English as a Second Language
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English as a Second Language
ESL Objectives
• Training Objectives• ELL Background and Statistics (IU1)• Culture and Acculturation• Instructional Methods• Review of Procedures• Evaluation
Training Objectives
1. To become more familiar with needs of English Language Learners
2. To review procedures for supporting English Language Learners
ESL Background Information
Federal Background Civil Right Act of 1964, Title VI Department of Health, Education and Welfare
(D/HEW), May 25, 1970 Memorandum US Supreme Court, Lau v Nichols, 1974 Equal Education Opportunities Act of 1974 Serna v Portales 1974 Rios v Reed 1974
ESL Background Information
Federal/cases Castaneda v Pickard 1981 Plyler v Doe 1982 Individuals with Disabilities Act (IDEA ‘97)
ESL Background Information
State Background School Code of 1949, Section 1511 and 1512 Curriculum Regulations, Chapter 4, Section
4.26 ESOL Memorandum from Thomas Carey, August
31, 1999 BEC-Educating Students with Limited English
Proficiency (LEP) and English Language Learners, July 1, 2001
Languages (IU1 area) 22 Chinese (18 Mandarian dialect) 9 English 8 Hindi 7 Spanish 4 Arabic 4 Bengali 3 Portuguese 3 Russia
Statistics Local Statistics
Twelve (12) districts being served by IU1 Sixty-two (62) students Twelve (12) instructors Thirteen (13) countries Fourteen (14) languages represented
•Spanish
•Cantonese
•Russian
•Slovak
•Korean
•German •Taiwanese
•Japanese •Thai
•Vietnamese •German
•Maradhi • Mandarin
•Hindi
Culture
What is Culture?
Culture is a set of common beliefs and values that is shared by a group of people that binds them together into a society. All people are members of at least one culture. The norms of a culture define roles and provide a framework that makes people’s behavior predictable and understandable to one another.
Culture Shapes
The way we think The way we interact The way we communicate The way we transmit knowledge to
the next generation
Visible Culture
Food
Fiestas
Famous People
Deep Culture
Values, beliefs that influence the way people think, act, communicate
Unspoken rules Unconscious rules
Culture Affects…
Culture affects the organization of learning, pedagogical practices, evaluation procedures, and rules of schools, as well as instructional
activities and curriculum.
Council of Anthropology and Education
CultureGrams
1305 North ResearchWay, Bldg. K Orem, Utah 84097-6200 USA
1-800-528-6279 ; 801-705-4250 Fax 801-705-4350 www.culturegrams.com
First Step in Cultural Awareness
Understanding the values and rules for behavior of our own
culture that are so ingrained that we feel they are the “normal” or
“right” way of doing things
Acculturation
Acculturation is the process of adapting to a new culture. All people experience the acculturation process when they move from one culture to another.
Variables Affecting Acculturation
The amount of time spent in the process The quantity and quality of interaction Ethnicity or nation of origin Language proficiency
Stages of Acculturation
Acceptance of new culture
Acceptance Stage 4
Individual starts to feel comfortable in the new culture
RecoveryStage 3
Engenders feelings of anger, hostility, and frustration
Culture ShockStage 2
Excitement over the newness of being in the United States
EuphoriaStage 1
In the acculturation process, the ELL must adapt to:
New language Different cultures
Values/beliefs Communication system
• Non-verbal/body language• Conversational style
Adapted from “Instructional Support for Students who are Culturally and Linguistically Diverse: A collection of Background Information and Training Materials,” April 1997
Implications for ESL
Be conscious of your own nonverbal behavior with ELL
Avoid judging student’s behavior by your values
Recognize that the learning environment in America may differ from what the student is accustomed
Instructional Methods
Learning Style - Latino
Group/cooperative learning Learning by doing Sensitive to peers’ and teachers’ opinions Remember faces and social words Concrete representations to abstraction
Learning Style - Asian
Values academic achievement Responsible for himself/herself Respects teacher authority Quiet, sell organized, highly structured Prefers cooperation to competitiveness Prefers listening to speaking
Learning Style - African American
Approximates space and numbers Focus on people rather than things Active learning/kinesthetic High degree of emotional interaction Responds to whole
Multiple Intelligences
Visual/Spatial Mathematical/Logical Interpersonal Intrapersonal Kinesthetic Linguistic Naturalist Musical
Other Things to Try
Learn a new culture and teach it to the whole school
Make him/her feel comfortable Celebrate diversity day Buddy club Pen pal Tape (audio and video) recorder Talk, reading and writing time
Environmental Adaptations
Appropriate seating Take short breaks Appropriate light Reduced noise level Flexible scheduling
Adapting with Assistive Devices
Books and dictionary Games and art supplies Visual aids Calculator, tape recorder, software Computer
Adapting to Classroom Instruction
