Dr Julie R Grady Arkansas State University November 6 2009 Arkansas Curriculum Conference Common Terms Language minority Children whose native language is other than English regardless of proficiency in English ID: 742262
Download Presentation The PPT/PDF document "Supporting English Language Learners" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
Supporting English Language Learners
Dr. Julie R. Grady
Arkansas State University
November 6, 2009
Arkansas Curriculum ConferenceSlide2
Common Terms
Language minority
: Children whose native language is other than English regardless of proficiency in English
LEP
: Limited English proficient-official designation originating with Civil Rights law
ELL
: English language learner in the process of learning English
Immigrant children
: Children with at least one foreign born parent
Newcomers
: recent arrivals to the U.S.
(Crandall, Jaramillo, Olsen, Peyton, & Young, 2008;
Garcia, Jensen, & Scribner, 2009)Slide3
Our Growing U.S.
English Language Learner (ELL) Population
One in five children comes from an immigrant family
Children from immigrant families are the fastest-growing segment of the child population; are more likely than their peers to live in poverty and to be behind grade level (Hernandez as cited in
Sadowski
, 2008)
Living in poverty in 2000: 68% of ELLs in preK-5, 60% of ELLs in grades 6-12
2004: Foreign-born reached 34.2 million; 11.9% of population
2000: 20% of preK-12 students were children of immigrants
Grades preK-5: 7.4 % of students ELLs; in grades 6-12: 5.5%
(Capps et al., 2005)Slide4
Arkansas’s Growing ELL Population
One of largest state percentages of increase from 1990-2000 for pre-K-8: 243%
(Capps et al., 2005)
ELLs at higher risk for underachieving in schools than
native English-speaking
students because of 3 of 5 risk factors:
Parent education levels
Family income
Parent English-language proficiency
Mother’s marital status at time of birth
Single versus dual-parent homes
(
García
, E. E., Jensen, B. T., & Scribner, K. P. , 2009)
Slide5
How Well Are Teachers Prepared to Support ELLs?
Teaching ELLs is the responsibility shared by
ALL
educators
Most teachers do not feel prepared to support the academic needs of ELLs
1999-2000 study: 87.5 % of teachers who reported teaching ELLs had less than one day of professional development
(National Center for Educational Statistics, 2001)Slide6
Common Myths about Learning English and ELLs
The more time students spend soaking up English in the mainstream classroom, the faster they will learn the language.
Children learn a second language faster and more easily than teenagers and adults do.
Students should be strongly encouraged to speak English from the first day.
(Haynes, 2007)Slide7
What Experts Know about Learning
A New Language
English language learners need one to three years to master social language in the classroom.
Students don’t always acquire social languages naturally in informal contexts. They may need to be taught how to communicate appropriately in social situations.Slide8
Learning academic subjects in their native language helps ELLs learn English.
Parents of English language learners should be encouraged to speak their primary language at home.
Students who have strong literacy skills in their native language will learn English faster.
Students need more than two-three years in bilingual or ESL classes to succeed in school.
(Haynes, 2007)Slide9
Practices to Avoid
Emphasizing that one group’s language is superior to others
Forbidding ELLs to speak in their native languages
Recommending that ELLs speak only English outside of school
Giving praise only to new language skills
(
Agirdag
, 2009)Slide10
What Can You Do?
In your school:
Celebrate cultural and language diversity with classroom assignments, bulletin boards, assemblies, banners
Encourage parent
involvement,
get to know the families, spend time in their communities, invite parents to share culture, mentor the family, interview
families, have
special programs for newcomers Slide11
Embrace a school-wide culture of caring
Add materials in students’ languages, add bilingual books, include newsletter and Web page information in other languages
Hire multi-lingual staff
Investigate the wide variety of ELL programs and choose the one best for school community needs
(
Agridag
, 2009; Aleman, Johnson, & Perez, 2009; Haynes, 2007;
Ramirez & Soto-
Hinman
, 2009)Slide12
2. In your classroom
Welcome all languages
Establish a routine
Assign bilingual buddies
Have high expectations
Insist on deep understanding
Remember that ELLs are a very diverse group
Create special space in classroom for ELLs
Have same language students help each
otherSlide13
Learn and practice communication skills that support ELLs
Ask students to share their languages
Learn how to differentiate instruction for ELLs
3. Read all that you can about how to support ELLs in your subject area, classroom, school and community.
4. Demand professional development in your content area and for the grade level you teach.
(
Agridag
, 2009; Haynes, 2007; Ramirez & Soto-
Hinman
, 2009)Slide14
References
Agirdag, O. (2009). All languages welcomed here.
Educational Leadership
,
66
(7), 20-24.
Aleman, D., Johnson, Jr., J. F., & Perez, L. (2009). Winning schools for ELLs.
Educational Leadership, 66
(7), 66-69.
Capps, R., Fix, M., Murray, J., Ost, J., Passel, J., & Herwantoro, S. (2005).
The new demography of America’s schools: Immigration and the No Child Left Behind Act. Washington, DC: Urban Institute.Crandall, J., Jaramillo, A., Olsen, L., Peyton, J. K., & Young, S. (2008). Diverse teaching strategies for immigrant and refugee children. In R. W. Cole (Ed.),
Educating everybody’s children
(2
nd
ed., pp. 219-278). Alexandria, VA: ASCD.
García, E. E., Jensen, B. T., & Scriber, K. P. (2009). The demographic imperative.
Educational Leadership,
66
(7), 8-13.
Haynes, J. (2007).
Getting started with English language learners: How educators can meet the challenge.
Alexandria, VA: ASCD.Slide15
National Center for Educational Statistics. (2001). Schools and staffing survey., 1999-2000. Washington, DC: Author.
