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2. Overview:. Response-to-intervention framework with ELLsEnglish language learners in schoolsLanguage proficiency and achievementPre-referral intervention strategiesBack to the RTI frameworkUnderstanding the second language (L2) acquisition processLearning difficulties: Differentiating betwee
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1. 1 Pre-Referral Intervention Strategies with English Language Learners Graciela Elizalde-Utnick, Ph.D.
Brooklyn College – CUNY
GUtnick@brooklyn.cuny.edu
2. 2 Overview: Response-to-intervention framework with ELLs
English language learners in schools
Language proficiency and achievement
Pre-referral intervention strategies
Back to the RTI framework
Understanding the second language (L2) acquisition process
Learning difficulties: Differentiating between L2 learning processes/errors and disorders
3. 3 Response-to-Intervention (RTI) Framework A current approach to the identification of learning disabilities (LDs)
LDs are reconceptualized in terms of a failure to response to validated intervention
An alternative to the traditional approach of identifying LDs in terms of IQ-achievement discrepancy
4. 4 RTI Framework… 3 criteria are used to validate a special education classification
General education program is of high quality, whereby adequate learning is expected
With poor RTI, special education is of sufficient value to improve student outcomes, thereby justifying the classification
The assessment process used for identification is accurate and meaningful
5. 5 The Applicabilityof RTI for ELLs Inappropriate norms and linguistic and cultural bias inherent in commonly used assessment tools with ELLs makes the identification of LD very difficult
The focus is on intervention
Pre-referral strategies ? differentiated instruction
6. 6 RTI Criterion # 1 and ELLs Quality of education
Many ELLs experience low quality instructional practices, and such practice has been cited as a reason for academic difficulty
However…
This criterion can be beneficial for ELLs in as far as fostering differentiation of instruction
7. 7 RTI Criterion # 2 and ELLs Positive vs. poor RTI
A pitfall associated with this criterion is that an assumption is made that when a student exhibits poor RTI then there must be an intrinsic problem, rather than an ineffective instructional program
This is consistent with the experience of many ELLs who are instructed with little or no bilingual support
It takes at least 5-7 years of learning English for ELLs to be able to perform cognitively demanding tasks on par with their monolingual English peers
8. 8 RTI Criterion # 3 and ELLs Accurate and meaningful assessment
Biased testing practices place ELLs at risk for an inappropriate special education placement
9. 9 Question How do we prevent an inappropriate referral of an ELL to special education?
10. 10 Answer Improve pre-referral interventions and determine which factors need to be considered by the pre-referral team before making a decision to recommend testing
11. 11 Understanding ELLs in Schools Factors that play a part in ELLs’ achievement and language learning
Language development
Second language acquisition
Acculturation
Education history
12. 12 ELLs in School: The Prism Model
13. 13 Sociocultural Dimension At the heart of the model
Encompasses the complex sociocultural factors that are critical to the academic success of ELLs
Acculturation processes
Cultural and social identity development
Forming positive interpersonal relationships
14. 14 Acculturation The process of adjusting to a new or non-native culture
The classroom environment should support the ELL’s ethnic identity
A daily goal – not a once-a-year celebration
Teachers’ lack of understanding regarding the influences of the acculturation process is often responsible for the over-referral of ELLs into special education
15. 15 Cognitive Dimension Development of cognitive processes in L1 and L2
Development of skills in cognitively demanding, decontextualized learning tasks and environments
Development of the declarative and procedural knowledge base
Capacity building for memory processes
Development of learning strategies
16. 16 The Academic Dimension Academic language necessary to perform well in subject-area domains
Transfer of academic knowledge and skills from L1 to L2
Integration of concepts learned across disciplines
The resolution of knowledge gaps
17. 17 Academic LanguageProficiency in L2 An advanced level of language development
Involves the capacity to understand and produce language that is both abstract and complex
No longer need nonverbal cues
18. 18 Academic Language, continued Those who are at the conversational level might not have academic proficiency (but might appear so)
The BICS/CALP distinction is critical
Since such students appear fluent because they are conversational, it is assumed that they can handle cognitively demanding work in L2
19. 19 Definition ofLanguage Proficiency A student’s performance in understanding and using a language in both informal social settings and formal settings
20. 20 Misconceptions AboutLanguage Proficiency Confusion between the surface or conversational aspects of students’ language and the deeper aspects of proficiency
A false assumption is made that if a student can converse, then that student can perform academic work
