible output

Language Objectives

Kinsella (2010)

Page 24: Long Term English Learners and Oral Language: Breaking the Logjam

SWBAT use a variety of passes in a basketball game. SWBAT label and explain why they would choose a certain pass.

In pairs, SWBAT show understanding of forming equivalent fractions using halves, fourths, eighths, and sixteenths. SW use the terms compared to, greater than, less than, equivalent, we agree, we decided.

Examples

Page 25: Long Term English Learners and Oral Language: Breaking the Logjam

Washington has English Language Development Standards in three areas:

Listening/SpeakingReadingWritingThe Standards are matched to the GLEs at

grade bands K-2, 3-5, 6-8, & 9-12They are also specified for five language

acquisition levels, Beginning to Transitional

ELD Standards

Page 26: Long Term English Learners and Oral Language: Breaking the Logjam

Use linguistic patterning (frames) to have students practice academic language

Frames match comprehension skillsStudents practice language while learning

content

Oral Language and Comprehension Skills

Page 27: Long Term English Learners and Oral Language: Breaking the Logjam

These structures encourage and support all students to speak using academic oral language. Project GLAD Guided Oral Practice

Narrative Input Chants Sentence Patterning Charts Picture File Card sorts (Promote use of L1 for processing)

Numbered Heads Together (Promote use of L1 for processing) Corners Fishbowl Inside-Outside Circle (Conga Line) Jigsaw Round table Think Pair Share/Turn & Talk/10-2 (Promote use of L1 for processing) Quiz Quiz Trade Three Step Interview Sentence Stems/Frames

Activities for Turning up the Volume

Page 28: Long Term English Learners and Oral Language: Breaking the Logjam

Cooperative learning is equally effective in the L1. It promotes development of academic language in the student’s first language.

Activities that use L1 and L2 provide oral practice in both languages when students must interact with those who do and don’t speak their language.

Informal assessment of L1 may include oral reading of text and writing in L1.

Practice in Bilingual Settings

Page 29: Long Term English Learners and Oral Language: Breaking the Logjam

Narrative InputTell a story one picture at a time, text mounted on the

back of the picturesStudents retell the storyWrite their version on chart paper, different color for

each studentRewrite on sentence stripsMix the strips, have the small group reassemble the storyCut into words, reassemble againChant – write a chant (with pattern) from content of the

story or textMay be done with non-fiction as long as there is a

narrative version of the information

31

Oral Language Activities

Page 30: Long Term English Learners and Oral Language: Breaking the Logjam

Article

Adjective

Noun Verb Adverb Prep. Phrase

The curious chicken

wanted

badly to get to the other side.

Sentence Patterning Chart

Question Patterning Chart

Interrogative

Verb Art./Noun Verb Art./Noun

Why did the chicken cross the road?

Page 31: Long Term English Learners and Oral Language: Breaking the Logjam

Download 80-120 pictures of content related to topic

Use for sortingTell students categories (more beginning ) orStudents develop their own categories

Use to support concepts throughout the unitStudents tell their rationale for sorts or

describe events in the picturesBuilds background for discussion and writing

Picture File Card Sorts

Page 32: Long Term English Learners and Oral Language: Breaking the Logjam

Activities for Turning Up the Volume – Corners

Description Teaching Tips for ELL

• Corners of the classroom are designated for focused discussion of four aspects of a topic.

Levels 1, 2, 3: Label corners with an accompanying illustration, give a student-friendly definition.

• Students individually think and write about the topic for a short time.

Levels 1, 2, 3: Provide word wall with key words and sentence frames.Level 1: May draw a response.

• Students group into the corner of their choice and discuss the topic.

Levels 1, 2, 3: Students hear many valid points of view; focused discussion develops deeper thinking about topic.

• At least one student from each corner shares about the corner discussion.

Level 1: May choose to have another student help share about the discussion.

Kagan (1986)

Page 33: Long Term English Learners and Oral Language: Breaking the Logjam

Description Teaching Tips for ELL• Part of the group sits in a close circle, facing inward; the other part of the group sits in a larger circle around them.

