Equity and Excellence for English Language Learners

1. Equity and Excellence for English Language Learners A Balancing Act for Administrators Amy Christianson, OELA Project Coordinator and John Kibler, OELA Professional Development Coordinator TESOL/Bilingual Department School of Education Edgewood College

2. Equity and Excellence for English Language Learners (ELLs): A Balancing Act for AdministratorsA Three Day Professional Development Series Objectivesfor Session One: • Participants will understand the second language acquisition and learning processes, academic English development and their relationship to academic achievement • Participants will reflect on federal, state, local mandates in the education of English language learners (ELLs) and learn about the parameters for school and district compliance • Participants will examine their educational context and programmatic approaches for ELLs and strategize plans for Objectives for Session Two: • Participants will review the most current research regarding educating ELLs and its implications on programmatic design and instructional practice • Participants will strategize professional development goals for their staffs that examine the major myths and realities about second language learning, as well as development goals for future planning • Participants will consider ways to utilize their existing resources for optimal student benefit by examining programmatic and instructional contexts with regards to scheduling, instruction, leadership and instructional approach Objectives for Session Three: • Participants will consider ELL student assessment, an overview of the WIDA English language proficiency standards and the ACCESS for ELLs assessment tool • Participants will examine teacher performance considerations for effectively educating ELLs and develop guidelines for considering contextual and pedagogical skills • Participants will have the opportunity to individually work with the consultants to ask additional questions, clarify information and consider district and school-based decisions.

3. Twelve Key Practices • This book provides step-by-step guidance for any administrator committed to ensuring that the ELLs in their classes, schools, and districts are successful and can reach high core content and English language development standards. • Implementing Effective Instruction for English Language Learners takes a comprehensive, systemic, and strategic approach to educating all students, particularly ELLs. The 12 Key Practices Framework is divided into four parts: • Shared practices at the district, school, and classroom levels • Common classroom practices for ALL ELL educators • Core instructional practices of every program for ELLs • Organizing the key practices into effective program configurations • Administrators, teachers, and leadership teams can use the 12 Key Practices Framework and checklists to plan, implement, monitor, evaluate, and improve ELL education in their districts and schools.

4. ELL Service Delivery Articulation and Action Plan (SDAAP) Over the course of our three sessions, participants will complete an ELL service delivery articulation and action plan that documents reflection on current practice and considers future implementation, configuration, and professional development considerations.

5. Equity and Excellence: Session OneAGENDA • Overview of Workshop • Introductions • Second Language Learning Overview with Research • Myths and Realities About Second Language Learning • Programmatic Overview • Immigration Law and Wisconsin State Statutes • Culminating Activity

6. Key Practice 1: Structuring Equitable School & Classroom Environments • Ongoing Professional Development • District Policies and Procedures • Training in Sheltered Instruction Methods • Affirm Linguistic and Cultural Diversity • Plan Enriching Comprehensible Instruction • Ensure that ELLs are Actively Engaged

7. Key Practice 4: Embracing an Additive Bilingualism Perspective • Promote Bilingualism and Biliteracy Development • Provide a Sequence of ESL Instruction to Support Language Learning • Plan Language Instruction Using Primary Language (when possible) to Support, Preview, Clarify Concepts

8. INTRODUCTIONS What is your name?Your position and district?What do you hope to gain from this training?

9. Professional Development Goals To interactively counter four main misconceptions about ELLs typically held by mainstream teachers:Effort is the major factor in learning English.When others use a language other than english around me they want to be able to talk about me without me knowing.Good Teaching is good teaching for all students.The more time spent speaking a second language the better and faster it will be learned.

10. The second language learning process doesn’t always make logical sense to those who haven’t experienced it.

11. It is important to remember that the length of time it takes to learn a second language and the degree of difficulty of that process for anyone are dependent on a wide variety of factors.

12. Some of the factors like race/ethnicity and socio-economic status are conditional in nature. Others like prior educational experiences and the literacy level of parents in their first language can also impact the process greatly.

13. Regardless of these, simple logic would seem to lead many monolingual people to believe that the more time I am immersed in learning a second language, the better and faster I’m going to achieve that goal.“ IN OTHER WORDS: “Doesn’t it just make sense that the earlier and more intensively children are placed in all-English instruction at school the better their English achievement will eventually be?”

14. The reality couldn’t be more “counterintuitive”. It is incredibly important when thinking about second language learning to remember that our “common sense” or “intuition” can be wrong.

15. Perhaps the most important thing to keep in mind is that an individual’s background in their first language has the most impact on how fast they will learn a second language. In other words, the better they speak, read, write and listen in their first language, the better and faster they will learn their second language.

16. But the key is understanding how and why that is true. . . . And that’s where we’ll begin.

17. Sequence Story Sequence Story

18. 1. Seven “Volunteers”

19. A sequence story is simply a spoken story told by a variety of people, one right after the other. ALL YOU HAVE TO DO IS LISTEN TO THE STORY AND CONTINUE IT WHEN IT’S YOUR TURN.

