ESL/Core Teacher Collaboration: Working Together to Service ELLs in the Regular Classroom

1. ESL/Core Teacher Collaboration:Working Together to Service ELLs in the Regular Classroom Presented by Your PSI SolutionsESL Staff

2. Your PSI ESL Staff • Kay Almy • Sara Baum • Leah Behymer • Kara Fagan • Sharon Hamad • Lucinda Hunter • Rob Kusnerik • Trish Numbers • Sheilagh O’Hara • Mary Ellen Rodriguez • Karen Samsonas • Jill Stancil • Veronica Szabo • Ramona Wilson • Paulette ZumpanoUrycki http://www.psi-solutions.org/

3. Today’s Topics • Types of ESL-Classroom/Content Teacher Partnerships • Getting to know yourELL • Stages of culture shock • English Proficiency Levels • How to help the ELL learn in the classroom: • General guidelines, • Instructional Strategies, • Accommodations, • Grading & Assessment Guidelines • Core Content Application Activity

4. What is needed: An ESL-Classroom/Content Teacher Partnership • To collaborate about content & L2 learning, ELL will need to gain linguistic, academic & social success… • Time to consult, discuss curricula, share goals/objectives on how to meet needs of individual ELL’s • Involve the entire school - team approach to work with ELLs (guidance, S&H, social, intervention services, etc.)

5. Types of Partnerships: • Informal: in-the-hall-on the run, email information exchange • Co-planning: in team or grade-level meetings, or occasional co-planning for special projects • Adjunct teaching in which the teacher reinforces the language required for a specific content course

6. The Role of the ESL Teacher • Teach HQ English language/literacy for academic/social purposes to ELLs • Test, place and exit students from the ESL program • Advocates for the ELL population • Team approach- share info, concerns & frustrations • MonitorELLs’social/cultural adjustment & linguistic/academic progress • Not replacement or remedial instruction

7. Classroom/Content Area Teacher’s Role • Provide student access to comprehensible core content instruction • Facilitate students’ language learning through modeling and feedback • MonitorELLs’social adjustments & linguistic/academic progressin the content area classroom

8. Getting to Know Your ELLs • Get to know more about each ELL • The ELLs story tells a lot about • how he/she learns, • why he/she learns the way he/she does, • and how his/her cultural views impact learning

9. “As a student in my country, I could talk. I could express my ideas and opinions. When I came to this country I became mute.”- A second year ELL

10. ELL’s Point of View – Culture Shock New language New time concept Subject content ELL MUST LEARN New customs Classroommethod- ology New social relationships

11. 4 STAGES of CULTURE SHOCK 1. Newness- when the ELL likes his/her new environment.2. Dislike of the new surroundings- ELL finds faults, noticing discomforts and problems3. Adjustment- realizing the differences that do exist; understanding and accepting them4. Assimilation/Adaption -New self-confidence, merging of identities

12. Why Address Culture Shock? • It produces a feeling of disorientation, • May manifest itself as home- sickness, imagined illness or unreasonable fear • Children who experience culture shock may want to remain isolated to protect themselves from an unfamiliar environment • The Solution? Help the ELL: 1. Become familiar with environment & expectations, 2. Give many different ways to experience culture 3. Be patient & understanding 4. Give time to process what he/she sees& hears 5. Let him/her share about native culture

13. KNOW THE ELLs PROFICIENCY LEVEL TIP Identify what your ELL’s proficiency level is and how he/she learns best. • 3 English Proficiency Levels: 1. Beginning, 2. Intermediate 3. Advanced • At each Proficiency level:What can the ELL do?What can you expect? • Use to determine expectations & outcomes

14. Confusing to ELLs • Words with several meanings • Word order • Translationfrom L1 to L2 • Idioms • Many languages have NO article or articles have a gender • Native background/knowledge –Material often interpreted through ELLs cultural understanding, NOT ours • Jokes can be hard to understand • Passive voice

15. Spanish example • English sentence: “He sat on the floor putting on the rough boots. • Literal translation  “Sat on the floor himself he was shoeing the rough boots.”

16. Arabic example • English sentence: “In the heart of London there is a broad square called Kensington Square.” • Literal translation  “in here at London she-stands square broad she-is-called Kensington Square.”

17. Vietnamese example • English sentence: “There is no need for us to find out about his next day.” • Literal translation ”That-man-that next day about we knowing taking need-not.”

