Supporting the English Language Learner in the Mainstream Classroom

1. Supporting the English Language Learner in the Mainstream Classroom Johnston County August 8, 2007 Presenter: Marian Shuttlesworth www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

2. Agenda • Identify the challenges that ELL’s face • Identify the language and literacy needs of ELLs • Examine instructional practices that best support ELLs • Determine ways to select appropriate texts to meet the needs of ELLs www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

3. Did You Know? “ Projections indicate that by 2015, more than 15% of all students in K–12 public schools across the United States will not speak English as their first language. Gray, Tracy and Steve Fleischman. “Research Matters/Strategies for English Language Learners.” Educational Leadership: Dec 2004/Jan 2005. ” www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

4. ELL Growth in NCan increase of 53% from 2002 to 2006! Source: NC DPI, ESL Department Annual LEP Headcount Data www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

5. ELL Growth in Johnston Countyan increase of 56% from 2002 to 2006! www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

6. What Does an ELL look like? Stages of Language Acquisition Activity: • Skim the Stages of Language Acquisition • Talk with a partner about what new information you learned from this document. How does this information help you to better understand the needs of the English Language Learners in your classroom? www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

7. Language Transfer Issues What is Language Transfer? Language transfer typically refers to the learner trying to apply rules and forms of the first language into the second language. What is POSITIVE Language Transfer? When the relevant unit or structure of both languages is the same, it most often results in correct language production called positive transfer. What is NEGATIVE Language Transfer? Negative transfer occurs when speakers and writers transfer items and structures that are not the same in both languages. www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

8. Language Transfer Issues Examples • Definite articles can be omitted Do you have book? = Do you have the book? (Hmong, Spanish) • No plural form for nouns I have many good idea. = I have many good ideas. (Chinese, Hmong, Korean, Vietnamese) • No distinction between subject and object pronouns I gave the forms to she. = I gave the forms to her. (Chinese, Haitian Creole, Hmong, Spanish, Vietnamese) • Present tense is used in place of future tense I finish it tomorrow. = I will finish it tomorrow. (Spanish, Hmong, Haitian Creole) • Adjectives can reflect number and genderI have kinds parents. = I have kind parents. (Spanish) www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

9. Talk with a Partner Talk with a partner about what have observed with your own students. What kind of negative and positive transfers do you hear your students making? What languages would you expect to have fewer transfer issues? What languages would you expect to have more? www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

10. BICS vs. CALP BICS (Basic Interpersonal Communicative Skills) refers to the basic communicative fluency achieved by all normal native speakers of a language. It typically takes language learners 1-3 years to develop BICS if they have sufficient exposure to the second language. CALP (Cognitive Academic Language Proficiency) refers to the ability to manipulate language using abstractions in a sophisticated manner. CALP is used while performing in an academic setting. CALP is the ability to think in and use a language as a tool for learning. Research suggests that K-12 students need 5 to 7 years to acquire CALP in the second language if the learner has native language literacy. Learners who do not have strong native language literacy often need 7-10 years to acquire CALP in the second language. Source: Jim Cummins and Virginia Collier www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

11. Vocabulary Connections Sentence length Verb tense Pronouns Prepositional phrases Punctuation Possessives Contractions Passive voice Idioms Multiple meaning words Abbreviations Text Challenges for ELL’s www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

12. Text Challenges Examples Pronouns: The horse went in the barn. It was brown. Idioms:“Kick the bucket” Multiple Meaning Words:Discuss with a partner! What does the word “Power” mean in each of the following classes? Math, Social Studies, Science, Language Arts. www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

13. Vocabulary Connections Sentence length Verb tense Pronouns Prepositional phrases Punctuation Possessives Contractions Passive voice Idioms Multiple meaning words Abbreviations Text Challenges for ELL’s www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

14. How to Evaluate Texts for ELL’s? Novice Advanced Repetitive Sentence Structures 1-4 sentences per page Up to 6 glossary words Up to 6 words per sentence Direct Photo Support Simple to Compound Sentence Structures 5-6 sentences per page Up to 10 glossary words Up to 8 words per sentence Moderate Photo Support www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

15. ELL’s vs. Native Speakers • What would you do differently to support an ELL? • Frontload academic vocabulary • Build background • Introduce academic concepts • Ask tiered questions associated with the students level of language proficiency • Provide stage-appropriate adaptations of instructional strategies www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

16. How do ELL’s acquire academic vocabulary? • Repeated reading of the same book (Reader’s Theater is a great way to do repeated reading with a purpose!) • Chants and Songs • Word Walls • Picture/text correspondence • Realia • Listening Opportunities! CD’s, music, discussion www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

17. What the classroom teacher must keep in mind for ELL learning: • Linking past learning to the new concept • Using slower speech, visuals, real objects, manipulatives, etc. to clarify meaning • Using scaffolding techniques beginning with students’ current levels of understanding • Providing more wait time for an ELL’s response, as well as more opportunities for student talk rather than teacher talk • Pacing the lesson delivery to match the students’ ability level • Providing many avenues of assessing knowledge www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

18. Let’s Take a Look www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

19. Explore! • Look through materials • Talk with a partner about what features of the materials are supportive of ELL’s. • Go forth and apply! www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

20. English Explorers Text Reading Levels www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

21. Level 1 – Starting Up www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

22. Level 1–Starting Up Discover Glaciers www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

23. Level 2 – Beginning www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

24. Level 2–Beginning Earthquake! www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

25. Level 3 – Developing www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

26. Level 3–Developing Erosion www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

27. Level 4 – Expanding www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

28. Adaptation Level 4–Expanding www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

29. Level 5 – Bridging Over • Produces language comparable to that of a native speaker • Actively uses academic language to negotiate meaning • Uses multiple strategies to construct meaning from print • Actively participates in all areas of balanced literacy, both reading and writing components www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

30. Nonfiction Text Features • Fonts and Special Effects • (Locate) • Titles and headings • Boldfaced and color print • Italics • Bullets • Captions • Labels • Text Organizers (Locate) • Index • Preface • Table of contents • Glossary • Appendix • Graphics (Interpret) • Diagrams • Cutaways • Cross sections • Overlays • Distribution maps • Word bubbles • Charts, tables, graphs • Framed text • Illustrations and photographs • Content Area Reading: Literacy and Learning across the Curriculum by Richard T. and Jo Anne L. Vacca. Longman, 1999. www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

31. GO FORTH AND EVALUATE! www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

32. Supporting the English Language Learner in the Mainstream Classroom Johnston County August 8, 2007 Presenter: Marian Shuttlesworth Visit us online at www.ncliteracyresources.com www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987