ENGLISH LANGUAGE LEARNERS

1. ENGLISH LANGUAGE LEARNERS Jessica Richardson Shannon Carmody

2. THEORIES

3. Historical Framework *Colonial U.S.- Bilingual schools, which were mainly parochial, existed for languages such as German, Scandinavian, and French. These schools mainly taught in the native language and English was taught somewhat as an elective. *1855- California mandated that all schools teach only in English.

4. Historical Framework... *1870's-William Harris superintendent of St. Louis argued for bilingual instruction in German for immigrant children. However German instruction stopped in St. Louis, San Francisco, St. Paul, and Louisville from 1889-1891. *1900's- New wave of immigrant children in U.S., bilingual ed. became a hot topic again with almost 4% of German children receiving instruction in German. After U.S. entered World War I anti-German sentiment prevented any more instruction in German.

5. Historical Framework cont. *1923 Myer vs. State of Nebraska-Based on the Nebraska Act in 1919 which disolved the bilingual education, students may only learn "dead" languages until the eighth grade, and English only in order to have "the most useful type" of citizens. *1927 Farrington vs. Tokushige-Hawaiian parents won the right for their children to receive instruction in native language.

6. Historical Framework... *1940's- Expansion of ESL, English as a Second Language programs. *1963- First modern bilingual education program for Cubans who spoke Spanish in Miami in Dade County, which was supported by a grant from the Ford foundation. *1971-U.S. vs. State of Texas-concern with San Felipe and Del Rio schools providing equal opportunity to education.

7. Historical Framework cont. *1972 Aspira of New York, Inc. vs. Board of Education of the City of NYC-Linguistic and cultural needs of Puerto Rican and other students not provided, developed bilingual programs in Spanish and English. *1973 Keyes vs. Denver School District No. 1-Districts responsible in gerrymandering that resulted in segregation, first court case mandating Latinos attend desegregated schools, Latinos were identified in same category with Blacks and both groups received educational inequities compared to Whites. *1974 Lau vs. Nichols-Guaranteed children a meaningful education regardless of language abilities, language minority students assured same curriculum (bilingual, ESL, other methods), districts with 20 or more ESL students had to submit reports to the Office of Civil Rights specifying types of service implemented.

8. Historical Framework cont... *1974 Serna vs. Portales-10th Circuit Appeals Court found students with Spanish surnames achieved less than their White counterparts, Portales Municipal District ordered to offer bilingual/bicultural education. *1978 Rios vs. Reed- Bilingual program basically a "course in English" in Eastern New York, decided by the Federal District Court, students denied Spanish instruction.

9. Historical Framework cont... *1980-Jimmy Carter established the department of Education, newly established Office of Bilingual Education and Minority Language Affairs. *1982 Plyer vs. Doe-Texas statute violated the 14th amendment to undocumented children by not providing them with an education. *1995 Missouri vs. Jenkins- Missouri schools mandated to fund salary increases and remedial education programs to ensure equal educational opportunity for Blacks and Latinos.

10. Evolving Approaches to ELLInstruction *Transitional Bilingual Education-Education in child's native language for up to three years usually, skills learned in native language can transfer over to second language, the goal is to have students transition as soon as possible to English only classrooms. *Two-Way or Dual Language Immersion-Helps native speakers and non native speakers become bilingual and biliterate. The percentage is 90% in minority language and 10% in majority language at the beginning of the program (K-1), then it tapers off to a 50/50 by 5th grade. *Late Exit-Developmental Bilingual Education-Education is primarily in the native language and the literacy skills are developed and then those skills are later transferred to the second language. No early exit.

11. Vygotsky *Looked at the social interactions and theorized that meaning has been pushed aside so that we could focus on symbols and structure. The meaning is the most important aspect of our communication and that we derive a great deal of meaning through our social interactions with others, especially native speakers. *Claimed that linguists and sociologists took "meaning" for granted and were preoccupied with the processes of language. *Felt that the system of meaning was an overall process and did not focus on individual mental constructs, looked at the psychological system as a whole.