18. Internet Translator Example • English: Spare the rod and spoil the child, as the good book says. I'm a-laying up sin and suffering for us both, I know. He's full of the old scratch, but laws-a-me! He's my own dead sister's boy, poor thing, and I ain't got the heart to lash him somehow. Every time I let him off my conscience does hurt me so; and every time I hit him my old heart most breaks. (Mark Twains Tom Sawyer – Chapter 1) • German translation (using Google E  G) : Wer die Rute schont Spile das Kind, wie das gute Buch sagt. Ich bin a-Auflegen Sünde und Leiden für uns beide, ich weiß. Er ist voll von alten Kratzer, aber Gesetze-a-me! Er ist mein eigenes toten Schwester des Jungen, das arme Ding, und ich nicht habe das Herz ihn irgendwie zu peitschen. Jedes Mal, wenn ich ihn aus meinem Gewissen tut mir so weh, und jedesmal, wenn ich ihn getroffen mein altes Herz meisten Pausen. This translation does not give the reader the same meaning that the original Mark Twain passage gives to the English reader. It is actually a vey difficult read. The underlined items are not native to the German language & would actually never be written in this format. • English translation (using Babylon G  E) : Who protects the rod game the child, such as the Good Book says. I am a-hang up sin and suffering for us both, I know. He is full of old scratch, but laws-a-me! It is my own dead sister of the young, the poor thing, and I don't have the heart to whips him somehow. Each time, when I take it from my conscience i am so hurt, and every time I met him my old heart most breaks.

19. Helping the ELL learn in the Classroom: Keys to Success • General Suggestions • Classroom Instructional Strategies • Instructional Accommodations • Modified Assessments • Grading Guidelines (Refer to handouts)

20. Modify Assessments • Modify tests and quizzes • Simplify and break it down • Make expectations brief and clear • Use cognates and existing vocabulary • Make sure words have been defined and explained • Word banks

21. Modify Assessments(cont.) • When writing • use summary sentences instead of • essays • cloze activities • word banks • matching exercises, groups of • allow more time • When giving oral responses • allow use of notes • record responses • allow practice time

22. Grading • ELL’s should not fail a grade based on their language skills • Grades should be based on content knowledge • Put passing grades on papers • Grade mastery of content, not grammar/ spelling(unless that is the target) {beg. – int.} • Give as much positive feedback as possible • Acknowledge effort as well as mastery • If the answer appears to be wrong, ask the ELL to explain it

23. Adapt-a-Lesson Activity • Math Adapted Lesson • Science Adapted Lesson • Use Adapt Your Lesson/Unit Plan Worksheet

24. Support Services & Websites • There are a variety of online ESL websites for both teachers and students. You will find many ideas for supporting ELLs on a variety of subjects • Office of English Language Enhancement and Academic Achievement for Limited English Proficient Students: www.ed.gov/offices/OELA/ or www.ed.gov/offices/OBEMLA • Ohio Department of Education (search Lau Resource Center): http://www.ode.state.oh.us • Ohio TESOL Journal http://iteslj.org/

25. With all these teaching strategies you are well-equipped to proceed with plans to develop adapted lessons for the ELL! • Email for additional handouts: • Performance Expectations for ELLs • Characteristics of Accomplished & Competent Teachers • Excellent ESL Websites kayalmy@psi-solutions.org

26. Thank you!!!Your PSI/ESL Staff • Any questions? • Remember learning a second language takes a long time. • Team work will supply the patience, understanding and confidence we all need to serve the ELL population.

27. Thank You! Kay Almy PSI ESL Coordinator kayalmy@psi-solutions.org 330-425-8474 800-841-4774 2112 Case Parkway South #10 Twinsburg, Ohio 44087

28. Sources • Buduleta, Elisabeth, ESL Instructor – Brooklyn City Schools, ESL For Mainstream Teachers • ColorínColorado (2007) How to Develop a Lesson Plan that Includes ELLs http://www.colorincolorado.org • Iowa Department of Education, Grading Guidelines and Performance Expectations Rubric from (1999) draft of the Policies for Limited English Proficient (LEP) Students in the Areas of Grading, Assessment, Gifted Education, and Special Education • Ohio Valley Educational Cooperative, Louisville, KY, Supporting English Language Learners in Mainstream and Content Area Classrooms http://www.ovec.org/esl/ESL.pdf • WIDA – World-class Instructional Design & Assessment Consortium, Wisconsin Center for Education Research, University of Wisconsin-Madison • Yearwood, Janice. (2007) ESL Manual For Mainstream Teachers; How to Help Limited English Speaking Students. Tate & Publishing & Enterprises.