WtAhe INDA ® LANGUAGE PROFAssoICIEANCY STANDARDS FOR ThT

1. WtAhe INDA® LANGUAGE PROFAssoICIEANCY STANDARDS FOR ThT Math Education of Bilingual Students in Massachusetts: New Developments Winter Conference of the Association of Teachers of Mathematics in Massachusetts (ATMIM) Boston College January 10, 2013 SharynBoornazian, Ph.D. Certification Officer for Education Licensure & Solange de Azambuja Lira, Ph.D. Program Director for TESOL and Bilingual Education Lesley University

2. Acronyms Common in TESOL-BILINGUAL ED Lesley University

3. Acronyms in Second Language Acquisition Lesley University

4. National Context • English language Learners (ELLs) are the fastest-growing group of school-age students in public schools across the USA. • More than three-fourths of the ELL elementary students and more than half of secondary ELLs are born in the USA (García, Jensen & Scribner, 2009) • English-language learners in public schools increased by 51 % from 1998 to 2009 while the general population grew only by 7.2%. (NCELA, 2011) • Only 20% to 30% of teachers with at least one ELL have had PD addressing the needs of ELLs (Ballantyne, Sanderman & Levy, 2008) Lesley University

5. Who Are English Language Learners? They are school-age students who are not yet proficient in English or whose native language is not English, and who are currently not able to perform ordinary classroom work in English. Lesley University

6. Who Are English Language Learners? Sources: Serpa, Lira & Stokes (2004) and Serpa (2011) Lesley University

7. The Context in Massachusetts Slides 8-12 adapted from: Montano, E. (2012) The state of the state: A report on English Language Learners in MA. Massachusetts Department of Elementary and Secondary Education. Lesley University

8. ELL Enrollment Statewide is at ~ 70,000 and Has Increased 57% Since 2000 This trend indicates that by 2021, ~20% of all MA students K-12 will be ELLs Source: 2011 SIMS

9. ELL Enrollments by Grade Levels Source: 2011 SIMS

10. Number of Districts Enrolling at Least 1 ELL Has Nearly Doubled since 2000 Lesley University

11. Two-thirds of ELLs Are Enrolled in 10 Districts Boston Enrolls 23% of All ELLs StatewideIn Worcester and Lowell 1 of 3 Students are ELLs Lesley University

12. Over 70 Languages are Spoken by ELLs in MA; the Majority of ELLs Speak Spanish Percentage of ELLs by First Language 2011-12 Source: 2011 SIMS

13. .However, the "proficiency gap" is greatest and most persistent for these students Lesley University

14. 2001 & 2010 MCAS ELA, Grade 10 Percent Proficient or Advanced Lesley University Source: DESE 2010

15. 2001 & 2010 MCAS Math – Grade 10 Percent Proficient or Advanced Lesley University Source: DESE 2010

16. THE DROP OUT RATE Lesley University Sorted by highest rate in 2010 – Source MADESE SIMS 2011

17. Response to ELLs Achievement Gap • In 2011 the U.S. Department of Justice notified MA DESE that they must mandate professional standards for educators who provide sheltered English instruction to ELL students and must require incumbent SEI teachers to participate in updated SEI training to obtain the essential knowledge and skills needed to provide that instruction. ( http://www.doe.mass.edu/retell/). • Avoid court order—stay ahead of legal action Lesley University

18. New Regulations for the education of ELLs in the state New Regulations- MA DESE: 603 CMR 7.00 Educator Licensure and Preparation Program Approval Regulations Core Academic Teachers: For purposes of sheltered English immersion instruction, early childhood and elementary teachers, teachers of students with moderate disabilities, teachers of severe disabilities, and teachers of the following academic subjects: English, reading or language arts, mathematics, science, civics and government, economics, history, and geography. (7.02. Definitions) Lesley University

19. SEI Endorsement • If you are a core academic teacher assigned to teach one or more ELLs or an administrator responsible for supporting and supervising these SEI teachers, you are required to earn the SEI endorsement when your cohort (districts will be assigned to cohorts by incidence of ELLs combined with ELL performance) is scheduled to do so, i.e., at a designated date between 9/2012 and 6/2016. Only SEI teachers holding this endorsement may be assigned to classes with one or more ELLs on or after July 1, 2016. Lesley University

