Dr Heide Spruck Wrigley ESOL Transition Academy Introductions and Perspective Perspective influenced by TELL project national study THECB TA on Innovation Grants Teaching Experience ID: 781975
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Slide1
ESOL Transition – Corpus Christi 2011
Dr. Heide Spruck Wrigley
ESOL Transition Academy
Slide2Introductions and Perspective
Slide3Perspective influenced by
TELL project – national studyTHECB – TA on Innovation Grants Teaching Experience Transition to Higher Ed – Academic ESL Intensive ESL courses
South Texas Dual Language Transition Project Jobs for the Future – Contextualized GED
El Paso Community College: Integrated Instruction Center for Law and Social Policy “The Language of Opportunity”
NIFL: Health Care Career Ladders for ELLs
Slide4What you Hope to Take Away
Slide5Instructional Objectives
Help teachers become aware of differences in educational backgrounds and differentiating instruction Introduce concept of content-based instruction Show how multi-media can be used to engage learners in academic literacy Discuss research in vocabulary development Knowing what students know (Find someone who)
Highlight key features of Transition Oriented Programs
Apply research-based teaching and learning strategies as part of a coherent Lesson Flow
Slide6SESSION FLOW
Slide7DAY 1: From Research to Practice
Introduction and Overview What’s New? As a Jumping Off Point Content-based instruction – Basic PrinciplesGerman DemonstrationCommunity Building: Find someone who
Who are the ELL Transition Students? From Learner Stories to Content
ESL for Transition : What’s different? Using authentic materials: Info-graphics Hands-on practice with immigration-related materials
Slide82010A Year to Remember?
?
Slide9What was significant?
In your life, your community, in the world? (think, pair, share)
Slide10ELL Transition: Content-based Instruction from the Start
Slide11What’s Needed
Cognitively Challenging Work at All Levels
Slide12Principles of Content-based Teaching (CBT) CBT is key in preparing students for transition
It requires integration of content and language. Objectives require attention to both language (functions, structures, vocabulary) and the subject matter to be learned.CBT includes “comprehensible input” as a way of “listening to learn”Sheltered instruction is used to make content accessible (health; school expectations; science; literature; philosophy; psychology)
Slide13Themes are “rich” , drawing on multiple resources (including multi-media and subject matter learning is sustained over time
Knowledge is deepened and vocabulary extendedLanguage and vocabulary include structures that are “content specific” as well as functional language that is “content compatible” (giving explanations; expressing opinions; agreeing and disagreeing; buying time)
Slide14Find Someone Who
Slide15Dreamsby Langston Hughes
Hold fast to dreamsFor if dreams dieLife is a broken-winged birdThat cannot fly.Hold fast to dreamsFor when dreams goLife is a barren field
Frozen with snow.
Slide16What ideas do you associate with Immigration
?
Slide17Ich heisse Heide
und ich bin aus Deutschland
Slide18I CAME TO BE SAFE
Slide19Who Are Our Learners?
?
Slide20Slide21ELL Transition Students Can Be
Foreign-born – entered as adults “Dream Act Kids” – came as children Gen 1.5 Late entry students US-born but speak a language other than English at home
Slide22DIFFERENCE BETWEEN abe AND
eslELLSs have a much wider range of educational backgrounds that need to be taken into account
Slide23Source: Bureau of Labor Statistics, 2006
Refers to employed workers, age 25 and over.
Less than high school
HS diploma/
GED
BA or higher
Some college
28%
6%
24%
30%
16%
30%
31%
34%
Educational Attainment of Employed Workers by Nativity, Age 25 and Over
Bimodal Distribution
Slide24Case In point
Learner Voices
Slide25Central Texas Learner Stories http://www.willread.org/Resources-for-ESL-Instructors.html
Slide26What Did you Notice?
?
Slide27How Could You Use this Video in Your Program
?
Slide28Documenting Student Portraits in Your Program Educational backgrounds (years of schooling)
Goals, hopes, and dreams (short term and long term)Work experience and employment status Turbulence factors (in crisis; vulnerable; stable; thriving)
Slide29What Are Other Significant Factors that Influence Student Success?
?
Slide30THE NEED TO DIFFERENTIATE
Students with higher levels of education have background knowledge and school-based skills associated with making sense of texts and can interpret and analyze information. They need greater learning challenges and should be encouraged to read “deeply” in their field. We can accelerate instruction for these learners by taking advantage of their ability to self-direct their learning with proper guidance.
Slide31Action Research
While students do pair or group work, observe and document in a journal how students with fewer years of education differ from those who are more highly educated
Slide32The current model
Procrustean Bed
Slide33The Procrustean Bed
Slide34What Stuck With You?
?
Slide35Day 2
What’s New? Metaphors and similes related to kitchenMini-presentationsWhat’s in your Wallet?
