THREE KEY CONCEPTS TO KNOW WHEN TEACHING ELLS

Raising Student Achievement Conference

December 7, 2010

Karen A. Carrier, Ph.D.

kcarrier@niu.edu

L1 developmentL1 development

0 to 6 years, oral language0 to 6 years, oral language 7 to 13 years, written language7 to 13 years, written language

L2 developmentL2 development 1 to 3 years, basic interpersonal 1 to 3 years, basic interpersonal

communication skills (BICS)communication skills (BICS) 5 to 7 years, cognitive academic language 5 to 7 years, cognitive academic language

proficiency (CALP) with L1 literacyproficiency (CALP) with L1 literacy

- 7 to 10 years for CALP if weak prior - 7 to 10 years for CALP if weak prior educational background, L2 literacyeducational background, L2 literacy

KEY CONCEPT #1

TIME TO ACQUIRE A LANGUAGE

KEY CONCEPT #2KEY CONCEPT #2

ELLS DO TWO JOBSELLS DO TWO JOBS

Learning LanguageLearning Language

Learning Academic ContentLearning Academic Content

AT THE SAME TIME!AT THE SAME TIME!

KEY CONCEPT #3KEY CONCEPT #3 PROVIDE MULTIPLE MODESPROVIDE MULTIPLE MODES

OF OF INPUT & OUTPUT INPUT & OUTPUT

PRINT RESOURCESPRINT RESOURCES

Law, B., & Eckes, M. (2010). Law, B., & Eckes, M. (2010). The more-than-just-surviving The more-than-just-surviving handbook: ELL for every classroom teacherhandbook: ELL for every classroom teacher (3rd ed.). (3rd ed.). Winnepeg, Canada: Portage & Main/Peguis Publishers.Winnepeg, Canada: Portage & Main/Peguis Publishers.

Herrell, A. L., & Jordan, M. (2011). Herrell, A. L., & Jordan, M. (2011). 50 strategies for 50 strategies for teaching English language learnersteaching English language learners (4th ed.). Boston: (4th ed.). Boston: Allyn & Bacon.Allyn & Bacon.

Reiss, J. (2008). Reiss, J. (2008). 102 content strategies for English 102 content strategies for English language learners: Teaching for academic success in language learners: Teaching for academic success in grades 3-12. grades 3-12. Upper Saddle River, NJ: Merrill/Prentice Upper Saddle River, NJ: Merrill/Prentice Hall.Hall.

Vogt, M., & Echevarria, J. (2008). Vogt, M., & Echevarria, J. (2008). Ninety-nine ideas and Ninety-nine ideas and activities for teaching English learners with the SIOP activities for teaching English learners with the SIOP Model. Model. Boston: Allyn & Bacon.Boston: Allyn & Bacon.

MORE PRINT RESOURCESMORE PRINT RESOURCES!!Sundem, G., Krieger, J., & Pikiewicz, K. (2008). Sundem, G., Krieger, J., & Pikiewicz, K. (2008). Ten Ten

languages you’ll need most in the classroom: A guide to languages you’ll need most in the classroom: A guide to communicating with English language learners and their communicating with English language learners and their families. families. Thousand Oaks, CA: Corwin Press.Thousand Oaks, CA: Corwin Press.

Klingner, J. K., Hoover, J. J., & Baca, L. M. (2008). Klingner, J. K., Hoover, J. J., & Baca, L. M. (2008). Why do Why do English language learners struggle with reading? English language learners struggle with reading? Distinguishing language acquisition from learning Distinguishing language acquisition from learning disabilities.disabilities. Thousand Oaks, CA: Corwin Press. Thousand Oaks, CA: Corwin Press.

Reiss, J. (2005). Reiss, J. (2005). Teaching content to English language Teaching content to English language learners: Strategies for secondary school success. learners: Strategies for secondary school success. White White Plains, NY: Longman.Plains, NY: Longman.

Reiss, J. (2008). Reiss, J. (2008). One hundred two content strategies for One hundred two content strategies for English language learners: Teaching for academic English language learners: Teaching for academic success in grades 3-12.success in grades 3-12. Upper Saddle River, NJ: Pearson Upper Saddle River, NJ: Pearson Merrill/Prentice Hall.Merrill/Prentice Hall.