welcome to ell education!. separating difference & disability dr. catherine collier presented at...

Welcome to ELL Education!

Separating Difference & Disability

Dr. Catherine Collier Presented at the Sioux Falls School District Symposium June 2009

Material from: CrossCultural Developmental Education Services

1004 West 58th Lane Ferndale, WA 98248‐9470

[email protected] www.crosscultured.com

Interventions Summarized & Presented by Marcia Gaudet, SFSD

http://www.crosscultured.com/

Interventions for ELL Students

If you have an ELL student in your class it is important to know what their level of Academic English is.

– Knowing their language level is the first step in deciding which interventions to use.

– SD uses the WIDA Access test. If you do not have this score, a SOLOM is provided.

WIDA Can DO Descriptors

WIDA provides CAN DO Descriptors for ELL students at various grade levels. These are provided on their website: www.wida.us/standards/CAN_DOs/index.aspx

These will help you in knowing what type of academic work students are capable of at their various language levels.

If you are providing work appropriate to the student’s language level and need to provide further intervention it is important to understand the connection between culture and cognition.

http://www.wida.us/standards/CAN_DOs/index.aspx






Cognition & Culture

The concept of things that particular people use as models of perceiving, relating, and interpreting their environment.

The process by which individuals perceive, relate to, and interpret their environment.

Therefore: Any effort to assess or provide intervention with cognitive development

must be done within the cultural context.

Cognitive Cultural Base

Edward Hall (1983) goes so far as to liken this cognitive cultural base to the hardwiring of a computer.

The essential difference between an PC versus a MAC. One cannot become the other; this does not mean they cannot communicate or work effectively together.

Once our operating system is in place, we can learn new languages, gestures, customs, while retaining our fundamental processes.

Now, add the interaction of language, culture, and cognition: Cultural Perceptions: Discourse

English Spanish Slovak

Japanese Navajo

The Circle of Courage

The spirit of belonging: “I am loved” (attachment).

The spirit of mastery: “I can succeed” (achievement).

The spirit of independence: “I have the power to make decisions” (autonomy).

The spirit of generosity: “I have a purpose for my life” (altruism).

a

IndividualUnique

Experiences,

Insights, reflections

ACCULTURATION

The adaptation to a new

Culture: language, etc.

ENCULTURATIONHow we learn to interpret the world through caregivers:

language, beliefs, tastes, humor, behavior, etc.

THE BASICS OF BEING HUMANThings all are born with: Sensory abilities, linguistic wiring, genetic &

biological heritage, innate abilities, etc.

Ways we are less like people.

Ways we are more like people.

Common Side Effects of Acculturation Process

Heightened Anxiety

Confusion in Locus of Control

Withdrawal

Silence/unresponsiveness

Response Fatigue

Code-switching

Distractibility

Disorientation

Stress Related Behaviors

Have you ever seen students like this?Talk with a partner - describe the student

If you had a student like this, what would you think?Yes, these look like, indeed are, behavior and learning problems.They look like behavior and/or learning disabilities and often result in referrals to special education or other services.

Acculturation can also be referred to as Culture Shock

These are NORMAL side effects of acculturation NOT indications of disabilities.

The appropriate intervention for these is to ‘treat’ the impact of culture shock, which is not a disability.

Acculturation - the process of adaptation and integration into a new cultural environment

(Collier).

OR – the chaos of moving…

Acculturation - the process of adaptation and integration into a new cultural environment

(Collier).

ELL students go through many phases of development as they are with us…

Looking at these phases and the reasons for them can help us to better understand & accommodate for the needs created by these factors.

Take a minute and share with a partner, an experience you have personally had as a new person in a new culture: a new food you have tried, a lesson learned the hard way, a wrong assumption you made, etc.