Slide36Review: Infographics
(aka Pictographs)Teach students - ITALKSInformation Title A +L all labels
K – Key – box it in
S – Scale (determine magnitude – particularly in a bar graph)
Slide37Review: Infographics
Slide38Working with the Right-Click GenerationGeneration 1.5
Slide39The End of Books: the Future of Publishing
http://www.youtube.com/watch?v=Weq_sHxghcg
Slide40In general
ESL Teachers in conventional programs tend to have low expectation of their students
Slide41Slide42Students need to learn
To present information in multiple forms, including visual representations
Slide43Students Developing Materials for Presentation
Slide44The Eye
Slide45What Intellectual Challenges Do You Offer Your Students
?
Slide46Book Club Charlotte’s WebLiterature Talk – Reading workshops – Smiley Shark
Slide47Students need to know …
…how to approach different types of texts (oral and written) - including multi-media texts
Slide48Students need to develop
Fluency in oral English, including intonation, phrasing, normal speed, and pronunciation
Slide49Are We the Most Aggressively Inarticulate
Generation? http://www.youtube.com/watch?v=7kdrsPRZnK8
Slide50What is the central argument here? Summarize!
?
Slide51Research in Vocabulary Development
Slide52A point about vocabulary
While ESL students are able to pick up decoding skills on par with their native born counterpart, they consistently remain behind when it comes to comprehension, in large part because of lack of academic word skills
and unfamiliarity with sentence structures not
in their listening vocabulary .
Slide53Another point about vocabulary
Abstract concepts are encoded in vocabulary and big words need to be “unpacked”. Structured academic classroom talk provides definitions and invites students to extend their language skills
.
Slide54Example
When you learn new words, you need to learn them “deep” and “wide”; because vocabulary acquisition requires both depth and
breadth of knowledge. In other words, you have to learn all the
different shadings of a word (depth) along with all the other words that are associated
with that meaning (
breadth
). You should also be able to
take apart
a word –
to
deconstruct-
a word – and consider the
word parts
–
affixes and roots
– as well as the
part of speech
this words represents –
noun, verb, adjective, adverb
Slide55Let’s take the word rootAs an example of building vocabulary depth
Slide56Day 1 Review
CONTENT-BASED INSTRUCTION
Slide57Key Components of Content-Based Instruction Deliberate and purposeful teaching focused on what students should know and be able to do (in terms of both content and language)
Lesson delivery that supports both content and language objectivesStrong emphasis on building background knowledgeComprehensible input focused on knowledge acquisition through listeningFocus on instructional strategies plus learning strategies
Slide58COMMUNITY BUILDING
Slide59Community Building: What’s in Your Wallet?
Cognitively challenging task (multiple levels) : Providing evidence and examining evidence Making reasonable assumptions and providing evidence Using evidence to offer a reason for an opinion
Slide60Root – Multiple Shadings – Depth Literal and metaphoric meaning Saying
Verb Nouns Adjective/Participle (with affix)Expansion:Expansion: Stories, music, books http://www.youtube.com/watch?v=HGMZ1dN7eT8http://www.youtube.com/watch?v=Ib0Hate5mYwhttp://www.youtube.com/watch?v=0N9SvLUYGuI
Slide61Why Focus on Vocabulary
?
Slide62Teaching Vocabulary for Transition Consult High Frequency Academic Word Lists Teach vocabulary deep and wide
Challenge your students’ receptive as well productive vocabulary through structured academic classroom talkTeach vocabulary explicitly through Concept maps Word study Use word walls as resources for learning and for writing
Slide63Teaching Vocabulary for Transition Personal dictionaries Vocab list to be studied for tests
Graphic representations of single words and word related to a themeVisualization Flash cards
Slide64Teaching Vocabulary for Transition Personal dictionaries Vocab list to be studied for tests
Graphic representations of single words and words related to a themeWord Study and Word families Visualization
Slide65Root – Multiple Shadings – Depth Literal and metaphoric meaning Saying
Verb Nouns Adjective/Participle (with affix)Expansion:Expansion: Stories, music, books http://www.youtube.com/watch?v=HGMZ1dN7eT8http://www.youtube.com/watch?v=Ib0Hate5mYwhttp://www.youtube.com/watch?v=0N9SvLUYGuI
Slide66Let’s take the word immigrationAs an example of building vocabulary width through conceptual (semantic) maps
Slide67What words do you associate with Immigration
?
Slide68Learning Basic Vocabulary Deutschland Gesundheit
Schadenfreude Weltschmerz Oktoberfest UrsprachewunderbarKindergarten AutobahnEdelweiss
Slide69Invite your students ….
…to listen to the language you use and the language they hear around them. Focus on sophisticated vocabulary use. Help them build language awareness and maintain language curiosity.
Slide70Focus on Sentence Structure
Slide71What are difficulties with academic syntaxyour students experience
?