20. When I raise my hand and point to you, you speak. When I pull my arm down, you stop. I WILL ORCHESTRATE THE STORY

21. When I point to someone else, he/she picks up the story exactly where it was left off. ALL YOU NEED TO DO IS LISTEN INTENTLY AND FOLLOW MY DIRECTIONS.

22. About our story. . . A setting, two characters and a conflict A husband and wife named Johnny and Sally At the Mall Sally drags Johnny to the mall to shop when he’d rather be home watching a pivotal basketball playoff game.

23. LET’S BEGIN………….

24. First, let’s look at the story itself. We’ll look at the emotions involved in a minute.

25. What happened to the story as we moved from the first telling to the second and then the third? Be as specific as you can. COMPARE

26. STORYTELLERS: How did it feel as we moved from the first telling to the second and then the third? Be as specific as you can. How did it feel?

27. Listeners --- • What was going on emotionally for those of you listening to the story? • As the process got harder, what were you feeling? • What role did effort play in the telling? • How much longer would it have taken for the process to lose its humor and become tedious?

28. Associative vs. Cognitive

29. Storytellers: Which version of the process would you choose to use, the first, the second or the third? WHY?

30. What did the facilitator do wrong? How could the facilitator have aided the storytellers? What specific strategies could have been used to make this cognitive process as associative as possible? Who had the power to make the storytellers more successful? If the modification doesn’t happen, could the storytellers have succeeded?

31. Let’s examine what we know about second language learning. . . • Associative vs Cognitive • Acquisition vs. Learning • BICS and CALP • About the research… • Linguistic Systems • Complexity of English • Let’s Put It Into Action

32. Let’s examine what we know about second language learning. . . • Associative vs Cognitive • Acquisition vs. Learning • BICS and CALP • About the research… • Linguistic Systems • Complexity of English • Let’s Put It Into Action

33. Acquistion vs. Learning ACQUISITION • Similar to first language acquisition • “Picking up” a language • May not be in conscious awareness • Implicit knowledge • Errors accepted • Formal teaching does not necessarily help LEARNING • Formal knowledge of a language • Knowing about a language • Deliberate and conscious effort • Explicit knowledge • Errors corrected • Formal teaching helps

34. Let’s examine what we know about second language learning. . . • Associative vs Cognitive • Acquisition vs. Learning • BICS and CALP • About the research… • Linguistic Systems • Complexity of English • Let’s Put It Into Action

35. HOW ARE SOCIAL AND ACADEMIC PROFICIENCY DIFFERENT?

36. To gain what we refer to as “social proficiency” in a second language takes between six months and two years. In other words, for an individual to comfortably speak and interact socially in a new language takes anywhere from six months to two years.

37. To gain what we would refer to as “academic proficiency” in a second language takes typically from five to ten years. For example, an ELL who had no schooling in their first language took 7 – 10 years to develop academic proficiency in English while those who had 2 to 3 years of formal schooling in their native countries took 5 – 7 years.

38. 6 months to 2 years 5 to 7 years

39. Cristina Cristina L1 CALP ELL with formal education in L1 (literacy) and no social language in L2

40. Maria Cristina L1 ELL with no formal education in L1 (literacy) and no social language in L2

41. Pablo L2 L1 ELL with inconsistent education in either L1 or L2 education and stunted literacy

42. Edwidge L2 L1 ELL with stunted development in social language in both L1 and L2 and little to no CALP development

43. Let’s examine what we know about second language learning. . . • Associative vs Cognitive • Acquisition vs. Learning • BICS and CALP • About the research… • Linguistic Systems • Complexity of English • Let’s Put It Into Action

44. The Craziest of Languages We’ll begin with a box and the plural is boxes; but the plural of ox should be oxen not oxes. Then one fowl is a goose, but two goose are called geese, yet the plural of moose should never be meese. You may find a lone mouse or a nest full of mice; yet the plural of house is houses, not hice.

45. The Craziest of Languages If the plural of man is always called men, why shouldn’t the plural of pan be called pen? If I spoke for my food and show you my feet, and I give you the boot, would a pair be called beet? If one is a tooth and a whole set are teeth, why shouldn’t the plural of booth be called beeth?

46. The Craziest of Languages Then one may be that, and three would be those, yet hat in the plural would never be hose. And the plural of cat is cats, not cose. We speak of a brother and also of brethren, but though we say mother, we never say methren.

47. The Craziest of Languages Then the masculine pronouns are he, his, and him, but imagine the feminine as she, shis, and shim. So English I fancy you will agree, is the craziest language you ever did see.

48. What do we know? What do our attitudes reveal? Language Impacts Every Facet of Our Lives

49. How are the lives of immigrants different today than in the distant and not so distant past?

50. Who Said What About Immigrants?