Myths and Realities: Programming/Staffing & Staff Development/Involving Parents and the Community

1. Idalia, Ilza, Carol, and Erin June 17, 2010 Myths and Realities: Programming/Staffing & Staff Development/Involving Parents and the Community

2. Chapter 8: Programming Myths

3. Research is unequivocal about the most effective program for English language learners…T/F?

4. Research is unequivocal about the most effective program for English language learners… False. Program design vary so widely from site to site that a BE program in one district may look nothing like another district. Program designs and classifications are very different from state to state. We need to take in consideration the social political context in the US. Four most cited studies of program effectiveness: -Baker and De Kanter report 1981,1983 -Willig’s 1985 meta analysis -National Longitudinal study ( Ramirez 1991) -Collier’s 1992

5. Researchers can’t agree on what’s the most effective program for ELL students…T/F?

6. Researchers can’t agree on what’s the most effective program for ELL students… False. Indicator 1- High expectations , language and subject matter development, concept development in the L1 (see p128) Indicator 2 –instructional designs that provide the opportunity to interaction among English and ELLs students. Indicator 3 – support for concept development through the L1. Students able to ask or answer questions in their L1. For teachers that are not proficient in the L1, asking for translators to help. Comprehensive training for teachers and staff Instructional leadership- support from principals, administrators Supportive Whole school context- all teachers take part of educating and supporting ELL’s , reaching out to the community.

7. Newcomer centers are not a legal program option…T/F?

8. Newcomer centers are not a legal program option… False. Districts have the opportunity to set up a newcomer center to inform/teach newcomers of the American culture and American school system for up to 1 year. This center can be half or full day. Content area instruction in L1 or sheltered English classes This type of centers are under scrutiny of the OCR – Office of Civil rights.

9. It is best for ELLs to be pulled out of regular ed classes for English language instruction…T/F?

10. It is best for ELLs to be pulled out of regular ed classes for English language instruction… It depends… Teachers have said that students benefit from a less stressful situation in which to work with other ELLs Degree of pullout time varies for special classes (migrant education, speech and language, Title I reading, ESOL): -Students may spend more time in pullout classes than in regular class Teachers may not be in communication with other teachers who work with ELLs

11. It’s against the law to segregate students, so you can’t offer special classes for ELLs…T/F?

12. It’s against the law to segregate students, so you can’t offer special classes for ELLs… False. This is a comparison to the segregation of African American students. Programs designed for ELLs are not designed to separate races, but act as a temporary measure to ensure academic achievement and language development of ELLs. Some recent English language learner programs incorporate contact with native English speakers. -Two way immersion and push-in ESOL programs -These programs are based on the understanding that both ELLs and native English speakers will enhance language development of both students. -Enhance cross-cultural understanding

13. There are no standards for ESL curriculum…What standards do we use locally?

14. There are no standards for ESL curriculum… False. There are well-respected national standards and suggested curricula that may be helpful to teachers of ELLs. Some states have state-specific standards for ESL. In 1990s, content standards were established on a national scale to serve as a frame of reference for teachers and curriculum developers to modify locally according to state-specific requirements. Mid 1990s- the National Study of School Evaluation created process for accrediting schools based on national standards -Schools serving ELLs were expected to review and evaluate the programs of study offered to ELLs

15. ELLs are usually appropriately placed in special ed programs…T/F?

16. ELLs are usually appropriately placed in special ed programs… False. Research evidence suggests that a child’s race and ethnicity significantly influence a child’s probablility of being inappropriately placed in special education programs Distinguishing between incomplete second language acquisition and a learning disability or delay is a difficult task. Individuals with Disabilities Education Act Amendments to the Education of all Handicapped Children Act require states to collect and examine data on the overrepresentation of minorities in special education o Teams of educators must convene o Strong call for testing in native language of ELL student in question, problems must be seen in both languages

17. Chapter 9:Staffing and Staff Development

18. ESOL teachers must be able to speak a second language…T/F?

19. ESOL teachers must be able to speak a second language… False. In order to be an ESOL teacher, it is not necessary to speak a language other than English, as the language of instruction is English. Only some states require that teachers become familiar with a nonnative language in order to sensitize themselves to the experience of learning a second language. (California) There are also ESOL teachers who are not native speakers of English

20. When hiring bilingual teachers, districts can assume that teachers with bilingual certification are fluent in a second language…T/F?

21. When hiring bilingual teachers, districts can assume that teachers with bilingual certification are fluent in a second language… False. Sometimes so many bilingual teachers are needed that district hires teachers who are not bilingual. Those hiring should assess their ability to communicate and teach in the target language and make sure they are placed in a position that corresponds to that language. Sometimes students are hired in a bilingual position and work towards getting their certificate. Sometimes the reverse is true-- they speak the second language, but are not fluent in English.

22. A district that doesn’t have many ELLs doesn’t need to hire ESOL or bilingual teachers…T/F?

23. A district that doesn’t have many ELLs doesn’t need to hire ESOL or bilingual teachers… False. The settlement patterns of immigrants is not predictable; districts should plan for the future. The district needs to anticipate future needs and trends (look at North Dakota and South Dakota!) It is critical to assess the need for “knowledgeable and culturally sensitive employees”; faculty shoud be knowledgeable about subject matter content and second language acquisition theory.

