wtahe inda ® language profassoicieancy standards for tht

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WtAhe INDA ® LANGUAGE PROFAssoICIEANCY STANDARDS FOR

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Math Education of Bilingual Students in

Massachusetts: New Developments

Winter Conference of the Association of Teachers of

Mathematics in Massachusetts (ATMIM)

Boston CollegeJanuary 10, 2013

Sharyn Boornazian, Ph.D. Certification Officer for

Education Licensure &

Solange de Azambuja Lira, Ph.D. Program Director for

TESOL and Bilingual Education

Lesley University

Lesley University 2

• English Language Learner (Student)ELL

• English as a second or other language ESOL

• English as a Second Language (Field of Study)

ESL

• Culture 1: Home, Native CultureC1

• Culture 2: American Majority CultureC2

Acronyms Common in TESOL-BILINGUAL ED

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Acronyms in Second Language Acquisition • Type of language education program in Massachusetts where

students learn two languages (e.g. English and Spanish; English and Chinese, English and Portuguese)

Two-Way Bilingual

• Language 1: First, Native or Home Language (e.g. Spanish, Vietnamese, Portuguese)L1

• Language 2: Second Language (It is English in the USA)L2

• Sheltered English Immersion (LLE Program Type)SEI

• Second Language AcquisitionSLA

• Teaching English to Speakers of Other Languages TESOL

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National Context

• English language Learners (ELLs) are the fastest-growing group of school-age students in public schools across the USA.– More than three-fourths of the ELL elementary

students and more than half of secondary ELLs are born in the USA (García, Jensen & Scribner, 2009)

• English-language learners in public schools increased by 51 % from 1998 to 2009 while the general population grew only by 7.2%. (NCELA, 2011)

• Only 20% to 30% of teachers with at least one ELL have had PD addressing the needs of ELLs (Ballantyne, Sanderman & Levy, 2008)

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Who Are English Language Learners?

They are school-agestudents who are notyet proficient in English orwhose nativelanguage is notEnglish, and who arecurrently not able toperform ordinaryclassroom work in English.

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Who Are English Language Learners?

Are a very diverse group of students in Pre- K to 12

Are bilingual learners

Are at different levels of English proficiency

May be born in the USA or be immigrants

May arrive any week of the year

May arrive with no or interrupted schooling, or age appropriate schooling in their primary language

Come from a diversity of languages and cultures. Highest number are Spanish speakers

May have parents with education ranging from university educated to those that are pre-literate

Live with families who are speakers of languages are than English

Are mostly school dependent learners

Sources: Serpa, Lira & Stokes (2004) and Serpa (2011)

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The Context in Massachusetts

Slides 8-12 adapted from:

Montano, E. (2012) The state of the state: A report on English Language Learners in MA. Massachusetts Department of Elementary and Secondary Education.

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ELL Enrollment Statewide is at ~ 70,000 and Has Increased 57% Since 2000

2000-01 2003-04 2007-08 2010-11 2011-12

44,74749,297

55,730

67,567 69,856

This trend indicates that by 2021, ~20% of all MA students K-12 will be ELLs

Source: 2011 SIMS

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ELL Enrollments by Grade Levels

PK-K G. 1-3 G. 4-5 G. 6-8 G. 9-120

5

10

15

20

25

30

35

40

14

34

17 17 18

Source: 2011 SIMS

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Number of Districts Enrolling at Least 1 ELL Has Nearly Doubled since 2000


Two-thirds of ELLs Are Enrolled in 10 Districts Boston Enrolls 23% of All ELLs Statewide

In Worcester and Lowell 1 of 3 Students are ELLs

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Over 70 Languages are Spoken by ELLs in MA; the Majority of ELLs Speak Spanish

Series1

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6 5 5 4 4 3 2 1

SpanishOther PortugueseChinese languagesHaitian CreoleCape VerdeanVietnameseKhmer/KhmaiArabicRussian

