Teaching English Language Learners Essential Tips for Mainstream Teachers

1. Teaching English Language Learners Essential Tips for Mainstream Teachers Jennfer Anderson Alicia Rodabaugh Marlene Camisa Hannah Klein

2. Who are English Language Learners (ELLs)? • May be of foreign birth and/or ancestry and speak a language other than English • Speak and understand little or no English • Score below NYSED proficiency level on: • LAB-R • NYSESLAT

3. How are ELLs identified? • Home Language Questionnaire at registration • Informal oral interview in English and in the native language • Administration of LAB-R (Language Assessment Battery-Revised) • LAB-R designates student as ELL and must receive some type of language support by law

4. How are ELLs designated as English Proficient? • Students must continue to receive language services until they score proficient on the NYESELAT • Administered to ELLs every spring

5. What is the NYSESLAT anyway? • Students are tested on the four modalities of language learning (reading, speaking, listening, writing) • Their score determines their proficiency level and ESL placement for the following year • All students must take the NYSESLAT and cannot exit the program until they test proficient in the four modalities

6. Test Samplers Grades 9-12: Speaking

7. Test Samplers Grades 9-12: Speaking

8. Test Samplers Grades 9-12: Listening

9. Test Samplers Grades 9-12: Reading

10. Test Samplers Grades 9-12: Writing

11. Test Samplers Grades 9-12: Writing

12. Mandated Services for ELLs (CR Part 154)

13. Accommodations for LEP/ELL Students on State Assessments • Time Extension (all exams): Usually time and a half • Separate Location- Optimum testing environment (individually or small group) • Bilingual Dictionaries and Glossaries- A student may use a bilingual dictionary and glossary if it provides only direct translation of words. Definitions or explanations are not permitted. • Simultaneous Use of English and Alternative Language Edition- LEP students may use both. • Oral Translation for Lower Incident Languages- When there is not translated edition of a particular test, schools may provide a translator. • Writing Responses in Native Language- Responses to open ended questions can be written in the students native language.

14. Testing Accommodations for Former LEP/ELLs • Beginning in 2008, schools are permitted to provide LEP/ELL testing accommodations on NYS assessments to former LEP/ELLs for up to two years after testing at the proficiency level on the NYSESLAT

15. True or False? After 2-3 years, an ESL student should be able to perform the same academic tasks as their native English speaking classmates.

16. True or False? False: It takes approximately 5-10 years for a student to achieve academic second language proficiency.

17. BICS vs. CALPS

18. Factors Affecting Second Language Acquisition • Motivation • First Language Development • Language distance and attitude • Access to the Language • Age • Personality and learning style • Peers and role models • Quality of instruction • Cultural Background

19. Stages of Language Acquisition Proficient Advanced Intermediate Beginner Newcomer

20. What to Expect from… a Beginner a Newcomer • uses ‘yes’ or ‘no’ responses • Receptive/active vocabulary of ~1000 words • Names words in list • Speaks in one-or two-word phrases • May use memorized language that may not be fully understood “silent period” Receptive vocabulary of up to 500 words, but not yet speaking May repeat everything you say – not producing but are parroting Able to respond to pictures and other visuals Uses gestures and movements to show comprehension

21. Strategies for Working with Newcomers & Beginners Respect the silent period Speak slowly and be repetitive Use visual aids, picture clues and hand gestures Provide a peer buddy for the student (maybe an advanced or former ELL) Ask yes/no and either/or questions Simplify content materials Focus on key vocabulary/concepts Use graphic organizers, charts and graphs Use labeling, short sentences & cloze passages Give detailed framework for assignments

22. What to Expect from an Intermediate Student Students have a vocabulary of ~3,000 words Uses simple phrases and questions May seem to speak well but has not yet acquired academic vocabulary Understands easy reading assignments Able to do some content work with teacher support

23. Strategies to Use With Intermediate Students Modify text by simplifying vocabulary Use graphic organizers Match vocabulary words to definitions Create flashcards with content area vocabulary and picture cues Provide two-step directions

24. What to Expect From Advanced Students • Vocabulary of 6000 active words • Beginning to use more complex sentences • May express opinions and share their thoughts • Asks questions to clarify what they are learning • May be able to perform on grade level in math and science with some teacher support • Increased Comprehension of English and Social Studies content

25. Strategies to Use With Advanced Students • Use higher level questioning • Continue to provide “wait time” for student • Pair with newcomer ELL students to build confidence • Should still receive accommodations even though he/she may seem “proficient”

26. Proficient Students Students exit as proficient based on their NYSESLAT scores Students receive testing accommodations for two years after exiting the ESL program

27. Essential Tips for Working with ELLs • Learn how to pronounce the student’s name • Don’t assume that he/she can or cannot speak/understand English • Learn about the language/culture of your students • Encourage students to share info about their culture

28. Essential Tips for Working with ELLs • Encourage students to continue to speak/read in their first language • Cooperative groups/ partners are effective • Simplify your language, not the content • Avoid slang and idiomatic expressions

29. Essential Tips for Working with ELLs • Demonstrate- Model, model, model! • Provide frequent opportunities for ELL student to speak but do not force them • Encourage use of dictionaries/glossaries • Provide copy of notes or outline with key concepts • Repeat and rephrase

30. How do I “modify”? • Choose 5-8 of most important vocab words • Eliminate a few multiple choice questions • Have student complete graphic organizer instead of writing assignment • Shorten length of assignment • Give a word bank • Simplify language/instructions • Provide best testing environment possible!

31. Best Testing Environment • You can provide accommodations for ELLs taking classroom tests/quizzes • Extra time: you may use the testing room if needed • Glossaries: refer to our ESL page for links for content area glossaries http://www.myteacherpages.com/webpages/esl/resources.cfm • Modified tests • Clear and concise directions

32. Most Important Strategy for ELLs • Collaboration between ESL teachers and content/grade-level colleagues

33. Common Concerns of Content Teachers “I can’t make separate plans for just one or two students.” “How can I use different grading standards for some?” “When do I stop “modifying” so much?” “They need to pass the Regents. How can I modify the material?” “Where can I find resources for my content area?” http://www.myteacherpages.com/webpages/esl/

34. What Are the Needs of Your ELLs? Breakout sessions: How else can we help you?