21. 21 Dimensions of Language Proficiency Basic Interpersonal Communication Skills (BICS)
Cognitive Academic Language Proficiency (CALP)
22. 22 BICS Basic Interpersonal Communication Skills
Conversational abilities
Use of contextual or paralinguistic (e.g., gestures, intonation) cues
23. 23 CALP Cognitive Academic Language Proficiency
The ability to make complex meaning explicit in either oral or written modalities by means of language itself rather than contextual or paralinguistic cues
24. 24 Range of Contextual Support andDegree of Cognitive Involvement in Communicative Activities (Cummins)
25. 25 Range of Contextual Support Available for expressing or receiving meaning in language
A continuum between context-embedded and context-reduced
26. 26 Context Embedded Language is supported by meaningful interpersonal and situational cues
27. 27 Context Reduced Relies primarily on linguistic cues (based on knowledge of the language)
28. 28 Degree of Cognitive Involvementin Communicative Activities Continuum between cognitively undemanding and cognitively demanding
29. 29 Activity Sort activities according to quadrant (ABCD)
30. 30 Quadrant A Conversational abilities
Develops rather quickly among ELLs because it is supported by interpersonal and contextual cues
Makes few cognitive demands on the individual
31. 31 Quadrant D Requires high levels of cognitive involvement
Minimally supported by contextual or interpersonal cues
32. 32 Quadrant D… With cognitively demanding writing, the ELL must produce language without the prompting that comes from a conversational partner
Large units of discourse must be planned and organized coherently (cannot plan on what will be said next, as in a conversation)
33. 33 Different Cognitive Tasks Writing an e-mail to a friend
Context embedded and not demanding
Writing an essay
Context reduced and demanding
Having an intellectual discussion
Context embedded but demanding
34. 34 Prior Experience with Language Experience with language in oral interactions prior to school helps prepare children to use and understand the increasingly decontextualized language demands of school
35. 35 Progression of Academic Tasks Ideally:
A ? B ? C ? D
36. 36 Quadrant C Tasks Usually fail to supply either cognitive challenge or “learner-friendly” language
Therefore, not very useful for promoting academic language acquisition
37. 37 Quadrant B Tasks Both cognitive challenge and contextual support
Therefore, critical for fostering academic growth
Example: cooperative learning with teacher input
There is contextual support for students to engage in cognitively challenging projects or activities
38. 38 Contextual Support Internal and external factors
39. 39 Internal Factors The ELL’s attributes that make a task easier
Prior experience
Motivation
Interests
Cultural relevance
40. 40 External Factors Aspects of the input that facilitate or hinder comprehension
Clearly spoken
Syntactic and semantic redundancy
41. 41 Note: Teachers need to focus on both internal and external factors
42. 42 Question: At what age do children typically learn to read?
43. 43 Second Language Acquisition How long to achieve CALP?
On average, 5 to 7 years
44. 44 Collier’s Findings Those who arrive between 8 and 12 with several years of schooling ? 5-7 years to reach norms in reading, social studies, and science
Those who arrive before 8 ? 7-10 years
Those who arrive after 12 ? run out of time
45. 45 CALP & OptimalLearning Environments Quadrant B tasks
Context embedded and cognitively demanding
Note:
If not demanding ? learn little
If too challenging ? frustrated and learn little
There should be a cognitively demanding environment; but it is critical to have the contextual support that is activated in the learner
The teacher should not revert back to A or C tasks
46. 46 Components of EffectiveLearning Environments Instruction in the child’s native language
Content-based instruction in English
Students as active learners, interacting with peers (reciprocal instruction)
Valuing students’ languages and cultures
Interaction with monolingual English peers
Bilingual education program is valued as an integral part of the school
47. 47 Strategies for Differentiating Instruction for ELLs in English-Speaking Environments Categories of Strategies
Enhancing instruction through planning
Supporting student involvement
Building vocabulary and fluency
Building comprehension
Building on L2 acquisition stage skill level
48. 48 Planning Instruction Predictable routines and signals, thereby reducing anxiety
Setting up the room
Group activities, free reading, partner work
Establishing and modeling routines
Contextualizing directions with visual cues
49. 49 Planning Instruction… Visual scaffolding – language support through visual images
Identify the vocabulary
Collect visuals
www.google.com (select images)
www.altavista.com (select images)
Reproduce visuals
Engage students (students can use visuals for presentations)
Build file of visuals
50. 50 Example
51. 51 List of Vocabulary Words/Expressions Mouse
School
Lunchbox
Sandwich
Snack
Notebook
Pencil
Backpack
Locker
Math
Spell
Science experiment
Wash up Bathroom
Lunch
Building blocks
Furniture
Clay
Bookshelf
Tuck in
Bell
Soccer
Shoot baskets
Skateboarding
Catch your breath
52. 52 Mouse What images come to mind?
