Los personajes de “Cenicienta”

1. Los personajes de “Cenicienta” Protagonista: Personajes secundarios:

2. El significado Instrucciones: Escribe tu nombre en el papel. Escribe un párrafo que explica Cenicienta y el desarrollo de su carácter. Ahora, comparte tus ideas con una compañera en la clase.

3. ESL/ELL Learners in the Classroom By Mrs. Ana Yonkers

4. ESL: What is it and Who is it for? • A student who is acquiring English for their education. These students are also known as English as a Second Language (ESL) or bilingual students • Federal/ State (pg. 18-21)“NCLB [No Child Left Behind] uses the term ‘limited English proficient’ (LEP) to refer to students acquiring English for their education. These students are also known as ESL (English as a second language) students or bilingual students. In recent professional practice, they are most often referred to as ELLs (English language learners). “ Determined for eligibility: (Step by step info here)

5. Immersion

6. The facts Evidence and Journals In 1981 the 5th Circuit Court established a three-pronged test for evaluating programs serving ELLs. According to the Castañeda standard, schools must: – base their program on educational theory recognized as sound or considered to be a legitimate experimental strategy – implement the program with resources & personnel necessary to put the theory into practice; – evaluate programs & make adjustments where necessary to ensure that adequate progress is being made.

7. The “sink or swim” technique These are programs in which course material is taught only in the dominant language of the country without special concern for student comprehension. This approach violates the civil rights of limited English proficient children, which are protected under the 1974 Supreme Court decision in Lau v. Nichols. Sometimes called language submersion (Baker, 2000). Not only is it wrong, but refusing to help ELL students comprehend and learn also violates a child’s civil right to education.

8. Research By J. Cummins: - BICS versus CALP. - Development of CALP language in the second language is dependent on the level of linguistic abilities in the home language. Implications for ESL Interventions (Research by Hudson and Smith.) - CALP language in English is dependent on transfer. - “By teaching essential elements of successful reading in the child’s first language, teachers will be supporting the development of the child’s first language cognitive academic language proficiency , which will then transfer both to acquiring English as a second language and developing English literacy skills.

9. Sheltered English Class Intervention (Research by Holly Hanson-Thomas.) • What is sheltered English?: Best practice and research driven direct intervention for ESLs. • Most popular form of ESL intervention. • Same content and rigor, more accessible language. • Often team teach situation in which a general teacher and specialist work together. • Serves as a transition between BICS and CALP language. • Still allows learners to use their home language.

10. Accommodations → in Brochure - Extra time to complete assignments and tests. -Grounding texts: provide a text in both languages. - ESL services: Sheltered English classes, tutoring, bilingual education. - Modified assignments. - More learner choice (Allison). - Testing in the home language. - Lots of visual aids: Cummins would call this context. - Before beginning lessons give the learner a list of the vital vocabulary used in the lesson. (Important for developing CALP) - Allow the students to use aids in the classroom: dictionaries, electronic translators, laptops, their smartphones.

11. Special Cultural and Social Considerations - Antisocial behavior could be…. being unable to communicate. - Strange body language or behavior could be a cultural difference. - Incomplete work could be … lack of support at home. - School/culture expectations may be different for the ESL student. The student may not know the expectations in the US classroom. - Avoid stereotype. (Just because you have a Latino ESL student in your class doesn’t mean that he comes from a family of poor migrant workers. Asian ESL students are not inherently genius. etc ) - ESL students talking together in their home language is most likely the students working together to figure out what is happening in the class. It can be very beneficial to learning. - Conversation English skills vs academic English skills. Do not assume a learner is fluent in English because the student can carry on a conversation with you. (The difference between BICS and CALP.) Teacher Body language that you consider routine could have different meanings in an ESL’s home culture. For example, some people who speak Hindi may be very insulted if you touch them with your left hand

12. Los personajes de “Cenicienta” Protagonista: (Main character) Personajes secundarios:(Secondary characters)

13. Pop Culture Connections

14. links to database journals • Winning Schools for ELLs • Best Practices for ELLs • Classroom instruction for ELLs (Book) (book review) • Literacy Development with ELLs grades k-6 • Sheltered Instruction: Best Practice for ELLs in the Mainstream • BICS and CALP • BICS-CALP: An Introduction for Some, a Review for Others • Teaching in video • Five stories of English Language Learners • Teacher preparation based on the learning process • Research-based accommodations for ELL students

15. References Cummins, J. (2000). BICS and CALP. In , Routledge Encyclopedia of Language Teaching & Learning (pp. 76-79). Taylor & Francis Ltd / Books. Hansen-Thomas, H. (2008). Sheltered Instruction: Best Practices for ELLs in the Mainstream. Kappa Delta Pi Record,44(4), 165-169. Hudson, R. F., & Smith, S. W. (2001). Effective Reading Instruction for Struggling Spanish-Speaking Readers: A Combination of Two Literatures. Intervention In School & Clinic, 37(1), 36. Roessingh, H. (2006). BICS-CALP: An Introduction for Some, a Review for Others. TESL Canada Journal, 23(2), 91-96 Opstad, S. L. (2009). Experiences of learning english as a second language in the united states: Five people's language stories.(Order No. AAI3346266, Dissertation Abstracts International Section A: Humanities and Social Sciences, , 61. Retrieved from http://search.proquest.com.ezproxy.gvsu.edu/docview/622070544?accountid=39473. (622070544; 2009-99131-143). Rivera Diaz, M. L. (2010). English as a second language teachers' preparation as reflected on the teaching/learning process.(Order No. AAI3365003, Dissertation Abstracts International Section A: Humanities and Social Sciences, , 2468. Retrieved from http://search.proquest.com.ezproxy.gvsu.edu/docview/622202363?accountid=39473. (622202363; 2010-99010-309).