Level 1: Seat in outside circle. Prepare students by reviewing what is known about the topic with visual cues. Pre-teach key words, e.g. new. Levels 2 and 3: Seat in either circle.

• Students on the inside discuss a topic while those outside listen for new information and/or evaluate the discussion according to pre-established criteria.

Level 1: Provide listening template for what is known, with space to record/draw what may be new. (May be provided all students.)Level 2: Practice and post sentence frames useful for participation in discussions, e.g. “I learned/noticed/observed . . . “

• Groups reverse positions. Levels 1 and 2: Practice and post sentence frames useful for participation in discussions, e.g. “I learned/noticed/observed . . . “

Activities for Turning Up the Volume – Fishbowl

Page 34: Long Term English Learners and Oral Language: Breaking the Logjam

Description Teaching Tips for ELL

• Students stand in concentric circles facing each other.

Level 1: Practice and post interrogative sentence frames, e.g. “Why did . . . ?”Levels 1, 2, and 3: Stand in either circle.

• Students in the outside circle ask questions; those inside answer.

Levels 1 and 2: Use sentence frames to articulate a question. Answer with phrases or complete sentences.Level 3: Answer with complete sentences.

• On a signal, students in the outside circle rotate to create new partnerships.

Levels 1, 2, 3: Talking one-on-one with a variety of partners gives risk-free practice in speaking skills. Students listen and speak.

• On another signal, students trade inside/outside roles.

Levels 1, 2, 3: Interactions can be structured to focus on specific speaking skills.

Activities for Turning Up the Volume – Inside-Outside Circle

Page 35: Long Term English Learners and Oral Language: Breaking the Logjam

Description Teaching Tips for ELL

• Group students evenly into “expert” groups.

Level 1: Distribute into different expert groups.

• Expert groups read one passage of text or study one topic or aspect of a topic in depth.

Levels 1 & 2: Provide visual supports for material. Pre-teach key vocabulary.

• Regroup students so that each new group has at least one member from each expert group.

Levels 1, 2, 3: Becoming an expert provides in-depth understanding in one aspect of study.

• Experts report on their study. Other students learn from the experts.

Level 1: May request a buddy to assist with reporting. Levels 1, 2, 3: Learning from peers provides breadth of understanding of over-arching concepts.

Activities for Turning Up the Volume – Jigsaw

Page 36: Long Term English Learners and Oral Language: Breaking the Logjam

Description Teaching Tips for ELL

• Students number off within each group.

Levels 1, 2, 3: Groups are heterogeneous.

• Teacher prompts or gives a directive.

Level 1: Prompt is paraphrased using simple language, accompanied with gestures and./or illustration.

• Students think individually about the topic.

Levels 1, 2: May think about the topic in L1.Levels 1, 2, 3: Group discussion provides each student with language and concept understanding.

• Groups discuss the topic so that any member of the group can report for the group.

Level 1, 2: Key vocabulary for discussion has been pre-taught and is displayed. Levels 1, 2, 3: Sentence frames for academic discussion are reviewed and posted, e.g. “I want to add to your idea.”

• Teacher calls a number and the student from each group with that number reports for the group, providing an opportunity for evaluation of individual and group progress.

Level 1: May require assistance from another group member. Levels 2 & 3: Benefit from written notes.

Activities for Turning Up the Volume – Numbered Heads Together

Page 37: Long Term English Learners and Oral Language: Breaking the Logjam

Description Teaching Tips for ELL

• Seat students around a table in groups of four

Levels 1, 2, 3: Seat students in heterogeneous groups.

• Teacher asks a question with many possible answers.

Level 1: May consider response in L1.Levels 1, 2, 3: Encourage appreciation for diversity of opinion and thought.

• Each student around the table writes answers to the question a different way. Pass the page to the next student quickly. Set a time, one or two minutes.

• Eliciting multiple answers enhances language fluency.

Level 1: May respond with simple words or phrases, a more developed response in L1, or may repeat in English what another student has said.Levels 2, 3: Encourage multiple responses by practicing and posting discussion sentence frames, e.g. “I have a different idea. . .” or “ In my opinion, . . . “

Activities for Turning Up the Volume – Roundtable

Page 38: Long Term English Learners and Oral Language: Breaking the Logjam

Description Teaching Tips for ELL

• Students think about a topic suggested by the teacher.