24. Staff development money and resources should be directed to teachers…T/F?

25. Staff development money and resources should be directed to teachers… Kind of…but it should also target all personnel. Anyone who comes into contact with ELLs should receive appropriate, focused staff development. Especially in places where racism and misunderstandings are rampant, the school needs to educate everyone in order to reverse cross-cultural ignorance and animosity. (This is notably important now with illegal immigration in the spotlight.)

26. When considering staffing needs, schools should concentrate on teachers…T/F?

27. When considering staffing needs, schools should concentrate on teachers… Again, kind of…it is important to consider the expertise of all staff members. Staff members should “mesh” with the program goals. It would be extremely beneficial to have administrators, aides, counselors, and librarians be interested in working with ELLs. (In our school, we have seen the limitations of monolingual counselors and librarians.)

28. There aren’t enough resources to provide intensive ongoing, substantive staff development relating to ELLs…T/F?

29. There aren’t enough resources to provide intensive ongoing, substantive staff development relating to ELLs… Difficult to answer. When district do allocate sufficient resources, ELLs have greater achievement. Faculty and staff should be involved in planning the inservice so that their needs are met. Schools should organize staff development over time (maybe connect with other schools). Staff development should take into consideration the linguistic and sociocultural context of learning a second language. (Example of teachers unintentionally emphasizing English.)

30. Planning should be on immediate needs and long-term planning can wait…T/F?

31. Planning should be on immediate needs and long-term planning can wait… False. Both goals can be set. Districts must have a clear vision created by faculty, staff, students, and community members. Along with hiring staff that is knowledgeable about working with ELLs, the school can encourage more established teachers to attend workshops to upgrade their skills. For the long term, the school needs to develop an educational plan to better conceptualize the direction for the school, identify what they know/need to learn, and decide how funds should be spent.

32. ELLs learn better when placed with teachers who are native English speakers…T/F?

33. ELLs learn better when placed with teachers who are native English speakers… Chapter 9 (continued) Myth #8 English language learners learn more quickly when they are placed exclusively with teachers who are native speakers of English. Fact: Whats really important is that a teacher is well-qualified to teach. Nonnative speakers can be excellent ESOL teachers. These teachers have first hand experience in learning and using second language. Their linguistic and cultural experience has sensitized them to the needs of their students. Accent: interaction with other English language speakers is likely to have greater impact on verbal styles. They emulate their peers not their teachers.

34. Chapter 10:Involving Parents and Community

35. ELL parents don’t care how well their children are doing in school…T/F?

36. ELL parents don’t care how well their children are doing in school… Myth #1 We’ve tried to get our parents involved, but they don’t seem to care about how well their children are doing in school; if they did they’d answer out phone calls and come to parent-teacher conferences. Fact: There are often good reasons why L2 parents don’t come to school. We need to find alt. ways to involv and work collaboratively with them. Also, parents may be involved in ways we don’t recognize. Reasons why parents don’t respond: pg. 163 Parents may be involved by using their actions(their own work) and words to underscore the value of an education.

37. When teachers are monolingual English speakers, it’s hard to involve parents and community members more…T/F?

38. When teachers are monolingual English speakers, it’s hard to involve parents and community members more… Myth #2 It is impossible to involve L2 parents as most of our teachers are monolingual English speakers. Fact: Small steps can go a long way and demonstrate to parents and community members that they are important and valued. Latino parents emphasize social and moral development, considering it the basis of all other learning, including intellectual learning and academic learning. Tied to myth #1. Ways to involve: evenings meetings on topics of interest, translators, family mini workshops with students leading,newsletters, community volunteers etc.

39. It’s not a good idea to visit parents’ homes…T/F?

40. It’s not a good idea to visit parents’ homes… Myth #3 It’s too much of a hassel and not worth the effort to visit students homes and parents don’t appreciate the intrusion. Fact: Home visits can build strong bridges with families. * We can learn about how the parents are involved in the students education at home. Teachers can “check themselves” and change their misinformed views of the family. Better understanding of students needs. ( social services, donations etc.) Overall: Improved communication, greater understanding and appreciation for the children and their families.

41. It’s not worth sending home notices when parents can’t read…T/F?

42. It’s not worth sending home notices when parents can’t read… Myth #4 It’s not worth sending home notices to families because parents can’t read. Fact : Even if some can’t read it is likely that other family members are literate in L1 or L2. Two very important issues: ELL parents and education of their children an often misinformed view of ELL family members’ level of literacy the legal requirement that parents be informed in writing and in a language that they understand. Effect of #1: distancing the families from the school and their children’s education. #2 – Provision of these services is srequired by law Title VI of the Civil Rights Act of 1964 and the NCLB Act of 2001 *Seattle and Los Angeles- Effective translations and interpretation programs Bilingual Family Center plus website in eight different languages Translation Unit- Onsite translators