Slide72Conjunction Junction
YouTube
Open
Slide73Coming to America
Slide74Language reinforcement
Students need to hear different versions of the same story or event so they can associate new words with language that is familiar to them
Slide75Introducing Big ideas
Slide76Building Background Knowledge
Slide77Students Want to Learn More
if they are given challenging tasks that they can be successful with
Slide78Slide79Literacywork.com
Slide80Using Authentic Materials
Slide81Hands on Examples
Info-graphics: Where immigrants settle in the US
Slide82Slide83Slide84What has been a “take away” for you today?
?
Slide85Focus on Programmatic Practices
Slide86Review of session 1
Deconstructing Language: Working with “Sentence Frames”
Slide87Generic Love Poem 1 (*delete as appropriate)
Call a doctor / plumber / priest* My heart is broken / leaking / deceased* My life is worthless / so much better / over* I'm going to kill myself / tell your wife / Dover* How could you leave me / not know / lie?* I hope you return my stuff / come back / die* I'll never forget you / forgive you / go away* I need closure / a DNA test / to tell you I'm gay*
…..
Written by Kirsty MacDonald
Slide88What Do Exemplary Programs Do? Information based in part on the national study on Transition for Adult English Literacy Learners (TELL)
Slide89Promising Practices (Program Level)
Linkages and collaboration with the next step on the Transition Continuum PP GED and Advanced ESL Teacher switch (Community Action)Transition Coaches (Fort Pierce; ACC) Short course for Science and Technology Flexible scheduling (self-access in school and at home)
Dual enrollment (language and technical skills)
ASE instead of GED for students with limited schooling Dual language classes for those working in bilingual communities
Slide90Esl BY dESIGN
COLLAPSED ON THE SIDE WALK
Slide91Research-based Instructional Strategies
Slide921. Select an important theme or topic and activate students’ background knowledge
Slide932. Provide meaningful input
(interactive mini-lecture)
Slide943. Check comprehension
Slide954. Introduce a peer
tp peer learning task related to your topic and explain the purpose
Slide965. Model the task verbally and demonstrate what you would like for students to do (Guided Practice)
Slide976. Group students into pairs or small groups and have them do the task. Observe students but do not intrude. Debrief with students
Slide98Select
one structural component of the lesson and highlight an important pattern or rule (grammar; vocab; writing); engage students in individual practice and focus on accuracy
Slide998. Do a quick check to see where students stand on learning the concepts and vocabulary you’ve been trying to teach
Slide1009.
Create deeper connections by asking students for their experiences, opinions, interpretations. Connect what’s previously learned to the new knowledge
Slide10110. Extend and reinforce knowledge through student inquiry and projects
Slide102Activating Background Knowledge
Slide103We Are New York: New Life Cafe
Slide104We Are New York: New Life Cafe
Slide105Research in Action
Putting it all together in a demonstration lesson
Slide106Collapsed on the Sidewalk
Slide107And that’s not all
Additional Resources
Slide108Tier 1 and Tier 2 – Academic WL
Slide109Academic Vocabulary Resources
Interactive Vocab Activities http://www.academicvocabularyexercises.com/Cambridge: Dictionary of Academic English
Slide110Different Types of Texts Documents and Informational Texts (announcements; ads; catalogues); instructionsProse Literacy (stories, essays)
Poetry (see Poetry Unit) Langston Hughes Dreams A Dream Differed Lectures Textbooks
Slide111Generic Love Poem 1 (*delete as appropriate)
Call a doctor / plumber / priest* My heart is broken / leaking / deceased* My life is worthless / so much better / over* I'm going to kill myself / tell your wife / Dover* How could you leave me / not know / lie?* I hope you return my stuff / come back / die* I'll never forget you / forgive you / go away* I need closure / a DNA test / to tell you I'm gay*
…..
Written by Kirsty MacDonald
Slide112Key Features of A Transition Curriculum
Less emphasis on life skills, more emphasis on content-based language, big ideas and problem solvingTeacher presentations to increase background knowledge Connection to the world of ideas (What’s New?) Still a need for oral language development but discussions are linked to reading and writing Discussion and debates focused on making a point and supporting it with evidence
Student presentations and research projects
Slide113Coming Attractions: Writing and VocabularyGradual Release
Slide114Slide115ELL transition
Resources to Engage Students
Slide116Websites to Engage Students http://willread.org/Literacy-Advancement-Initiative.html
(Learner Stories in Central Texas)http://www.youtube.com/watch?v=Weq_sHxghcgWorking with younger learners (can we print this also as text?) www.literacywork.com (go to Favorites) Tales of Mere Existence: the Best Book Ever
Slide117Slide118Contact Us Heide Spruck Wrigley
heide@literacywork.comLiteracywork International www.literacywork.com
Slide119Writing: Gradual Release I do it (input and modeling)
We do it (guided writing)You do it (independent writing)
Slide120Slide121Slide122