Presenter: Skip Cleavinger, M.A. Director of English Learner Programs, WCPS

1. Help! Some of these students do not speak English! An Orientation to the Content Needs of English Learners Presenter: Skip Cleavinger, M.A. Director of English Learner Programs, WCPS skip.cleavinger@warren.kyschools.us All together now: Bhutanese refugee children, some with disabilities, at a disability support camp in Nepal. Photo: Howard Davies / Exile Images

2. General layout for our time together Day 1: Important Terms, EL demographics in Warren County, Stages of Second Language Acquisition, Academic Considerations and Risks, WIDA & Language Proficiency Standards, Academic Language & Common Core Day 2: Developing language – English Learner Programming in WCPS, Developing Language in the Content Classroom, Instructional Strategies & Considerations that Work for ELs, Identify Assets and Resources

3. Setting the Stage Let’s identify some commonly held myths that undermine quality and robust instruction for ELs. Instruction in English is the responsibility of ESL teachers ELs must acquire the language of instruction first and only then can they benefit from for content instruction Having strong social language in English means that a student can understand the instructional and content language of the classroom ELs need time to acculturate, become comfortable, learn vocabulary for common objects and the language for social interaction.

4. Setting the Stage It is so critically important for us to be aware of our own language use; otherwise, language is “invisible” to us and we don’t realize the opportunities we have to make content meaningful.

5. Setting the Stage Throughout our time together, we will talk about the importance of knowing our EL students’ cultural and linguistic background. It is important first and foremost to know this: all of our ELs come to us with rich experiences and language assets. Taking stock of these assets and utilizing them in instruction and in the “community” of your classrooms is not only good for your EL students’ development- it will enrich the classroom experiences for you and all of your students

6. Important Definitions &Background Information Who are English Language Learners (ELs)? ELLs are individuals whose native language is a language other than English. ELs are in the process of acquiring the English language and have not yet reached proficiency. For grades K-12, this is based on the results of a formal English language proficiency test. In Kentucky’s schools, the ACCESS for ELLs is the English language proficiency test used to determine level of proficiency. It is given annually as required by federal law under NCLB. For your purposes, there are many informal ways to find out how much English a student knows.

7. Some Key Vocabulary/Terms Limited English Proficient (LEP)- A lack of fluency in speaking, listening, reading, writing English. Determined through an evaluation with a standardized test of language proficiency. This is the term used in federal laws, such as Title III, Title VI, and IDEA. English Language Learner (EL)- This term is often used in the literature and is synonymous with LEP. Culturally and Linguistically Diverse (CLD)- This is another term which is very popular in the literature at the present time. The term acknowledges cultural and linguistic differences, but includes the spectrum of language proficiency, including full proficiency in speaking, listening, reading and writing in English.

8. Terms Continued Language Proficiency: thelevel of skill a student demonstrates in a language or languages Dominant Language: the language in which a student is most fluent Language Preference:thelanguage that a student prefers to speak Note: The student’s preferred language may not be the one in which they are most proficient

9. Terms Continued Simultaneous Language Learner- learning two or more language from birth Sequential Language Learner- learning a second language after first year- most ELL students are sequential language learners Circumstantial Bilingual- the situation in which an individual is living, working, learning in a setting in which is the dominant language is something other than their native language. Thus, the individual must learn the new language in order to adapt & be successful

10. Terms Continued Immigrant- (A) are aged 3 through 21;(B) were not born in any State; and (C) have not been attending one or more schools in any one or more States for more than 3 full academic years. Refugee- A refugee is a person who is outside their country of origin or habitual residence because they have suffered persecution on account of race, religion, nationality, political opinion, or because they are a member of a persecuted 'social group'. Refugees in Bowling Green have been resettled here via organizations, such as the International Center. Their status is recognized by the Department of State

11. WCPS Stats 1290 students in WCPS are currently classified as “English Learners” This is 9% of our overall student population This classification is based on the students performance on a test of English language proficiency.