20. New Regulation and Needs • June 2013: New SEI (standards must be embedded in EVERY relevant preparation program (including administrators, general education teachers, special educators). All 4 levels of licensure will require this. • 2013-14 all education preparation candidates need to engage in field experiences with ELL students. • July 2014: All core academic teacher in all types of licenses need to complete the SEI endorsement to obtain or advance to another license. • July 2016: ALL ELLs in MA must have an SEI endorsed teacher. • Within 4 years: 25,000 teachers must take the SEI endorsement. • Renewal Professional License 15 PDPs for SEI and 15 PDPs for moderate disabilities 7/1/16 (For more information see http://www.doe.mass.edu/retell/). Lesley University

21. New MA DESE Regulations For Teacher Licensure (1) SEI Teacher Endorsement Subject Matter Knowledge: • Introduction to the structure of language • Key theories to first and second language acquisition. • Cross-linguistic influence, and social-cultural, affective, political, and other salient factors in second language acquisition. • Sheltered English immersion (SEI) principles and typologies: • Literacy and academic language development; • General academic and domain-specific discourse practices relevant to the grade level (K-5 or secondary), English proficiency level, and content area (English language arts and history; science and mathematics; other content areas). • Implementation of strategies for coordinating instruction for English language learners (SEI and English language development). • Knowledge of Federal and Massachusetts’ laws and regulations pertaining to English language learners. Lesley University

22. Understanding of diversity and background of English language learner populations, including family systems, neighborhoods, and communities, and their impact on teaching and learning. • Theory, research, and practice of reading and writing for English language learners. • Significant theories and practices for developing reading and writing skills and comprehension in English for English language learners who are at different levels of language proficiency. • The role of oral language development in literacy development for English language learners. • Formative and summative assessments for English language learners. Lesley University

23. The new Standards for English language development in MA WIDA See www.wida.us for standards and resources Lesley University

24. What Are WIDA ELP Standards? (Cont’) • The basis for the assessment and instruction of academic language proficiency for ELLs in MA and 28 other states • Grounded in scientifically-based research on best educational practices. • A guide used to differentiate content for ELLs at different proficiency levels • A resource guide for teachers and administrators Lesley University

25. WIDA’s 5ELD Standards

26. WIDA’s ELD Standards Academic Language Lesley University

27. WIDA’s English Language Development Levels Stages of Second Language Learning Stages Second Language Preproduction Early Production Speech Emergence Intermediate Fluency Continued Language Development Entering Emerging Developing Expanding Bridging Reaching Lesley University

28. Listening • Speaking • Reading • Writing The Four Language Domains Lesley University

30. Learning a new language and learning through a new language are two inter-related but different things. Lesley University

31. ENGLISHv. ELLS IN SEI GRADE LEVEL Achievement GRADE LEVEL Achievement ENGLISH (L1) HOME SPEAKERS SPANISH, PORTUGUESE… (L1) HOME SPEAKERS ENGLISH (L2) Lesley University

32. Variations of Language Language of Social Studies Language of Science Language of Language Arts Language of Mathematics General academic language for knowing, thinking, reading, writing, visualizing Language of Computer Science Language of Music Foundation of home and community language and cultural factors Adapted from Zwiers (2008) Lesley University

33. Mathematics It is Not the Universal Language that You Might Have Thought Lesley University

34. Mathématique Jean et Andre sont frères. Jean estl'ainé. Les deuxvont aux lycée qui se trouve a moins de cinqkilometres de leurmaisonà Paris. Bien qu'il y aitune difference d'âge de troisans entre les deux frères, leursniveauxscolaires ne sontséparésque par deuxannées. Andre est en sixiéme. En qu'elleclasseest Jean? (Adapted from Short & Spanos , 1989) Lesley University

35. Mathematics Jean and Andre are brothers. Jean is older. The two go to a school which is located less than five kilometers from their home in Paris. Although there is a difference in age of three years between the two brothers, their grade levels are only two years apart. Andre is in sixth grade. What grade is Jean in? Lesley University

