EL Pedagogy

1. EL Pedagogy

2. 2 Program Options for English Learners Structured English Immersion typically for EL�s at CELDT levels 1 � 3 �less then reasonable fluency� English Language Mainstream typically for EL�s at CELDT levels 4 � 5 �reasonable fluency� Alternative program (bilingual course of study) offered to all EL�s, CELDT levels 1 � 5 These are the California average program designations. School districts have discretion to define the criteria for �reasonable fluency.� As this information indicates, alternative (bilingual) programs are not limited to English learners at the lower levels of English proficiency. One of the major difficulties of implementing SEI programs is that there was no clear definition or guidance from the State Dept for such programs. These are the California average program designations. School districts have discretion to define the criteria for �reasonable fluency.� As this information indicates, alternative (bilingual) programs are not limited to English learners at the lower levels of English proficiency. One of the major difficulties of implementing SEI programs is that there was no clear definition or guidance from the State Dept for such programs.

3. 3 Frequently misunderstood facts: SDAIE (specially designed academic instruction in English) was developed for use with English learners at INTERMEDIATE and above proficiency. Whole class SDAIE instruction is therefore not sufficient for all EL instruction in the content areas. EL instruction is not about remediation. With the advent of Prop 227 and the dismantling of some bilingual programs, school districts sought to provide appropriate instruction in English. Without clear guidance from CDE, school districts gravitated to SDAIE, the only known option at the time. However, SDAIE was designed for use in mainstream classrooms, not in settings where sheltered instruction is necessary. Thus, something else must done.With the advent of Prop 227 and the dismantling of some bilingual programs, school districts sought to provide appropriate instruction in English. Without clear guidance from CDE, school districts gravitated to SDAIE, the only known option at the time. However, SDAIE was designed for use in mainstream classrooms, not in settings where sheltered instruction is necessary. Thus, something else must done.

4. 4 How is SEI defined? Education Code �306 (d) "Sheltered English immersion" or "structured English immersion" means an English language acquisition process for young children in which nearly all classroom instruction is in English but with the curriculum and presentation designed for children who are learning the language. After a number of years of implementing SEI, SDAIE, and ELD, we can revisit the legal language. Since SEI is meant to be a �language acquisition process� for students �who are learning the language,� the pedagogy for such instruction must be based on language acquisition theory. After a number of years of implementing SEI, SDAIE, and ELD, we can revisit the legal language. Since SEI is meant to be a �language acquisition process� for students �who are learning the language,� the pedagogy for such instruction must be based on language acquisition theory.

5. 5 What does this mean? The pedagogy informing our selection of instructional strategies must be based on language acquisition theory. ELD provides content areas with the foundation on which to design instruction for English learners. Language Acquisition Theory Stages of L1 Acquisition: 1) babbling, 2) holophrasic/one word, 3) two-word, 4) telegraphic (to infinity) Conditions for L1 Acquisition: a) innate potential, b) rules learned unconsciously, c) developed in stages, d) repeated contextual exposure and interaction Common Underlying Proficiency: Learned knowledge and skills transfer to any other language Stages of L2 Acquisition: 1) pre-production, 2) early production, 3) speech emergent, 4) intermediate fluency CELDT levels: 1) beginning, 2) early intermediate, 3) intermediate, 4) early advanced, 5) advancedLanguage Acquisition Theory Stages of L1 Acquisition: 1) babbling, 2) holophrasic/one word, 3) two-word, 4) telegraphic (to infinity) Conditions for L1 Acquisition: a) innate potential, b) rules learned unconsciously, c) developed in stages, d) repeated contextual exposure and interaction Common Underlying Proficiency: Learned knowledge and skills transfer to any other language Stages of L2 Acquisition: 1) pre-production, 2) early production, 3) speech emergent, 4) intermediate fluency CELDT levels: 1) beginning, 2) early intermediate, 3) intermediate, 4) early advanced, 5) advanced

