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Making Consistent Decisions About Accommodations for English Language Learners

Making Consistent Decisions About Accommodations for English Language Learners. Texas Comprehensive Center @ SEDL Austin, Texas March 16–17, 2009. – Research Summit –. Linguistic Accommodations for English Language Learners. Elsa Cardenas-Hagan, Ed.D.

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Making Consistent Decisions About Accommodations for English Language Learners

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  1. Making Consistent Decisions About Accommodations for English Language Learners Texas Comprehensive Center @ SEDLAustin, TexasMarch 16–17, 2009 – Research Summit –

  2. Linguistic Accommodationsfor English Language Learners Elsa Cardenas-Hagan, Ed.D. Texas Institute for Measurement, Evaluation, and Statistics University of Houston Valley Speech Language and Learning Center

  3. Examples of what we know • Use of bilingual glossaries, dictionaries can be a helpful classroom accommodation for ELL students. • First language support during instruction can have long-range benefits (NLP).

  4. Current Practices for English Language Learners-Foorman, Francis, and others • During hundreds of classroom observations the use of ESL strategies were not evident. • Linguistic accommodations were not evident. • ESL blocks typically did not have ESL strategies incorporated into the lesson. • Vocabulary instruction was incidental. • Differentiated instruction was not observed. • Oral language instruction included routine language opportunities rather than meaningful opportunities to practice language skills.

  5. Linguistic accommodations for 1st grade students with language/literacy delays • Investigators- S.Vaughn, D.Francis, P. Mathis, S. Thompson, E. Hagan, P.Cirino, S. Durodola • Interventions included the 5 essential components of literacy instruction with some modifications • Strong effect sizes for Spanish and English interventions • Native language support used for directions • Visual aids, explicit instruction, corrective feedback, routines • Oral language component • Tier 1 and Tier 2 vocabulary instruction

  6. Professional Development Goals • Learn the current research on best practices. • Learn how to differentiate instruction. • Learn the cross-linguistic relationships and how to incorporate this knowledge for instruction. • Learn how to incorporate meaningful language opportunities/goals throughout the instructional day. • Learn how to provide corrective feedback. • Learn how to incorporate explicit instruction. • All teachers learn effective ELL instructional strategies.

  7. Future Research Goals • Determine the effect of linguistic accommodations upon students with varying language proficiency levels. • Describe appropriate type and duration of linguistic accommodations for ELLs with varying proficiency levels. • Determine whether some content areas require more or less linguistic accommodations. • Describe achievement levels of students who were provided with certain linguistic accommodations. • Describe short and long term effects of linguistic accommodations.

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