The Transition Experience

Settled

Engagement

CommitmentStatusIntimacy

Settled

Re-Engagement

CommitmentStatusIntimacy

Leavin

g

TransitionEntering

Unsett

ling

Chaos

ResettlingPreparationCelebrationDenial

StatuslesnessAnxiety

ObservationIntroductionVulnerability

Unpacking your mind

Lasts about 1 year

The better youleave the betteryou enter.

Everyone goes through acculturation when they move – whether it is someone moving from the US to another country

or from another country to the US!

Cycle of Culture ShockCycle of Culture Shock

Adjustment/Recovery Basic needs met & routine established Improvement in transition language

skills More positive experiences with new

culture. May experience stress in ‘home’

culture.

Mental Isolation Misses ‘home’ culture. Feels like outsider in new. May limit or avoid all contact with

new culture. Spends more or all of one’s time

with own cultural group.

Fascination Finds the new interesting and exciting. Listens to the new sounds, intonations,

and rhythms of the new language. Tries doing/saying things in the new

culture/language that are interesting. Tries out new activities, words and

attitudes with a lot of enthusiasm.

Disenchantment Encounters Problems.

-At First: Basic Needs.

-Later: More Complex problems.

Misunderstandings Related to language, customs, mannerisms occur.

AssimilationC1/L1 replaced by C2/L2

IntegrationC1/L1 blended with C2/L2

DeculturationNeither C1/L/1 nor C2/L2

RejectionIntentionally Cl/L1 without C2/L2

or C2/L2 without Cl/L1

Acculturation GridFour Types of Acculturation by Padilla & Berry

Acculturation Measurement

The SFSD has adapted Dr. Collier’s Acculturation Quick Screen – AQS, to use as a tool to determine if a student has a learning disability or a language learning issue. So before being evaluated for a learning disability this process requires teachers to work with the ELL staff in their building to first use ELL interventions to address the learning issues.

The tool Dr. Collier has designed to help us select interventions to aid students in theiracculturation is the: Sociocultural Checklist.

Sociocultural Checklist

Sociocultural Checklist Student: Date: Age: Teacher:

Sociocultural Factors

_ Selected Cross -Cultural Adaptation Risk Factors

Recent immigrant, refugee, migrant, o r resides on reservation.

AAAcculturation Level Does not interact much with majority culture peers or majority culture group.

Displays confusion in locus of control.

Displays heightened stress or anxiety in cross -cultural interactions.

Oral exp ression contains considerable code switching.

Expresses or displays sense of isolation or alienation in cross -cultural interactions.

Out of 6 Total

Few cognitive learning strategies appropriate to classroom/school.

Cognitive learning style dif ferent or inappropriate in relation to teacher’s instructional style.

Easily frustrated or low perseverance in completing tasks.

Retains learning strategies that are no longer appropriate.

Displays difficulty with task analysis.

Displays diffic ulty with understanding and applying cause and effect.

Out of 6 Total

Comes from non -English speaking home.

Comes from a culture or ethnic group different from mainstream America.

Family emphasis support of family or community /group over ind ividual effort.

Comes from non -English speaking geographic area.

Has culturally appropriate behaviors that are different from expectations of mainstream. There is no support in the home for bilingual and bicultural development. Out of 6 Total High family mobility Limited or sporadic school attendance. Low socioeconomic status.

Little exposure to subject or content or not familiar with material.

Disrupted early childhood development.

Few readiness skills.

Does not know how t o behave in classroom

Different term/concepts for subject areas or materials and content

Uses survival strategies that are not appropriate in the classroom.

Out of 9 Total

Does not speak English.

Limited academic language in native language .

Limited social language in English.

Rarely speaks in class.

Speaks only to cultural peers.

Limited academic language in English.

Asks a peer for assistance in understanding.

Appears to know English but cannot follow English directions i n class.

Out of 8 Total *Anything more than 40% needs attention. The higher the percentage, the greater the problem. **Choose three interventions from the biggest problem area. © Copyright 2008 Catherine Collier, Ph.D. Used by permission, as agreed during Dr. Collier’s visit to SFSD on May 21, 2008 and prior purchase of materials from Crosscultured.com.