Percentage of ELLs by First Language

2011-12

Source: 2011 SIMS


. However, the "proficiency gap" is greatest and most

persistent for these students


2001 & 2010 MCAS ELA, Grade 10

Perc

ent P

rofic

ient

or A

dvan

ced

5157

25

1814

9

20

84

6056

38

19

59

78

0

10

20

30

40

50

60

70

80

90

All White African-American Hispanic Students withDisabilities

LEP Low income

20012010

Source: DESE 2010


4551

16 14 1218

8

7581

5349

3630

57

0

10

20

30

40

50

60

70

80

90

All White African-American

Hispanic Students withDisabilities

LEP Low income

20012010

Perc

ent P

rofic

ient

or A

dvan

ced

2001 & 2010 MCAS Math – Grade 10

Source: DESE 2010

Lesley University 16Sorted by highest rate in 2010 – Source MADESE SIMS 2011

0%

1%

2%

3%

4%

5%

6%

7%

8%

9%

10%

All Students LEP Hispanic African American

Low-Income Special Education

Multi-Race, Non-Hispanic

White Asian

2009 2010

THE DROP OUT RATE


Response to ELLs Achievement Gap

• In 2011 the U.S. Department of Justice notified MA DESE that they must mandate professional standards for educators who provide sheltered English instruction to ELL students and must require incumbent SEI teachers to participate in updated SEI training to obtain the essential knowledge and skills needed to provide that instruction.

( http://www.doe.mass.edu/retell/). • Avoid court order—stay ahead of legal action

http://www.doe.mass.edu/retell/




New Regulations for the education of ELLs in the state

New Regulations- MA DESE: 603 CMR 7.00 Educator Licensure and Preparation Program Approval Regulations

Core Academic Teachers: For purposes of sheltered English immersion instruction, early childhood and elementary teachers, teachers of students with moderate disabilities, teachers of severe disabilities, and teachers of the following academic subjects: English, reading or language arts, mathematics, science, civics and government, economics, history, and geography. (7.02. Definitions)


SEI Endorsement

• If you are a core academic teacher assigned to teach one or more ELLs or an administrator responsible for supporting and supervising these SEI teachers, you are required to earn the SEI endorsement when your cohort (districts will be assigned to cohorts by incidence of ELLs combined with ELL performance) is scheduled to do so, i.e., at a designated date between 9/2012 and 6/2016. Only SEI teachers holding this endorsement may be assigned to classes with one or more ELLs on or after July 1, 2016.

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New Regulation and Needs• June 2013: New SEI (standards must be embedded in EVERY

relevant preparation program (including administrators, general education teachers, special educators). All 4 levels of licensure will require this.

• 2013-14 all education preparation candidates need to engage in field experiences with ELL students.

• July 2014: All core academic teacher in all types of licenses need to complete the SEI endorsement to obtain or advance to another license.

• July 2016: ALL ELLs in MA must have an SEI endorsed teacher.• Within 4 years: 25,000 teachers must take the SEI

endorsement.• Renewal Professional License 15 PDPs for SEI and 15 PDPs for

moderate disabilities 7/1/16(For more information see http://www.doe.mass.edu/retell/).

Lesley University



New MA DESE Regulations For Teacher Licensure

(1) SEI Teacher EndorsementSubject Matter Knowledge: • Introduction to the structure of language• Key theories to first and second language acquisition.• Cross-linguistic influence, and social-cultural, affective, political, and other salient

factors in second language acquisition.• Sheltered English immersion (SEI) principles and typologies:• Literacy and academic language development;• General academic and domain-specific discourse practices relevant to the grade level

(K-5 or secondary), English proficiency level, and content area (English language arts and history; science and mathematics; other content areas).

• Implementation of strategies for coordinating instruction for English language learners (SEI and English language development).

• Knowledge of Federal and Massachusetts’ laws and regulations pertaining to English language learners.


Understanding of diversity and background of English language learner populations, including family systems, neighborhoods, and communities, and their impact on teaching and learning.

Theory, research, and practice of reading and writing for English language learners.

Significant theories and practices for developing reading and writing skills and comprehension in English for English language learners who are at different levels of language proficiency.

The role of oral language development in literacy development for English language learners.

Formative and summative assessments for English language learners.


The new Standards for English language development in MA

WIDA See www.wida.us for standards and resources

http://www.wida.us/

24Lesley University

The basis for the assessment and instruction of academic language proficiency for ELLs in MA and 28 other states

Grounded in scientifically-based research on best educational practices.

