ELLs in our Long Island schools Add photos 2014 LILAC Conference Filling in the Gaps Ensuring Language Access and Cultural Competence for Vulnerable Long Islanders Susanne Marcus GNPS ESL Teacher ID: 593274
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Slide1
Who are the English Language Learners (ELLs) in our Long Island schools?
Add photos!
2014 LILAC Conference: Filling in the Gaps: Ensuring Language Access and Cultural Competence for Vulnerable Long IslandersSusanne Marcus, GNPS, ESL Teacher President, NYS TESOLSlide2
There are approximately 28,000 ELLs
in Long Island Schools today.
* The name itself, English Language Learner, is actually an umbrella term that includes a wide variety of students, with a variety of circumstances.*There is no “one size fits all” approach that supports all our ELLs. *What has proven most successful is for districts to get to know their own population of ELLs, often family by family. When teachers truly know their students and make personal connections with them, trusted learning begins.Slide3
ELL is a vast term that comprises students of a variety of backgrounds and situations
- Age on arrival- Interrupted formal education (SIFE)
Socio-economic-status Separation from family members- Prior traumatic experiences (possible SPED needs) Part of the decision to come here Level of literacy in first language (L1)- Level of formal education in home country
- Living situations (past & present)Slide4
Historically, there has been an over-representation of ELLs in programs for Special Education.
Then, we saw a decrease in
ELLs in Special Education programs.
OVER!
UNDER!
Let’s wait 2 years, till they learn English!!Slide5
Is it a language difference or a language disorder?
This is the six million dollar question!
Source of problem -- same: Inadequate assessment tools. Adequate tools are first evolving and are quite extensive/time-consuming.Slide6
What Role Language Does Language play in Teaching & Learning?
- Content area teachers are trained to teach their content/
subject areas. They are trained in teaching methodologies, differentiating for student with IEPs, some may have had training in working with ELLs, and national & state standards (CCLS). Few are trained to teach reading or phonemic awareness.- Elementary teachers generally have a better understanding of how to teach basic literacy skills to students.
- Teachers of secondary students are focused on their content area, prepared to teach those who can already read.Slide7Slide8
ESL Grammar Errors versus Native English Speakers’ Errors
Where did she went?
She live in Middle Neck Road.3. We must to go to library.4. Thanks God we have no test today.
5. I was borned
on 1999. Slide9
Your Language of Instruction is Invisible to you & your native English speakers!
Great. So, grab the formula from
yesterday, or whenever it was, and plug it in here, easy as pie! What do you get….
What the f@@#* do they talking about? I studied this in my country and English. I only hear noise now. My head hurts!
Blah, blah, blah, blah,
blah…..Slide10Slide11
Speaking a language other than English is an asset. It is not a disability.
In order to graduate HS with a NYS Regents diploma, you must study a foreign language.
If a disability is present, it will manifest itself in any and all languages the learner speaks.Students cannot have a disability in one language only and be fine in their other language.Slide12
Listening Activity ~ Comprehension Questions
Who are the main characters of the story?
What is the setting of the story?What is the main conflict of the story?
Which character changed the most from the beginning to end of the story? Use examples from the text to support your answer.
Retell the story in your own words to your partner. Slide13
Feel free to contact me to keep the conversation going….
Susanne Marcus, smarcus@greatneck.k12.ny.us
or pres@nystesol.org
Thank You!