Acculturation Level

%C hecked:

Experiential Background

% Checked:

Culture & Language

% Checked:

Cognitive Learning Style

% Checked:

Sociolinguistic Development

% Checked:

An important aspect of Acculturation and adaptation is second language acquisition.

Rate of Vocabulary Development

Children learn new words at about 2,000 per year without effort or organized instruction.

Infants learn one new word for every hour they are awake.

Children learn an average of 3,400 words per year or 27 words per day.

At the lower end children may learn only 1,500 words per year.

Rate of Vocabulary Development

Children may learn up to 8,500 words per year if learning is done naturally and not through memorization.

By the age of six, most children have a vocabulary of about 10,000 words in their native language.

Children need about 40,000 hours of exposure to English to be able to excel academically.

PHLOTE children may have only 22,000 hours of exposure to English by the 5th Grade.

PHLOTE: Primary Home Language other than English

Sociolinguistic DevelopmentSociolinguistic Development

Advanced Fluency

Intermediate Fluency

Speech emergence

Early Production

Pre-Production

Level 6

Level 5

Level 4

Level 3

Level 2

Level 1

Standardized testsContent areasState Performance tests5-7 years to attain

12,000 Receptive wordsAcademic settingsDecontextualized, abstractLiteracy skills3-5 years to attain

Asks questionsAsks for help

Often quiet, not comfortable asking questions or asking for help.

7,000 Receptive words Everyday communicationContextualized, concrete2-3 years to attain

Hands-on science/mathEmergent readersPredictable books1,000 Receptive words1-2 years to attain

Note: In America 6 years oldsknow 6,000 to 24,000 whenlearning to read English in 1st Grade.

BICS & CALP

BICS - basic interpersonal communication skills (social language)– 1 to 2 years to acquire, context embedded

CALP - cognitive academic language proficiency (academic language)– 5 to 7 years, context reduced

To facilitate language learning we must re-embed lessons in context and make the language accessible and comprehensible to all our learners.

Difference or Disability?**Talk with a partner…discuss examples you have encountered.

• Use of words with incorrect meaning.• Incorrect use of plural. • Lack of enunciation of apostrophes and “s”to indicate

possession.• Use of incorrect referent-pronoun agreement. • Incorrect use of articles and incorrect agreement with noun. • Omission of preposition and use of “in”when “on” is needed,

etc. “My birthday is in December 3.”• Incorrect word order or verb misplaced.

• Lack of subject‐verb agreement.

Disability

Disability cannot be measured solely on the ability to do certain tasks.

Disability depends also on the ease with which they perform activities that are of central importance to most are of central importance to most people’s daily lives.

The disability must also be permanent or long‐lasting.

– O’Conner, U.S. Supreme Court 2002

There are 5 Groups of Researched Based Interventions

There are interventions for…

• Acculturation Level• Cognitive Learning Style• Culture and Language• Experiential Background• Sociolinguistic Development

Today…

We will do or discuss one or more interventions from each area.

1. Guided practice in C2/L2

2. Bilingual Peers

Relaxation Techniques– Responsive Classroom - Self-Control focus

Total Physical Response

Survival Strategies

Acculturation InterventionsPage 10 of handout

Acculturation Intervention: Guided Practice in C2/L2

Peer or specialist demonstrates how to act or speak in a given C2 situation. The situation is explained in L1 (can use L1 peers) and each stage is modeled. C2/L2 representatives familiar to the learners come in and act out the situation. Students then practice each stage of the interaction with these familiar participants until comfortable with the interaction.

Assume nothing, teach everything!

Examples: Elem. – Show Five, quiet signal, lunch room, recess High School & Middle School – Lunch room, opening lockers

Acculturation Intervention: Bilingual Peers

L1 peers who are more proficient in L2 assist L1 students in specific content area lessons and activities. The peers are given training in being a tutor, with guidelines about how to facilitate learning without doing another’s work, how to translate appropriately, and how to monitor for understanding. Peers in support group discuss their experiences with acculturation and how they are dealing with culture shock.