Multi-sensory approach Write key points Repeat information many times Provide study guide Allow group work Allow extra time to finish A variety of assessments
Adapting to Read
Provide stories on tape Allow to work with a peer Ask parents to encourage reading Assign time for reading Enrich vocabulary Allow a read-aloud
Adapting to Write
Reduce the length and complexity Limit number of steps Pair students Do not penalize for spelling,
punctuation, and grammar Teach from the mistakes Allow first draft in native language
Adapting to Homework
Communicate with parents Provide clear and concise directions Assess the amount of homework Coordinate homework with other teachers Do not expect parents to spend lots of money
on the projects
Adapting Tests and Grades
Simplify the terminology Allow student to retake the test Use multiple ways of assessment Use a rubric Allow them to work in group or pair Allow extra time to take the test
Content Area Support
Contextual Support Tap prior knowledge Use visuals and graphics Use manipulatives Provide labels
Content Area
Use Visuals and Graphics Pictures Graphic organizers Teach visualization strategies Allow pictorial responses
Content Area
Manipulatives Use real artifacts Use maps, globe, models, etc. Creat games Use poster projects Publish books Do experiments Art projects
Content Area
Model by the Teacher Demonstrate Simulate Activate Write key points Provide examples
Content Area
Format Reduce page clutter Use text boxes Divide into sections Use simple words
Content Area
Language Use short phrases Reduce sentence length Use present tense Avoid double negatives Void wordiness Provide word bank
Content Area
Cooperative Learning Role Play Projects, research, internet search Paired reading Think aloud Problem solve Discussion group
Three Principles for Helping ELL’s in Content Classrooms
Increase Comprehensibility
Increase Interaction
Increase Thinking Skills
Increasing Comprehensibility
Use visuals to facilitate learning in the classroom
Build prior knowledge of students Pre-teaching vocabulary Use variety of questioning techniques Use interactive, authentic classroom
tasks
Increasing Interaction
Cooperative Learning Increases language opportunities Improves the quality of student conversation Provides more opportunities to use specific
vocabulary of lesson Helps individualize instruction Promotes a positive social climate Motivates learners
Increasing Thinking Skills Higher Level Thinking Skills
Questions for beginnings• Yes/No• Either/Or• Who, What, Where, When
Move towards Analysis, synthesis, problem solving
Allow ample time for learner response Expand of student response to model correct
grammar and punctuation
Supporting ELL’s in Your Classroom
Scaffolding Providing contextual supports for meaning Reducing language demand Flexible time limits
How?
Simplifying the language Providing choices Visuals and graphics Manipulatives Cooperative learning Simplifying the format Modeling by teacher
Enrollment in School
Identification as Potential ELL
Assessment Determines Need for ELL Services
Provision of Appropriate ELL Services
Transition from ELL Services
Monitoring Ability to Participate Meaningfully
Progression of students through an ELL ProgramChart credit: http://www.ed.gov/OCR/ELL
New ELL Student Enrollment
Two documents Parent/Guardian must supply to enroll:
Immunization records
Proof of residency
New Student Enrollment Packet
Accommodations for ELL and Family Forms Home Language Survey Emergency Forms Immunization Forms School Calendar Before and After-school Care Bus Information
• Support for ELL (someone to ride with ELL?)
Other ELL Considerations
Open House Procedures
PTO/ Parent Organizations
Sporting Events
Social Events
Assessment of ELL
First level assessment Given by school. By whom? When, Where Determines English proficiency
Second level assessment Determine level of proficiency Guides instruction Given by school or Intermediate Unit
Provision of Services
Provided at school Replaces language arts Need to determine location, time,
materials Collaboration between professionals Considerations for non-class time:
Cafeteria Library Gym
Transition from ESL Services
Post Assessment
Collaboration with other professionals
Proficient in English
Competent in Content Areas
Monitoring
Periodic (annual)
Maintains grades
Progresses academically and socially
Resume provision of service if necessary
Websites for Program Development
PDE- PA Department of Education
http://www.pde.state.pa.us
OCR-Office for Civil Rights
http://www.ed.gov/offices/OCR/ELL
I am an ESL ChildI need one year to listen and adjust
(The Silent Period)It may take me 5 to 7 years to catch up with my American peers.
(Model for me)Even though I have mastered conversational English,
I’m still an ESL student.(Model for me)
Start me out with Yes or No questions.Rephrase for me. Remember to go from concrete to abstract.
This is very important. Remember how you learned your first language.Naturally!
Ask me about my culture. Learn something about my culture - please. I did not come to you knowing nothing.
Thank you for reading! ESL Child
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