Introduction to AEL (Academic English Learner)
Introductory Thought
Language sets the direction of all learning, particularly learning as it
is required in school. So the question is, does the child have
sufficient linguistic development in order to participate in the
classroom?”
– Edward DeAvila and Sharon Duncan
Presentation Overview
• AEL concept and initiative
• How LAS Links support AEL
• Research basis for AEL
Agenda
• Standard English Learners (SELs)
• College and Career Readiness Standards (CCRS)
• Academic English Learners (AELs)
• DRC|CTB’s Academic English Learner Initiative
• Customer Potential
Who are Standard English Learners?
African American, American Indian, Hawaiian American, and Mexican
American students for whom Standard English is not native and who
are among those students experiencing the most difficulty in American
schools.
African American Language “Black English”
The structural components… along with the non verbal elements such as
pitch and intonation from African language, is then affected by the social
influences of language spoken in the United States. The results of this
social mixture is then brought to school as Neighborhood Social
Language.
We must then assess this language in a way to insure that these students
become proficient in the art of Academic language.
Niger–Congo Languages
• It is estimated that there are up to 3000 languages spoken in Africa
• The Niger–Congo languages have a clear preferences for open syllables
of the type CV(Consonant Vowel)
• The large majority of language is tonal. Tones are used partially for
meaning but mostly for grammar
• They have prefixes and suffixes to qualify nouns and verbs. Nouns and
verbs never exist on their own
College and Career Readiness: Academic Language
The language (e.g., lexicon, grammar, discourse features and
function) that all students need to:
– Access,
– Meaningfully engage with,
– And achieve rigorous academic content as they prepare for college and
careers. (Sato, 2008)
Textbooks, student materials, and standardized assessments
are all written in Academic English Language
Who are Academic English Learners?
Students who are not exposed to Academic English at home.
Including students who are not identified as “ELL”, as they are considered
“English Only” (EO) speakers.
Students who may not score well on academic standardized test as a result
of the lack of AE exposure.
Historically, there has been no systematic way to identify or monitor the progress of
“English Only” AEL students as they acquire the essential skills of Academic English.
CTB/McGraw-Hill’s
Academic English Initiative
Instrument:
LAS Links Forms A&B and Forms C&D
Population:
AELs (including Els and EOs) across subgroups, grades, and regions
Research Status:
DIF analyses across ELs and EOs conducted and C/D technical Report in progress
Purpose:
To understand the use of language assessment in identifying the needs of
Academic English Learners
Question #1
In a local setting, what are the specific language needs of this potential
Academic English Learner EO group in each language domain compared
with the English Language Learner?
Does the AEL EO group require a special set of
instructional strategies that are different from
those for ELL?
Question #2
Does this AEL (EO) group need instructional
support with English language proficiency?
Is the support needed for all four domains
(Listening, Reading, Speaking, Writing)?
Considerations
Language use that is contextualized in different content areas
(Social/General Instructional vs. Language Arts/Social Science/History vs.
Math/Science/Technical)
Language use across different levels of linguistic complexity (making
daily conversation vs. describing and presenting academic information)
Language use that has different levels of cognitive demand (to identify vs.
to apply)
Preliminary Analysis
Similar to ELLs, this AEL EO group may need instructional support in
developing “English language proficiency across language domains (LI, RD,
SP, WR).
Similar to ELLs, this AEL EO group may need more support in literacy skills
(Reading and Writing) than oral skills (Listening and Speaking).
“Unless we know why students are failing, it is clearly impossible to
rationally plan instruction that will reverse the pattern of school failure.”
Jim Cummins (1989)
Supports AEL Students
Academic English Learner (AEL) Profile
Typically in a Title 1 school … often classified as low performing
Native English speakers who struggle in school due to language
Recently promoted ELL students who struggle with academic work
Language and Academics
– ELLs should be assessed in academic English to help ensure
that they “access and engage in the curriculum” (Bailey &
Heritage, 2008, p. 12).
• Academic language being assessed must focus on the instructional
and learning practices ELLs engage in school.
AEL Protocol
• Begin with students who are struggling academically
• Use LAS Links to determine if students are struggling with language proficiency
• ID language areas where students need additional language instruction
• Provide student data to teachers to inform instruction
• Use tools such as TerraNova® to measure academic progress
LAS Links Test Forms
Two parallel forms C & D and Español B– Adds Linkage/Correspondence to the College and Career Readiness Standards and updated
TESOL standards
– Provides measures across academic strands
Score Reports for forms C, D and Español B
Provides strand Scores for each language domain:
– Social: Intercultural and Instructional communication
– Academic: English Language Arts, Social Studies and History
– Academic: Mathematics, Science and Technical Subjects
Measures Social and Academic Language Skills
Test content is balanced between social and academic English
Supports alignment to new perspective on standards
– Focus more on academic context
“For 25 years we have taken the position that at the basis of
everything – the basis for success in school, the basis for success
in work, and in the community in general – is language. Language
is first for all children. Language sets the direction of all learning,
particularly learning as it is required in school. So the question is,
does the child have sufficient linguistic development in order to
participate in the classroom?”
Edward DeAvila and Sharon Duncan, LAS authors
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