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Being Culturally Responsive with ELLs June 1 – July 28, 2013 Summer

Being Culturally Responsive with ELLs June 1 – July 28, 2013 Summer. Staff In-Service ESOL Professional Development TSL-500. Workshop Objectives. Understanding your ELL and their diverse backgrounds Learn about the second language acquisition process Improved cultural sensitivity.

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Being Culturally Responsive with ELLs June 1 – July 28, 2013 Summer

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  1. Being Culturally Responsive with ELLs June 1 – July 28, 2013 Summer Staff In-Service ESOL Professional Development TSL-500

  2. Workshop Objectives • Understanding your ELL and their diverse backgrounds • Learn about the second language acquisition process • Improved cultural sensitivity

  3. Workshop Agenda (1 Hour) • Understanding your ELL (12 min.) • Activity 1 (Student Educational Background) – 5 min. • Activity 2 (Teacher as a Researcher) – 5 min. • Group Work: Definitions (Activity 3) - 10 min. • Discussion: Second Language Acquisition Process (15 min.) 4 . Making Content Comprehensible for ELLs (8 min.) • Improved Cultural Sensitivity (3 min.) 6. Informal Assessment (10 min)

  4. Understanding your ELL School Home Self Concept Personality Motivation Culture Life experience Family situation Community • ELL educational backgrounds (i.e., gaps) • Anxiety • Literacy • Instruction • Teachers • Other students • Community

  5. Activity 1: Student Educational Background

  6. Activity 2: Teacher as a Researcher

  7. Activity 3: Write a definition for… • Culturally relevant teaching • Socio-cultural • Preproduction stage in second language acquisition

  8. Second Language Acquisition • A committed mainstream teacher with a clear understanding of second language acquisition can make all the difference • When teachers understand the similarities between first and second language acquisition, they can focus on the tasks the student can do rather than the difficulties the student may be experiencing.

  9. Development Stages of Second • Language Acquisition • Stage One: The receptive or preproduction stage • Stage Two: The early production stage • Stage Three: The speech emergence stage • Stage Four: The intermediate language proficiency stage • Stage Five: The advanced language proficiency stage

  10. Making Content Comprehensible for ELLs • Techniques include: • Cooperative learning • Connections to student experiences • Targeted vocabulary development • Slower speech and few idiomatic expressions for less proficient students • Use of visuals and demonstrations • Use of adapted text and supplementary materials (e.g., Short & Echevarria, 2004)

  11. Improved Cultural Sensitivity Culturally Relevant Teaching • Teacher’s attitudes toward diversity and its measurable impact on educational effectiveness • Attitudes and beliefs about diversity and educational equity • How specific personality traits can positively or negatively influence a culturally sensitive curriculum and classroom • The positive effects of general open-mindedness, liberalism, sensitivity, and sympathy on a culturally diverse classroom, school, and community

  12. References • Colorin Colorado (2007) http://www.colorincolorado.org/ • Echevarría, J. (2008). MakingcontentcomprehensibleforEnglishlearners – The SIOP Model. PearsonEducation, Inc., Boston, MA. • Igoa,C. (1995). The inner world of the immigrant child. Lawrence Erlbaum Associates: Mahwah, NJ. • Krashen, S. (1981). Theory of Second Language Acquisition. University of Southern California. • Unruh, L.E. & McCord, D.M. (2010). Personality traits and beliefs about diversity in pre-service teachers. Individual Differences Research. • Yang, H. (1968). Female, master, instructor, Department of Applied Foreign Language of Tourism College, Hainan University; research fields: applied foreign language, cognitive linguistics, studies of translation and Canadian education.

  13. Common Questions about ELLs • Here are some common questions that teachers have about English Language Learners (Colorín Colorado, 2007) • Who are the ELLs in my classroom? • Does it help if my ELLs know how to read in Spanish? • How can non-English speaking parents help their children learn to read in English? • What are the important differences between the English and Spanish languages? • How should I respond to their "errors" in English?

  14. Assessment Name three main factors that are related to the individual ELLs’ learning and academic growth. Does literacy in a student’s first language facilitate the transfer of skills to a second language? Why or why not? YES_______ NO_____ How does knowing about the students’ educational background help you as a content area teacher? What does “Teacher as Researcher” mean? Think of the five development stages in second language acquisition. Which one do you consider the most important and why?

  15. Food for thought…

  16. Food for thought… “Culturally proficient instructors open the minds and hearts of learners, affirming that differences are not deficits.” Unknown

  17. Questions Ana L. Lombardo

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