53. 53 Mouse…
54. 54 Notebook What images come to mind?
55. 55 Notebook…
56. 56 Tuck in
57. 57 Tuck in…
58. 58 Catch Your Breath
59. 59 Catch your breath…
60. 60 Planning Instruction… Preview/Review, thereby building vocabulary and concepts
Preview in L1 to assure content understanding
In English-only classrooms, use realia, visuals, gestures, and vocabulary instruction
61. 61 Previewing in L1
62. 62 Supporting Student Involvement Integrate movement into language acquisition
Vocabulary related to movement with demonstration
Eventually use vocabulary without demonstration
Activity
63. 63 S?re gyina h?
64. 64 T? santene
65. 65 nante
66. 66 mmirika
67. 67 b?tera
68. 68 huri
69. 69 bunkotodwe
70. 70 Tena ase ***
71. 71 S?re gyina h?
72. 72 T? santene
73. 73 nante
74. 74 mmirika
75. 75 b?tera
76. 76 huri
77. 77 bunkotodwe
78. 78 Tena ase ***
79. 79 How was the exercise? What strategies did you use?
80. 80 Supporting Student Involvement… Shared reading
Skills and strategies are taught
Word meaning
“Show me the snack in the picture.”
81. 81 Supporting Student Involvement… Shared reading…
Skills and strategies are taught
Story meaning
“Why is the mouse crying?”
82. 82 Supporting Student Involvement… Use of manipulatives
Partner work
Pair students: ELL with strong English model
Model task; provide steps on chart
Provide support and practice
83. 83 Supporting Student Involvement… Communication games
Grab Bag
Block Design
I Spy
84. 84 Supporting Student Involvement… Bilingual books and labels
Cooperative learning
Culture studies
Create a family portrait
Compare/contrast cultural groups
Research impact of one’s cultural group on the U.S.
Explore one’s family values
85. 85 Supporting Student Involvement… Learning centers
Imaging – visualizing in mind
Sorting activities
According to sound, size, attributes, etc.
86. 86 Building Vocabulary and Fluency Vocabulary role play
Read book; with key vocabulary (while reading the book) discuss, sound out, and act out word
After story is read, show flashcards and ask how students have seen the word used before
Connecting vocabulary to past experiences
Conduct word sort (nouns, verbs, adjectives)
Use words throughout day
Students write scripts using words
87. 87 Building Vocabulary and Fluency… Vocabulary processing – vocabulary is introduced in several contexts
Cognates (e.g., animal – animales)
Word collections (e.g., synonyms)
Word walls
High frequency words
Literature words
Content-area words
88. 88 Building Vocabulary and Fluency… Story reenactment
Scripting
Greeting classroom visitors
Coming up with different responses in a dialogue depending on the response given
89. 89 Building Vocabulary and Fluency… Writing workshop
Pre-writing (coming up with ideas; organizing ideas)
Drafting
Revising
Editing
Publishing
90. 90 Building Comprehension Language experience approach
Activity-based writing lesson
Experience activity
Talk about experience
Take dictation
Re-read dictation and explore vocabulary
Publish
91. 91 Building Comprehension… Peer tutoring
Cloze techniques
92. 92 Krashen’s Stages of L2 Acquisition: Instructional Strategies Level 1: PREPRODUCTION
Minimal comprehension
No verbal production: silent period
Focused on comprehension
Learning strategies developed
Dependent on modeling, and visual and contextual cues to obtain and convey meaning
ELL may display inattentiveness; L2 learning is an exhausting process
93. 93 Pre-Production:Instructional Strategies Pair limited proficient ELLs with proficient bilingual students to preview lesson in L1
Use a variety of visuals, physical movements, gestures, and verbal cues to support and expand L2 learning
Avoid forcing the ELL to speak; allow for silent period
Tap into knowledge base; personal experiences
Recognize and accept nonverbal communication
Provide a print-rich classroom with labels and word walls
Provide additional wait time
94. 94 Pre-Production Strategies, continued Avoid idioms
Provide repetition
Enunciate clearly
Emphasize key vocabulary
Slow down rate of speech (not louder!)