Levels 1, 2, 3: The opportunity for self-talk during the individual think time allows the student to formulate thoughts before speaking.Level 1: May consider topic in L1.

• Pairs discuss the topic. Levels 1, 2, 3: Create pairs by selecting partners at adjacent proficiency levels, e.g. Level 1 with Level 2, Level 2 with Level 3, or Level 3 with Proficient. Levels 1, 2: Support by pre-teaching key vocabulary, providing bilingual or other dictionaries.

• One student from the pair individually shares information with the class.

Levels 1, 2, 3: Discussion with a partner reduces performance anxiety and enhances understanding.Level 1: May benefit more from listening to others in lieu of speaking before the whole class.

Activities for Turning Up the Volume – Think-Pair-Share

Page 39: Long Term English Learners and Oral Language: Breaking the Logjam

Description Teaching Tips for ELL

•Students write questions related to the content on cards.

Level 1 students may write questions in L1.

•Students mill around the room to music.•When the music stops, they form a pair and ask each other their question.

Level 1 students partner with students who speak their own language. Level 2 may partner in L1 for their first pairing.

•If the answerer knows the answer, they say it. If not, the questioner explains the answer.

•Student trade cards. •Music begins, students mill and find new partners.

Activities for Turning Up the Volume – Quiz Quiz Trade

Page 40: Long Term English Learners and Oral Language: Breaking the Logjam

Description Teaching Tips for ELL

• Students form pairs. Levels 1, 2, 3: Create pairs by selecting partners at adjacent proficiency levels, e.g. Level 1 with Level 2, Level 2 with Level 3, or Level 3 with Proficient.

• Student A interviews student B about a topic. Interviewing supports language acquisition by providing scripts for expression.

Levels 1, 2: Provide frames for interview questions, e.g. “What do you think about . . . ?” or “Would you rather . . . or . . . ?”Levels 1, 2: Also practice and provide response frames, e.g. “I would prefer to . . . “ or “I think/believe/notice . . .”

• Partners reverse roles. Levels 1, 2, 3: Responding provides opportunities for structured self-expression.

• Student A shares with the class information from student B; then B shares information from student A.

Level 1: Structured exchange provides a rehearsal, reducing performance anxiety. Reporting on what partner said is easier than reporting own response.

Activities for Turning Up the Volume – Three Step Interview

Page 41: Long Term English Learners and Oral Language: Breaking the Logjam

Description Teaching Tips for ELL

• Prepare cards that can be matched as pairs, such as a word and its definition.

Level 1: May need word or definition explained/paraphrased before activity.

• Hand one card to each student. Level 1: Select cards with simple language.

•Students mingle and talk about their cards.

Levels 1, 2, 3: Discussions provide language and concept understanding.

• Teacher calls “Match,” and each student finds the partner whose card matches with his or her own. Students exchange cards and mingle again.

Levels 1, 2, 3: Mingling encourages students to have multiple conversations with an academic focus.

Activities for Turning Up the Volume – Mix & Match

Page 42: Long Term English Learners and Oral Language: Breaking the Logjam

Pick at least two of the activities and try them in a lesson.

Bring feedback to your next staff or team meeting. Try someone else’s idea.

Thank you for your time and for your work!

What will you try?

Page 43: Long Term English Learners and Oral Language: Breaking the Logjam

Bailey, Allison & Heritage, Margaret (2008) English Learner Literacy Development through Formative Assessment of Oral Language. Schools Moving Up webinar

California Dept. of Education (2010) Improving Education for English Learners: Research-Based Approaches

Kinsella, Kate & Dutro, Susana (2011) English Language Development: Issues & Implementation at Grades Six Through Twelve. Schools Moving Up webinar

Kagan, Spencer (1994) Kagan Cooperative LearningNational Literacy Panel on Language-Minority Children and Youth

(2006) Developing Literacy in Second-Language Learners. Center for Applied Linguistics

Thomas, Wayne & Collier, Virginia (1997) School Effectiveness for Language Minority Students. National Clearinghouse for English Language Acquisition

References