Ramirez, A. Y., & Soto-Hinman, I. (2009). A place for all families.
Educational Leadership,
66
(7), 79-82.
Sadowski, M. (Ed.). (2008).
Teaching immigrant and second-language students
. Cambridge, MA: Harvard Education Press.Slide16
Supporting
Tammy
Gillmore
Batesville High School
November 6, 2009
Arkansas Curriculum Conference
English Language LearnersSlide17
Share
Time…coming up!
Would you please share
how your schools work
with this sub-pop?Slide18
Batesville School Stats
ELL’s are the fastest growing sub-population.
~Jane D. Hill and Kathleen M. Flynn, 2006
Classroom Instruction That Works with English Language Learners Slide19
The Testing Reality
2008-2009, in order to graduate…
students must pass
End-of-Course Geometry
End-of-Course Algebra Exams.
During their first year
in the United States, students with an Individualized Educational Plan (IEP) may be excluded from the
reading/language arts test
.
NCLB
, 2004 Slide20
The Testing Reality
Literacy exam is an End-of-Level
not an End-of Course exam
Do not have to pass….yet…
2014:
Literacy exam moves to the 1oth grade
Becomes an End-of-Course =
have to pass!
Students must still take the
math test
,
even if they enroll in a school on the day of the test.
NCLB
, 2004 Slide21
Peer-Buddy Program
Teachers select a student per class to
work with
each ELL.
Submit
nominees via a Google Document.
Peer-Buddies receive “training.”
According to Department of Education (2007),
peer
tutoring and response groups were found to
have
positive effects on the language development of ELLs.
Slide22
Vocabulary
Emphasize jargon
of the classroom
Math Classroom:
difference, sum, even,
odd, plot
, and
point
Everything a teacher does
should revolve around vocabulary attainment. ~Suzanne Irujo
, 2007
Language learners need
five to seven years
to attain
the academic literacy necessary to succeed within the mainstream classroom.
~Jane D. Hill and Kathleen M. Flynn, 2006
Classroom Instruction That Works with English Language Learners
Slide23
Dictionaries: Word-to-Word
75,000 Words
May use on any AR state test!
If checked on their LPAC form
as an accommodation
Language learners need
five to seven years
to attain
the academic literacy necessary to succeed within the mainstream classroom.
~Jane D. Hill and Kathleen M. Flynn, 2006
Classroom Instruction That Works with English Language Learners
Slide24
ELL English Class
Class
of eight
Score 1 on the LAS exam
to
qualify
ELLs need early and intensive instruction in
phonological awareness and phonics.
~D.J. Francis, M. Rivera, N.
Lesaux
, M.
Kieffer
, & H. Rivera, 2006
Kathy WalterSlide25
English Class ~ Spanish Teacher
Meet Ms. Insell = bilingual (English/Spanish)
Students placed in her classes.
This enriched language environment,
taught by highly qualified teachers
, includes utilizing both the native language and English, for not including both can stifle cognitive development. Should a bilingual teacher not be available or if a district cannot afford one, then schools should provide a language specialist
Garcia & Jensen, 2007; Decapua, Smathers, & Tang, 2007Slide26
Faculty Meetings = PD
Present test-taking tips
Math
Literacy
ELL
Present life-long skills
Talk slowly…Slide27
ELL ~
Professional Learning Network (PLN)Slide28
ELL ~
Professional Learning Network (PLN)
Book Study
Strategies That Work
Classroom Instruction That Works
with English Language Learners
School staff must now assume the responsibility of teaching language skills to these students; this is not just duty of the ELL faculty.
~Jane D. Hill and Kathleen M. Flynn, 2006
Classroom Instruction That Works with English Language Learners
Slide29
ELL ~
Professional Learning Network (PLN)
Dr. Grady
Recommendation
School staff must now assume the responsibility of teaching language skills to these students; this is not just duty of the ELL faculty.
~Jane D. Hill and Kathleen M. Flynn, 2006
Classroom Instruction That Works with English Language Learners
Slide30
ELL ~
Professional Learning Network (PLN)
Learning in the 21
st
Century
Blogs
Larry Ferlazzo’s Websites of the DaySlide31
ELL ~
Professional Learning Network (PLN)
More Blogs…
ELL Classroom
Engaging Parents In School
ESL Teachers’ Blog of Substance
ESL/EFL Sister Classes
ESL/EFL Student Showcase Teaching EFL & ESL Slide32
Share Time!
What are you doing
at your school?Slide33
Sharing Our Sources…
This PowerPoint may be
accessed here
.Slide34
References
Arkansas Department of Education. (2006, Oct. 9).
Rules governing the Arkansas comprehensive
testing, assessment, and accountability program and the academic distress program
.
Retrieved September 21, 2008, from
http://www.arkansased.org/rules/pdf/current/ade_247_actaap06_current.pdf
DeCapua, A., Smathers, W., & Tang, L.F. (2007, Mar.). Schooling, interrupted.
Educational Leadership,
64 (6), 40-46.Francis, D. J., Rivera, M., Lesaux, N., Kieffer, M., & Rivera, H. (2006). Practical guidelines for the education of English Language Learners: Research-based recommendations for instruction
and academic interventions
. Retrieved September 2, 2008, from the University of Houston,
Texas Institute for Measurement, Evaluation, and Statistics at the University of Houston for
the Center on Instruction:
http://www.centeroninstruction.org/files/ELL1-Interventins.pdf
Hill, J.D., & Flynn, K.M. (2006).
Classroom instruction that works with English Language Learners
.
Virginia: Association for Supervision and Curriculum Development.
Irujo, Suzanne. (2007). What does research tell us about teaching reading to English Language
Learners?
Reading Rockets
. Retrieved September 16, 2008, from
http://www.readingrockets.org/article/19575?theme=print