Provide outline of notes (in L1, if possible) during a lecture presentation
Provide a predictable daily routine
95. 95 Krashen’s Stages, continued Level 2: EARLY PRODUCTION
Limited comprehension
Learner begins to answer yes/no questions and produce one- to two-word utterances
The adolescent tends to read phonetically according to L1 pronunciation and literacy skills
The adolescent recognizes connections between L1 and L2
The adolescent uses contextual cues (pictures, graphs, prior knowledge) to facilitate reading comprehension
96. 96 Early Production:Instructional Strategies Provide age-appropriate reading material; scaffold
Preteach vocabulary and concepts
Have students label pictures and objects to promote comprehension
Provide students with learning strategies to discover connections between L1 and English
e.g., Spanish: animales = animals
97. 97 Early Production:Instructional Strategies… Implement cooperative learning
Support the use of L1 for clarification of content area concepts
Remember that ELLs are capable of higher order thinking, despite limited English proficiency
Use visual aids
98. 98 Krashen’s Stages, continued Level 3: SPEECH EMERGENCE
Good comprehension
Limited vocabulary
Use of short phrases and simple sentences
Errors in pronunciation and grammar
99. 99 Speech Emergence:Instructional Strategies Model responses to literature for students by explaining, describing, comparing, and retelling
Focus on communication in meaningful contexts in which students express themselves in speech and print
Provide students with opportunities to read, write, listen, and speak in L1
Club Leo
Model reading comprehension strategies
100. 100 Krashen’s Stages: continued Level 4: INTERMEDIATE FLUENCY
Excellent comprehension
Few grammatical errors
Learner begins to engage in conversation and produce complete sentences
Richer, fuller sentences with varied vocabulary
Adolescents are deriving more meaning from actual text – less reliance on contextual cues when reading
101. 101 Intermediate Fluency: Instructional Strategies Encourage creative expression – writing, drama, art, music
Publish student-authored stories, poems, etc.
Continue to check for understanding
Continue to be aware of BICS/CALP distinction
Continue with scaffolding
Previewing, manipulatives, visuals
102. 102 Krashen’s Stages, continued Level 5: ADVANCED FLUENCY
Receptive and expressive language skills are better developed
Varied grammatical structures, including idiomatic expressions
103. 103 Advanced Fluency:Instructional Strategies L1 should be encouraged at home
Club Leo
More proficient students can work as peer tutors
Cooperative learning
Metacognitive regulation
104. 104 Using the Curriculum with ELLs Book-reading time
Keep it short
With a longer book, break it up. Stop part of the way and elicit what the children think might happen next. When return to book, re-cap.
Consider small-group book reading
Sometimes a mix of ELLs and English-speakers
Other times only ELLs/only English-speakers
This way, fine tuning is possible
105. 105 Using the Curriculum with ELLs… Book-reading time…
Choose books carefully, in terms of vocabulary, length, and special features, including cultural sensitivity
Predictable books are good for ELLs, because of highly repetitive language and simplified text
Rebus books
Engage in natural dialogue about the story
106. 106 Using the Curriculum with ELLs… Book-reading time…
Talk the story, rather than read it
If illustrations and story are appealing but the children are not likely to understand the text, modify the story based on the pictures
Read books more than once
More information is obtained each time it is read
Different aspects can be highlighted each time
107. 107 Using the Curriculum with ELLs… Book-reading time…
Tape-record the reading of a story – this way, children may listen to the story again (at a listening center)
Encourage children to “read” to other children
ELLs might feel more comfortable asking for clarification from peers rather than teachers
108. 108 What if ELL student continues to have difficulty? Back to RTI criteria
High quality general education program
With poor RTI,
student problem vs. ineffective program
Accurate assessment process
109. 109 Frequent Referral Question Are the ELL’s difficulties due to a
learning problem/disability or to the
second language acquisition process?
110. 110 Errors and L2 Acquisition Errors are to be expected
Errors are more likely to occur in formal settings vs. informal settings
111. 111 L2 Acquisition:Normal Processes Silent Period
Interlanguage
Code switching
Code mixing
Language Loss
Interference
112. 112 Examples of Phonological Interference Sebra for zebra Shair for chair
Chip for ship Den for then
Tief for thief Fan for van
Berry for very Pull for pool
Cheap for chip Call for coal
Espanish for Spanish
113. 113 Examples of Grammatical Interference Omission of the auxiliary “is”
“He going” for “He is going”
Transference of the possessive form
“The coat of the boy” for “The boy’s coat”
114. 114 Examples of Grammatical Interference Incorrect negative form
“He not play any more” for
“He doesn’t play any more (ya no juega)”
Word order difficulty with adjectives
“The house red” for
“The red house (la casa roja)”
115. 115 Examples of Semantic Interference Question: What do you do with a piano?
Answer: You touch it.
Incorrect, if taken literally.
But, in Spanish, the word tocar
is both play and touch.