Acculturation Intervention: Relaxation techniques

Relaxation techniques are shown in video or demonstration form with an explanation in L1. Students discuss when they might need to use these.

Resource: The Time-out or Take a Break DVD from Responsive Classroom shows an excellent example of how a teacher models and explains “Taking a break” to get your self control.

We also have a quiet library corner by a window I have for newcomers who need to see outside and breath.

Acculturation Intervention: Total Physical Response

Teacher and assistant model words and phrases in action in various school settings, both in and out of the classroom. For example, teaching the response to a question such as “what is this?” or “what can you do with this?” by saying and acting out the phrase: “This/that is a pencil.” “This pencil is used for writing on paper.” Students take different roles in the interactions and practice these with each other and the teacher. Students may suggest communication situations they want specific assistance with.

Acculturation Intervention: Survival Strategies

Teacher and assistant demonstrate how to get around the school, what is expected of students in various school and learning interactions. Teacher and specialist identify basic ‘rules’ of social and academic interaction that students will need to know immediately. Students may identify situations where they made mistakes or felt uncomfortable. Specialist, assistant, or peers explain and discuss these rules in L1. Teacher demonstrates theses situations and what is expected. Students should practice appropriate responses.

Assume nothing – teach everything

Provide books in the student’s language or books about the student’s country, usually available in school library, to make student feel the safety of seeing something familiar.

Interventions for Cognitive Learning Style

Page 32 of handout

Cognitive Learning interventions address specific cognitive learning style differences, cognitive academic learning gaps, limited experience in academic settings, and other cognitive academic needs. Each recommended intervention is presented with its desired outcomes and an example of application.

Cognitive Learning Style Intervention: Advance Organizer

Teacher or assistant preview lesson content in first language (if available), outlining key issues, rehearsing vocabulary, and reviewing related prior knowledge. May use analogy strategy to teach on or more of the advanced organizer tools, e.g. KWL, SQ3R.Students implement strategy with specific task or lesson. Use review or retention techniques to spiral back to and reinforce the use of the advanced organizer tool.


This strategy is also recommended in Classroom Instruction that works with ELLs, based on Marzano’s strategies, by Jane Hill & Cynthis Bjork. Page 54

Research showed that:

Advance organizers would focus on what is important as opposed to what is unusual.

High-level advance organizers produce deeper learning than low-level ones.

Advance organizers are most useful for information that is not well organized in its original format.

Different types of advance organizers produce different results.


Purpose of Expository organizers:

Expository advance organizers provide descriptions of new content in written or oral form and help students see patterns in the content. They provide students with the meaning and purpose of what is to follow, present more details, or give an examples of what students will be learning. These include text and pictures to clarify complex information. Example: Space

…


Advance Organizers….Pre-teachThey do not have to be long to be effective

Can be easy to plan

Connect to texts or content that will be studied

Set up learners for learning- they don’t just entertain

When using Advance Organizers remember to:

Introduce vocabulary the student will hear and use in lessons

Use visuals and gestures

Focus on what’s important for learners to know


The SQ3R Strategy: – survey, question, read, recite, review

How to use SQ3R1. Provide students with a copy of the instructions.2. Model how you would respond to each set of questions or

tasks.3. Assign a text passage to read and have students practice

the strategy in pairs or small groups.4. When it’s clear that students understand each phase of

the strategy, assign additional passages to read, but have students work individually on the strategy.


Example of SQ3R– Mr. Seaton’s 9th grade science class was about to read an

article on the Genesis space mission. First, he introduced his students to SQ3R. The first two steps of SQ3R involve previewing and questioning to create a framework to organize the information in the article. Mr. Seaton asked his students to quickly skim the article about the Genesis space mission, paying careful attention to any headings, subheadings, and the first sentence of each paragraph. He cautioned them not to get too bogged down in any one section. He gave them only 60 seconds to skim the article. The skimming helped the to know what information they would encounter when they read the article more carefully.