6. 6 Key points to make: This is only a representational model. 1. The categories listed under ELD are CELDT levels and include the set of skills that an English learner must acquire in order to advance in proficiency. 2. The categories listed under math are the CST (California Standards Test) levels and are meant to indicate the student�s level of proficiency in the academic language of the given content area. 3. The yellow shaded area represents all the academic language skills a native English speaker has in a given grade level. The pink shaded area is relative to each grade span and represents the language skills the English learner has upon entering the classroom . 4. Native English speakers can access much of what is taught with no trouble, although there is some new language/concepts introduced. The native English speaker develops in a predictable manner because the instruction is designed specifically for him/her. Here�s the key concept: the non-native English speaker must be taught what is in the pink area in order for him/her to access the concepts in the core. Without that instruction, the student cannot comprehend because he/she does not have the skills the native English speaker already has. ELD, then, is a course designed to teach English learners the difference between what they have already acquired, and what the native English speaker already knows. Data on EL�s level of proficiency can inform how to provide EL�s the necessary linguistic access/scaffold.Key points to make: This is only a representational model. 1. The categories listed under ELD are CELDT levels and include the set of skills that an English learner must acquire in order to advance in proficiency. 2. The categories listed under math are the CST (California Standards Test) levels and are meant to indicate the student�s level of proficiency in the academic language of the given content area. 3. The yellow shaded area represents all the academic language skills a native English speaker has in a given grade level. The pink shaded area is relative to each grade span and represents the language skills the English learner has upon entering the classroom . 4. Native English speakers can access much of what is taught with no trouble, although there is some new language/concepts introduced. The native English speaker develops in a predictable manner because the instruction is designed specifically for him/her. Here�s the key concept: the non-native English speaker must be taught what is in the pink area in order for him/her to access the concepts in the core. Without that instruction, the student cannot comprehend because he/she does not have the skills the native English speaker already has. ELD, then, is a course designed to teach English learners the difference between what they have already acquired, and what the native English speaker already knows. Data on EL�s level of proficiency can inform how to provide EL�s the necessary linguistic access/scaffold.

7. 7 The foci for EL instruction: Content Standards Objectives Scaffolded instruction Language proficiency ELD standards Four domains of language (L,S,R,W) Current, valid assessment information L, S, R, W : listening, speaking, reading, and writing Core content instruction for English learners must use standards-driven practice that combines content and language acquisition. Teachers must also differentiate their instruction to meet the various English language proficiency levels of their students. Therefore, a connection must be made from English language development to content area instruction. L, S, R, W : listening, speaking, reading, and writing Core content instruction for English learners must use standards-driven practice that combines content and language acquisition. Teachers must also differentiate their instruction to meet the various English language proficiency levels of their students. Therefore, a connection must be made from English language development to content area instruction.

8. 8 The pathway ELD instruction occurs in the designated ELD classroom/time. An effective ELD program includes frequent on-going assessments in order to measure progress in English proficiency. It is expected that student�s proficiency changes over the course of the academic year. Core content teachers need to access current English proficiency information from the ELD program in order to determine the students� linguistic skills so that they can determine how to scaffold the presentation of new academic language and concepts. The linking of English proficiency, new academic language, and the specific target concept should determine the scaffolding strategy. MOST IMPORTANT: This approach must be followed for EACH level of English proficiency in the class. This is differentiation.ELD instruction occurs in the designated ELD classroom/time. An effective ELD program includes frequent on-going assessments in order to measure progress in English proficiency. It is expected that student�s proficiency changes over the course of the academic year. Core content teachers need to access current English proficiency information from the ELD program in order to determine the students� linguistic skills so that they can determine how to scaffold the presentation of new academic language and concepts. The linking of English proficiency, new academic language, and the specific target concept should determine the scaffolding strategy. MOST IMPORTANT: This approach must be followed for EACH level of English proficiency in the class. This is differentiation.

9. 9 In other words� Teachers of English learners should: use current ELD proficiency information refer to the related ELD standards to determine how to address academic language select/develop appropriate instructional strategies that link linguistic ability to the academic language of the content objective