I NTRODUCTION TO ESL. U NDERSTANDING S ECOND L ANGUAGE T ERMINOLOGY ESL – English as a Second Language ESOL – English for Speakers of Other Languages.

INTRODUCTION TO ESL

UNDERSTANDING SECOND

LANGUAGE TERMINOLOGY

ESL – English as a Second Language

ESOL – English for Speakers of Other Languages

ELL – English Language Learner

LEP – Limited English Proficient 2

NORTH CAROLINA ELLS BY LANGUAGE 2009-2010

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Spanish 123,841 Chinese 3,761Hmong 3,622Vietnamese 2,530Arabic 2,331

Korean 1,731French 1,478 Russian 1,259 Hindi 1,074Gujarati 808

GROWTH OF HISPANICS

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1990s Growth Of Hispanics

USA = 60 % NC = 400%Alamance County = 1,200%

* Hispanic K-12 enrollment Growth in ABSS went from 3% to the current 20% of the total student population

ABSS ESL/LEP TOTALS

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Approximately 4,878 ESL StudentsApproximately 2,200 LEP StudentsABSS HOME LANGUAGES 2013

Spanish 92% (4504) Vietnamese 1% (51) Laotian 1% (47) Chinese 1% (41) Gujarati 1% (26) Arabic 1% (25)

* 42 different home languages in ABSS

Directions:1. Listen to each statement.2. Determine whether each statement is True or False.3. Stand under the sign represents your answer.

TRUE

FALSE

FALSE

TRUE

FALSE

FALSE

FALSE

FALSE

LANGUAGE ACQUISITION

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❝To have another

language is to possess a

second soul.❞‒Charlemagne

TIME SPANS FOR LANGUAGE ACQUISITION

1 to 3 years

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BICS Social Language

Native English Speakers

English Language Learners

7 to 10 years

CALPAcademic Language

Source: James Cummins (1984) and Virginia Collier (1987)

SOCIAL VS. ACADEMIC LANGUAGE

Social Language Academic Language

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Open the door, please.

Would you like to get a coke?

At what time do we go home?

Tell me what you liked about the movie.

Do you want to play?

Define mammal.

Compare and contrast Saturn and Jupiter.

Paraphrase the paragraph.

What is the main idea of this paragraph?

Write a summary for your story.

SOCIAL VS. ACADEMIC LANGUAGE

Social Language Academic Language

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Simpler language.

Usually face-to-face, small number of people, informal setting.

Precise understanding is seldom required.

Many opportunities to clarify.

Technical vocabulary.

Often lecture-style communication or reading a textbook; little situational context.

Precise understanding and precise explanation is required.

More difficult to clarify..

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FACTORSFACTORSAFFECTING AFFECTING

SECOND SECOND LANGUAGELANGUAGE

ACQUISITIONACQUISITION

Self-EsteemSelf-Esteem AnxietyAnxiety

AttitudesAttitudesAndAnd

MotivationMotivation

AgeAgeNative Native

LanguageLanguage

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Entering – Level 1

Emerging – Level 2

Developing – Level 3

Expanding – Level 4

Bridging – Level 5

Reaching – Level 6

WIDA Language Proficiency Levels

VIDEO

Handout

WIDA STANDARDS

Standard 1:Standard 1: English Language Learners communicate for Social and Instructional purposes within the school setting.

Standard 2:Standard 2: ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts.

Standard 3:Standard 3: ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics.

Standard 4:Standard 4: ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Science.

Standard 5:Standard 5: ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies. 21

CLASSROOM STRATEGIES

Use visuals Clear and appropriate speech Language rich classroom Rephrasing, repeating, recasting Non-verbal gestures Concrete, realia, manupilatives TPR: Total Physical Response Home language support Conversations 22

Directions: In small groups you will read, discuss and present your activity

1. Explain the activity.2. How can we use it?3. Why is it a good strategy for ESL students?

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HOMEWORK

Upcoming Sessions:September 19October 21 (YR)/October 28 (TR)January 9April 3

Total: 1.6 CEUs

Reflective journal based on strategies