116. 116 Normal Processes continue… Fossilization
Cognitive processing
117. 117 Factors That Influence L2 Acquisition Motivation
An intervening process driving
an individual into action
Extrinsic
Intrinsic
118. 118 Factors That Influence L2… Practice opportunities
Personality characteristics
Extroversion
Introversion
119. 119 Factors That Influence L2… Acculturation
Home and Community Characteristics
History of Education
Native country
United States
Literacy experiences at home
120. 120 Factors That Influence L2… Age and L2 acquisition
Making mistakes
“The Rules”
Moving through stages
Sounds of a new language
Context embedded vs. Context Reduced
Remembering grammatical rules
Interference
121. 121 Factors That Influence L2… Relationship between L1 and L2
Proficiency in L1 related to proficiency in L2
122. 122 Differentiating between L2 Learning Processes and Language Disorders Ask interpretation questions
Keep in mind that if there is a disorder present, it must exist in L1
123. 123 Interpretation Questions Are there any factors that immediately explain the student’s communicative difficulties in L1 and L2?
124. 124 Factors that Influence L2 Acquisition Motivation
Practice opportunities
Personality characteristics
Acculturation
Home and community characteristics
Educational history
Age
First language development
125. 125 Interpretation Questions How proficiently does the student communicate in informal and formal settings?
126. 126 Interpretation Questions Is there evidence that the problematic behaviors noted in English can be explained according to “normal” L2 acquisition or dialectal variance?
127. 127 Normal Processes Silent Period
Interlanguage
Code Switching
Code Mixing
Interference
128. 128 Interpretation Questions Is there evidence of language loss in L1 or a weakening in L1 that is due to the child focusing on the development of English?
129. 129 Interpretation Questions Is there any evidence that the difficulties the student is experiencing in L1 are due to a lack of prior education in the native country?
130. 130 Interpretation Questions Is there any evidence that the difficulties the student is experiencing in academic areas in L1 or L2 are due to problems in the quality of instruction provided presently or in the past?
131. 131 Interpretation Questions Is there any evidence that the difficulties the student is experiencing in academic areas in L1 or L2 are due to problems resulting from traumatic event related to immigration history?
132. 132 Special Alerts L1
Delays in responding to verbal items?
Difficulties following verbal instructions?
Gaps in labeling?
Difficulties organizing verbal responses to open-ended questions?
133. 133 Special Alerts Pragmatic Deficits
Linguistic nonfluencies
Revisions
Word finding difficulties
Inappropriate responses
Poor topic maintenance
Needs multiple repetitions
134. 134 Linguistic Nonfluencies Repetitions, unusual pauses, and hesitations
Example: “Sh…She…She works…She works at school.”
135. 135 Revisions The student continually revises what s/he has already said
Example: “My sister is…my sister is
older…she is 10.”
136. 136 Word Finding Difficulties The student uses nonspecific vocabulary such as “it,” “this/that,” “stuff” to describe or name objects
137. 137 Inappropriate Responses to Questions Example: Examiner: “What do you do at
home after school?”
Student: “My teacher wrote a
note to my mother.”
138. 138 Poor Topic Maintenance Student goes from one topic to another topic without providing transitional cues to the listener
Example: “I do a lot of homework at home. My mom – we went to Burger King. She’s happy with me.”
139. 139 Multiple RepetitionsNeeded for Comprehension Student asks examiner to repeat question or provide more information due to lack of contact with the language or provide more information due to lack of comprehension
140. 140 Note on Pragmatic Deficits If pragmatic deficits are due to
the normal stages and processes of second language acquisition
language loss as a result of a lack of contact with the language
then such deficits might not suggest a communication disorder
141. 141 Sources Elizalde-Utnick, G. (2007). Bilingualism and disability. In A.M. Bursztyn (Ed.), The Praeger handbook of special education (pp. 15-17). Westport, CT: Praeger.
Elizalde-Utnick, G. (2007). Culturally and linguistically diverse preschool children. In: G.B. Esquivel, E.C. Lopez, & Nahari, S. (Eds.). Handbook of multicultural school psychology (pp. 497-525). NY: Erlbaum Publishers.
142. 142 Sources… Herrell, A., & Jordan, M. (2004). Fifty strategies for teaching English language learners (2nd ed.). Upper Saddle River, NJ: Pearson.
Ovando, C.J., Collier, V.P., & Combs, M.C. (2003). Bilingual and ESL classrooms: Teaching in multicultural contexts (3rd Ed.). Boston: McGraw-Hill.
143. 143 Sources… Rhodes, R.L., Ochoa, S.H., & Ortiz, S.O. (2005). Assessing culturally and linguistically diverse students: A practical guide. NY: Guilford Press.
144. 144 Highly Recommended! Esquivel, G.B., Lopez, E.C., & Nahari, S. (Eds.) (2007). Handbook of multicultural school psychology. NY: Erlbaum Publishers.