Free Powerpoint Templates IIT Facilitator Discussion: English Language Learners February 2011.

Free Powerpoint Templates

IIT Facilitator Discussion: English Language Learners

February 2011

IIT Facilitator Discussion: ELLs Outcomes:• To share demographic

information about our ELLs

• To discuss concerns related to BICS, CALPS, and low & high literacy-orientation

• To discuss collaborative practices with other educators

• To explore uses of the ELLs: Guidelines for Promoting Educational Success

• To dialogue about IIT cases - successes and concerns

Overview: ELLs in HCPSS

2010-11: ~2,150 ELLs

61 languages: Spanish, Korean, Urdu,

Chinese, & Vietnamese

78 countries

52% of the ELLs were born in the United States

Common Underlying Proficiency

(CUP)

BICS-L1

CALP-L1

BICS-L2

CALP-L2

Illustration adapted from Cummins (1984) Bilingual And Special Education: Issues In Assessment and Pedagogy

“No learning can be student-centered until we center it on who our students

really are.”Literacy-oriented community:

Upbringing weaves in preparation for success in school and in a technological society

Critical thinking, conversational and argumentative skills, vocabulary, and independence are fostered

Non-literacy oriented community:Upbringing values education and less time is spent

interacting with young children in ways that develop adult-like thinking and language skills

Belief is fostered that children will think and use language more like adults as they grow-there’s no rush

Both communities develop intelligent, able children.

Literacy Orientation - Delivers:

Standard dialect practice

A large vocabulary

Strong metacognitive skills

A sophisticated level of personal narrative

Strong executive function

A predisposition toward semantic organization

Comfort with abstraction & generalization

Effective internal script

There’s More to See -Literacy Orientation

“When we start looking where we need to, we will not only recognize our students’ true thinking styles, strengths, and weaknesses, but also see how essential it is to build strong relationships with students and their families.” (Pranksy, 2009)

Look in order to:Monitor disempowerment and exclusionAttend proactively to what is seen

Discussion Questions:What is your experience or involvement with

you ESOL teacher(s), Hispanic Achievement Liaison and/or International Achievement Liaison?

How are you using the ELLs: Guidelines for Promoting Educational Success when making decisions about referring to IEP, gathering more information about a student, etc?

With cases you've worked on, what has typically been the identified problem and requesting teacher's primary area of concern?

Questions, Comments, or Concerns:

What other questions comments, or concerns do you have about working with the ELL population?

Instructional Links

How does this information relate to your work with the staff and students?

Thank you for your

participation!Contact information:

[email protected]