12. Stephen D. Krashen *Author of over 300 articles and books on second language acquisition, and a proponent of bilingual education. *Brought many theories to the forefront that concern second language acquisition: affective filter, monitor hypothesis theory, input hypothesis, natural order hypothesis, and acquisition-learning hypothesis. *Emphasized free reading, where students can choose their book and have allotted time to read silently. Has a positive impact on second language acquisition. *Examined the long held myth of child vs. adult second language acquisition.

13. Eric Lenneberg * Was a linguist and neurologist born in 1921 from Dusseldorf, Germany. * Published "The Capacity of Language Acquisition" in 1964 and talked about the innateness of language abilities, very closely related to discussions at that time that were being had by other linguists such as, Noam Chomsky. *He theorized that there was a "critical period" to acquiring a second language. This basically states that there is a connection with language acquisition and age, and that there was a window that could close and cause difficulties for people to learn a second language after puberty. *This theory was originally proposed by Wilder Penfield in 1959, but was popularized by Lenneberg in 1967.

14. Katherine Snow *Looked at how young children utilized language through home and school social interactions. *Contributed a great deal to many bilingual and ESL theories. *Proponent of bilingual education, as well as the use of vocabulary and felt it was the best way to prepare children for academic success later on in their school careers, where they will need the vocabulary to help them comprehend larger amounts of text.

15. Noam Chomsky * Was an American linguist who is a professor emeritus of the language dept. of MIT. Was the creator of a few theories: Chomsky Hierarchy, the Universal Grammar Theory, and the Chomsky-Schutzenberger theorem. *Chomsky Hierarchy-Chomsky defined formal languages with a hierarchy which stated that we can define a language by grammar or automaton, classes of languages are defined by the form of the productions of grammar, theory relating to different classes of grammars utilized in building models. *Based language learning on the behaviorist perspective that language acquisition is attained through trial and error, rewards and learned the language from imitation and repetition from adults speaking. *Theorem links language and algebra, with the use of statistical data and analysis, as well as looks at a context free language.

16. Virginia P. Collier * Discussed the Conceptual Model of acquiring a second language, the components of the model are: sociocultural, linguistic, academic, and cognitive processes.

17. Jim Cummins *Created a distinction in the formality of types of language learned by ELL's. One is BICS, or basic interpersonal communication skills, and the other is CALP, or cognitive academic language proficiency. *As a child learns one language they draw upon a set of skills and metalinguistic knowledge called the Common Underlying Proficiency or CULP.

18. Jim Cummins cont. * Cummins talked about the level of tasks that we assign students and their difficulty and complexity.

19. Jim Cummins cont. * Cummins discussed the differences between additive bilingual programs and subtractive bilingual programs. *Additive bilingual programs valued the first language and culture in the classroom. *Subtractive bilingual programs focus on the second or target langauge of the child, often at the expense of their first language. This does not help foster the first language and culture to benefit the child by helping the transfer those literacy skills to the target language later on in their school career.

20. IMPLICATIONS FOR PRACTICE

21. IMPLICATIONS FOR PRACTICE

22. Foundational Understandings for ELL • Intentionally plan to "SWRL" everyday (Cooper, 2012): speaking, writing, reading and listening • Match levels to strategies • Understand vocabulary of all content • Clarify often • Authentic visuals and manipulatives • Culturally Responsive Pedagogy (CRP)

24. Strategies for ELL in Reading repetitive and predictable phrasing consider sentence structures and plots support comprehension through tone and expressiveness invite students into the reading process encourage reading at home (native/English) offer avenues for students to draw connections to their own experiences

25. Strategies for ELL in Reading focus on cognates compare/contrast modeling matching phonics in context; environmental print use of graphic organizers audiobooks role playing engaging texts; predict/self-confirm intentional individualized instruction opportunities balance fluency and comprehension

26. Instructional Strategies for ELL in Reading focus on cognates compare/contrast modeling matching phonics in context; environmental print

27. Instructional Strategies for ELL in Reading • use of graphic organizers • audiobooks • role playing • engaging texts; predict/self-confirm • intentional individualized instruction opportunities • balance fluency and comprehension

28. What's Hot and What's Not in Working with ELL students Learning from our past Various reading structures Content specialists ELL for a globalized world Dual language or bilingual classroom? Early exit for secondary Not just Spanish!