Pre-Referral Intervention Strategies with English Language Learners

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.