A guide used to differentiate content for ELLs at different proficiency levels

A resource guide for teachers and administrators

What Are WIDA ELP Standards? (Cont’)

http://twitter.com/WIDAConsortium

WIDA’s 5 ELD Standards

English Language Proficiency Standard 1

ESOLs communicate for Social and Instructional purposes within the school setting


ESOLs communicate information, ideas and concepts necessary for academic success in the content area of Language Arts


ESOLs communicate information, ideas and concepts necessary for academic success in the content area of Mathematics


ESOLs communicate information, ideas and concepts necessary for academic success in the content area of Science


ESOLs communicate information, ideas and concepts necessary for academic success in the content area of Social Studies

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WIDA’s ELD Standards

Social Instructional Language

Language of Language Arts

Language of Mathematic

s

Language of Science

Language of Social

Studies

Academic Language

Lesley University

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Stages Second LanguageWIDA’s English Language Development Levels

1. Preproduction2. Early Production3. Speech Emergence4. Intermediate Fluency5. Continued Language

Development

• Entering • Emerging • Developing• Expanding• Bridging• Reaching

Stages of Second Language Learning

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The Four Language Domains

Listening

Speaking

Reading

Writing

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Learning a new language and learning through a new language are two inter-related but different things.

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ENGLISH v. ELLS IN SEI

ENGLISH (L1)HOME SPEAKERS SPANISH, PORTUGUESE… (L1)

HOME SPEAKERS

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GRADE LEVELAchievement

ENGLISH (L2)

GRADE LEVELAchievement

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Variations of Language

Language of Mathematics

Foundation of home and community language and cultural factors

Language of Science

Language of Social Studies Language of

Language ArtsGeneral academic language for

knowing, thinking, reading, writing, visualizing

Adapted from Zwiers (2008)

Language of Computer ScienceLanguage of

Music


Mathematics It is Not the Universal Language that You Might Have Thought


Mathématique

Jean et Andre sont frères. Jean est l'ainé. Les deux vont aux lycée qui se trouve a

moins de cinq kilometres de leur maison à Paris. Bien qu'il y ait une difference d'âge de trois ans entre les deux frères, leurs niveaux

scolaires ne sont séparés que par deux années. Andre est en sixiéme. En qu'elle

classe est Jean?(Adapted from Short & Spanos , 1989)


MathematicsJean and Andre are brothers. Jean is older. The two go to a school which is located less than five kilometers from their home in Paris. Although there is a difference in age of three years between the two brothers, their grade levels are only two years apart. Andre is in sixth grade. What grade is Jean in?


Educational Systems: U.S.A. and France

U.S. Grade Level France Grade Level

6789101112

654321Terminal


Essential Questions for Teaching Math to CLD Students

• Why do teachers in MA need to make modifications to math lessons for Culturally and Linguistically Diverse Students?

• What are the linguistic and cultural differences related to mathematics?


Math register and ELLsVocabulary/semantics difficulties: • Words with math meanings that

are different from their everyday meanings

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Common terms with specialized meaning math (Adapted from Zwiers, 2008)

square function positive oddbalance Interest difference coordinatepower terms even similarradical real irrational improperPlane proof chance roundcube principal scale valuefactor field represent simplify

Lesley University


Math Register

• Words or phrases that convey complex meanings exponent, coefficient• Or combine two or more concepts to form a new

concept, common denominator

• Multiple terms or phrases to express a single mathematical concept.Addition: add, plus, sum, combine and increased bySubtraction: subtract, decreased by, take away, minus, less, difference;

(Adapted from Irujo, 2007)


Vocabulary/syntax difficulties Some examples:• All numbers greater/less than X • Maria earns 5 times as much as John • Mary is 6 years older than John • When 10 is added (passive) to X • Two numbers, the sum of which is 1 • Two numbers, whose product is 1, are reciprocals of each

other • By what percent is 16 increased to make 24?

(Irujo, 2007)


Discourse difficulties

– Logical connectors (if... then, if and only if, because, that is, for example, such that, but, consequently, either... 0r).

These may signal: • similarity • contradiction • cause/effect • reason/result• chronological sequence, or logical

sequence (Adapted from Irujo, 2007)


Cultural difficulties

• Math: notation of division problems; use of periods and commas; units of measurement; use of fractions; application of rules versus analysis and problem-solving.

• Other: math problems that deal with very culturally specific topics. e.g. baseball.


Talking Mathematics

• Students will do better in mathematics if they talk through problems and gradually become comfortable listening to and using mathematics language.

• A language approach to the teaching of mathematics provides multiple opportunities for students to develop listening, speaking, reading and writing skills as they are acquiring mathematical skills.

(Spanos et al. 1988 )


Emphasize Problem Solving in Authentic Contexts

• Provides the opportunity to introduce situational vocabulary and converse in language relative to problem solving.