36. Educational Systems: U.S.A. and France Lesley University

37. Essential Questions for Teaching Math to CLD Students • Why do teachers in MA need to make modifications to math lessons for Culturally and Linguistically Diverse Students? • What are the linguistic and cultural differences related to mathematics? Lesley University

38. Math register and ELLs Vocabulary/semantics difficulties: Words with math meanings that are different from their everyday meanings Lesley University

39. Common terms with specialized meaning math (Adapted from Zwiers, 2008) Lesley University

40. Math Register • Words or phrases that convey complex meanings exponent, coefficient • Or combine two or more concepts to form a new concept, common denominator • Multiple terms or phrases to express a single mathematical concept. Addition: add, plus, sum, combineand increased by Subtraction: subtract, decreased by, take away, minus, less, difference; (Adapted from Irujo, 2007) Lesley University

41. Vocabulary/syntax difficulties Some examples: • All numbers greater/less than X • Maria earns 5 times as much as John • Mary is 6 years older than John • When 10 is added (passive) to X • Two numbers, the sum of which is 1 • Two numbers, whose product is 1, are reciprocals of each other • By what percent is 16 increased to make 24? (Irujo, 2007) Lesley University

42. Discourse difficulties • Logical connectors (if... then, if and only if, because, that is, for example, such that, but, consequently, either... 0r). These may signal: • similarity • contradiction • cause/effect • reason/result • chronological sequence, or logical sequence (Adapted from Irujo, 2007) Lesley University

43. Cultural difficulties • Math: notation of division problems; use of periods and commas; units of measurement; use of fractions; application of rules versus analysis and problem-solving. • Other: math problems that deal with very culturally specific topics. e.g. baseball. Lesley University

44. Talking Mathematics • Students will do better in mathematics if they talk through problems and gradually become comfortable listening to and using  mathematicslanguage. • A language approach to the teaching of mathematics provides multiple opportunities for students to develop listening, speaking, reading and writing  skills as they are  acquiring mathematical skills.  (Spanos et al. 1988 ) Lesley University

45. Emphasize Problem Solving in Authentic Contexts • Provides the opportunity to introduce situational vocabulary and converse in language relative to problem solving. • Allows for concrete or hands-on demonstrations • Fosters the application of mathematical skills to real-world scenarios Lesley University

46. Connect Math to Students’ Background and Experiences • Value diversity within the classroom • Allow students to be connected, capable and contributing • Engage students’ interests • Make students’ learning meaningful Lesley University

47. Vary Instructional methods • Instructional Groupings • Individual, paired groups, small group, whole group • Cooperative learning strategies • Tailor lessons to individual student needs • Utilize technology and support systems • Develop a multi-sensory and experience-based curriculum Lesley University

48. Sheltered Instruction in Mathematics • Target Vocabulary • Select a Main Concept or Theme • Create a Context for Problem-Solving • Make Connections • Check for Understanding • Encourage Student-to-Student Interaction (Echevarria, 1995) Lesley University

49. Lesley University

50. References Ballantyne, K.G., Sanderman, A.R., Levy, J. (2008). Educating English language learners:Building teacher capacity. Washington, DC: National Clearinghouse for English Language Acquisition. Anstrom, K. (1999). Preparing secondary education teachers to work with English language learners.(ERIC Document Reproduction Services No. ED439618) Echevarria, J. (1995). Sheltered Instruction for students with learning disabilities who have limited English proficiency. (ERIC Document Reproduction Services No. EJ503140 García, E. E., Jensen, B. T., & Scribner, K. P. (2009). The demographic imperative. Supporting English Language Learners, 66(7), 8-13. Irujo, S. (2007).Teaching math to English Language Learners: Can research help? ELL Outlook. Serpa, M.L., S. de A. Lira, S. and W. Stokes. (2004). Before and after question 2. Perspective. Jan/Feb. Boston: Massachusetts Association for Supervision & Curriculum Development. Available http://www.mec.edu/mascd/docs/p104.htm Serpa, M.L. (2011). An Imperative for Change: Bridging Special and Language Learning Education to Ensure a Free and Appropriate Education in the Least Restrictive Environment for ELLs with Disabilities in Massachusetts. Boston, MA: The Mauricio Gastón Institute for Latino Community Development and Public Policy. Lesley University