– Page 58, Classroom Instruction that Words for ELLs, Hill & Bjlork 2008

Interventions for Culture & Language

Page 64 of handout

Communicative Assistance– Communication strategies address specific

language and culture transition issues, such as code switching, rate and stages of second language acquisition, development of social language and academic language in both languages, comprehensible input and other communicative needs.

Culture & Language Intervention: Role Play in Social & Academic Language

Development

Teacher models the appropriate and inappropriate ways to use basic interpersonal communication and cognitive academic language in various school settings, both in and out of the classroom. Students take different roles in the interactions and practice these with each other and the teacher. Students may suggest communication situations they want specific assistance with and teacher facilitates role-plays.

Culture & Language Intervention: Peer Bilingual tutoring

L1 peers who are more proficient in L2 assist L1 students in specific content area lessons and activities. The peers are given training in being a tutor, with guidelines about how to facilitate learning without doing another’s work, how to translate appropriately, and how to monitor for understanding.– Develops cognitive academic language– Develops basic interpersonal communication– Builds C1-C2/L1-L2 transfer skills– Develops content knowledge foundation

Interventions for Experience

Page 80 of handout

Experience and environment interventions address specific gaps in diverse learners’ prior school experiences, differences in prior instructional approaches, sporadic school attendance, limited experience in formal academic settings, and other cognitive academic needs. Each recommended intervention is presented with its desired outcomes and an example of application.

Experience Intervention: Choices

Select two different reading selections of interest to the student, both of which address the same desired objective. Allow the student to select one of them for the assignment. If student does not select either of these, introduce a third selection or ask student to choose.– This provides students the opportunity to select one or more

activities developed by the teacher.– This reduces fears associated with assignments.– This alleviates power struggles between teacher and

student.

Resource: Responsive Classroom – Academic Choice

Experience Intervention: Expectations

Modify or breakdown general classroom rules into specific behavioral expectations to ensure that each student knows exactly what is meant by acceptable behaviors. (Take pictures)

-This ensures that each student if familiar with specific academic and behavior expectations.

Experience Intervention: Individualizing

Facilitates designing instruction so individual needs and abilities are addressed. Motivates learners to complete tasks appropriate to their needs, interests, and abilities.– Example: Teacher e-mailed and asked for

spelling lists student had been successful with.

Experience Intervention: Presentation Modification

Use of concrete learning activities and simplifying language to accommodate students’ current conceptual/linguistic development. Students are systematically introduced to abstract concepts (academic language). Supplement the abstract concepts with visual aids, manipulative, examples from students’ previous experiences, or other direct hands-on experiences. Example: if writing about a tiger – provide a picture of a tiger

– Expands and elaborates learning foundation– Builds Cl-C2/L1-L2 transfer skills

Interventions for Sociolinguist Development

Page 98 of handout

Sociolinguistic strategies address specific language acquisition and transition issues such as:– code switching, – increasing the rate of second language

acquisition, – development of social and academic language in

both languages, – comprehensible input, – and other language needs.

I

Interventions for Sociolinguist Development

Page 98 of handout

Advanced Organizers – as used in Cognitive Learning

Bilingual Aide – Trained in providing assistance

Bilingual Peers - Trained in providing assistance

Home Activities – example: reading at home

Language Games – example: Planet Game

Sociolinguistic Development Intervention: Context Embedding

Teacher presents lessons with concrete, physical models and demonstrations of both content and expected performance. Language is simplified and content focused. Lessons address real life situations and learning. Students are encouraged to discuss lesson in L1 and work in small groups on content focused activities.

Interventions for ELLs

If you have questions or would like further information, please contact:

Marcia Gaudet

Family Immersion Center @ Jane Addams Sioux Falls, SD 57104

E-mail: [email protected]

welcome to ell education!. separating difference & disability dr. catherine collier presented at...

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