• Allows for concrete or hands-on demonstrations

• Fosters the application of mathematical skills to real-world scenarios


Connect Math to Students’ Background and Experiences

• Value diversity within the classroom• Allow students to be connected, capable

and contributing• Engage students’ interests• Make students’ learning meaningful


Vary Instructional methods

• Instructional Groupings– Individual, paired groups, small group, whole group

• Cooperative learning strategies

• Tailor lessons to individual student needs

• Utilize technology and support systems

• Develop a multi-sensory and experience-based curriculum


Sheltered Instruction in Mathematics

• Target Vocabulary• Select a Main Concept or Theme• Create a Context for Problem-Solving• Make Connections• Check for Understanding• Encourage Student-to-Student Interaction

(Echevarria, 1995)


“There is no equity of treatment merely by providing students with the same facilities, textbooks, teachers and curriculum; students who do not understand English are effectively foreclosed from any meaningful education.” US Supreme Court

Lau vs. Nichols (1974)


ReferencesBallantyne, K.G., Sanderman, A.R., Levy, J. (2008). Educating English language

learners:Building teacher capacity. Washington, DC: National Clearinghouse for English Language Acquisition.

Anstrom, K. (1999). Preparing secondary education teachers to work with English language learners. (ERIC Document Reproduction Services No. ED439618)

Echevarria, J. (1995). Sheltered Instruction for students with learning disabilities who have limited English proficiency. (ERIC Document Reproduction Services No. EJ503140

García, E. E., Jensen, B. T., & Scribner, K. P. (2009). The demographic imperative. Supporting English Language Learners, 66(7), 8-13.

Irujo, S. (2007).Teaching math to English Language Learners: Can research help? ELL Outlook.

Serpa, M.L., S. de A. Lira, S. and W. Stokes. (2004). Before and after question 2. Perspective. Jan/Feb. Boston: Massachusetts Association for Supervision & Curriculum

Development. Available http://www.mec.edu/mascd/docs/p104.htmSerpa, M.L. (2011). An Imperative for Change: Bridging Special and Language Learning

Education to Ensure a Free and Appropriate Education in the Least Restrictive Environment for ELLs with Disabilities in Massachusetts. Boston, MA: The Mauricio Gastón Institute for Latino Community Development and Public Policy.

http://www.mec.edu/mascd/docs/p104.htm


References Short, D. and Spanos, G. (1989). Teaching mathematics to

Limited English Proficient Students. Washington, D.C.: ERIC Digest

Spanos, G., Rhodes, N. C., Dale, T. C., & Crandall, J. (1988) Linguistic features of mathematical problem solving: Insights and application. In R.R. Cocking, & & J.P. In R.R. Cocking, & & J.P. Mestre (Eds.), Linguistic and cultural influences on learning mathematics (pp. 221-240). Hillsdale, NJ: Erlbaum.

Virginia Department of Education. Division of Instruction.(2004) Mathematics: strategies for teaching Limited English Proficiency Students.

WIDA English Language Proficiency Standards Pre-Kindergarten through Grade 5 and 6-12 available at www.wida.us

WIDA’s Can Do Descriptors by grade level clusters. Available at http://www.wida.us/standards/can_dos/index.aspx

http://www.wida.us/

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

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


References

Wiest, L. (2004). Teaching mathematics to English Language Learners – A ProTELL module for the Middle Grades (4-8). Zwiers, J. (2008). Building academic language. Essential practices for content classrooms .USA: Jossey-Bass.


SELF-ASSESSMENT second language learning

Write numbers 1-6 1.2.3.4.5.6.

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1.

Children learn a second language faster than

adults.

YES NO

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2. The younger the child, the more skilled in learning a

second language.

YES NO

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3. The more time students

spend in a second language, the quicker they

learn the language.

YES NO

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4. Language fluency is the

same as language proficiency.

YES NO

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5. Young children will pick up academic

English without specialized instruction in second language.

YES NO

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6. Social language & academic

language in English as a new language are the same

YES NO

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If you answered NO to all of the items you got a

100.

RESULTS

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Texts About Second Language Acquisition (Clarify the quiz)

Harper, D. & de Jong, E. (2004). Misconceptions about teaching English-language learners. Journal of Adolescent & Adult Literacy, 48, 2: 152 -162.

Snow, D. (1992). Myths and misconceptions about second language learning. CAL Digest: Washington, DC: Center for Applied Linguistics.

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