12. WCPS Stats We have 49 languages and dialects represented in the district (based on a Spring 2012 survey of our ESL teachers) The language (other than English) that is most spoken in our district is Spanish When the languages of our Burmese students are combined, they are move into the second position for most spoken language Other very prevalent languages in our district include Bosnian, Arabic, Swahili, Japanese, and Vietnamese

13. WCPS Stats About 35 countries are represented in our district currently The students and their families can be roughly classified as either “immigrants” or “refugees” depending on the circumstances of their arrival We have a refugee resettlement center here in Bowling Green, The International Center, and they are responsible for all primary refugee resettlement in this area

14. WCPS Stats The classification of “refugee” is reserved for populations targeted for resettlement to the U.S. by the Department of State’s Reception and Placement Program and other agencies, such as the U.S. Committee for Refugees and Immigrants The President of the United States is responsible for determining the populations that will be targeted for resettlement and the approximate numbers who will get to come to the U.S. Burma (Myanmar), Iraq and Burundi are the countries from which the majority of our most recent refugee families have come

15. WCPS Stats Newly arrived students begin have often just completed a very difficult journey, and they begin the journey toward acculturation to our community and our schools. They also begin the process of becoming bilingual. We must always keep in mind that EL students are expected to perform double the work of their native English speaking class peers. They are expected to learn academic content at the same time they are learning the language in which the instruction is taking place.

16. EL Demographics Population of ELLs in the United States is growing faster than any other subgroup From 1989-1999, the number of students identified as English Language Learners (ELL) increased 104% in the United States (Rhodes, Ochoa & Ortiz, 2005)

17. EL Demographics Estimated that during the 2003-2004 school year, there were 5 million ELL students enrolled in public schools-10.3% of total enrollment (Lazarus, 2006) By 2015, it is estimated that EL will comprise approximately 30% of the overall school enrollment in the U.S. Most EL students are born in the U.S.

18. EL Demographics • Over 400 languages are represented across the country, with Spanish the most prevalent • Significant growth in Kentucky in last decade, with urban school districts showing the most growth. However, smaller and rural districts are also showing increases in numbers of students enrolled in schools who are English language learners (ELL)

19. EL Demographics • Over 95 languages are represented in Kentucky schools. • Just over 17,000 ELs were being served in Kentucky’s schools during the 2011-2012 academic year. • In Warren County, we gave the ACCESS for ELs Language Proficiency Test to 650 students in 2006-2007. During our 2012 ACCESS testing window, we tested 1199 ELs- a 84% increase.

20. WCPS English Learner Programs International students are enrolled and screened at the GEO Center, which is next to Warren Central HS. The GEO Center screens English proficiency, and a plan is written to specify goals for instruction, classroom accommodations and testing accommodations. In WCPS, we have English as a Second Language (ESL) programs in all schools. Generally, students who are new to English are given English language development instruction

21. WCPS English Learner Programs EL students are very quickly integrated into content classrooms, which is why you may be seeing students in your classrooms who are only lower intermediate English speakers. Support is given in the context of our EL Programs until students reach proficiency on an annual test of English. These students are then “recertified” and monitored for a period of 2 years.

22. WCPS English Learner Programs Members of our department can be seen as sources of information regarding a variety of topics. Please ask if you have questions. The EL Department also assists with things, such as interpretation and translation, facilitating parent involvement activities, coordinating services with community organizations and stakeholders, etc.

23. Five Very Important Considerations 1. Know your classroom “community” well. In the context of English Learners, we should know: Educational history First (and second) language Something of their culture Proficiencies in the heritage language English language proficiency

24. Considerations Cont. Information about educational, linguistic and cultural background is available from enrollment information. Language proficiency information is available form the ESL teacher. You should also have a copy of the annual Program Services Plan, which describes the goals for instruction and accommodations for classroom instruction & testing.

25. Considerations Cont. Seek First to Understand- You’ve heard this a lot! Seek out information about topics such as second language acquisition, effective practices for ELs in the areas of instruction and assessment, fostering academic conversation in the classroom. District EL Module ESL teacher, GEO Center Staff, etc.

26. Considerations Cont. These last two considerations are foundational beliefs that are so important when we consider the instructional needs of EL students in content classrooms 3. ELs are often considered “difficult to teach,” liabilities, etc., when in fact they bring tremendous linguistic and cultural resources and experiences to bear in our classrooms.

27. Considerations Cont. 4. The language emphasis of the CCS and the (impending) Next Generation Science standards necessity our realization that, if we are teaching content, we are in fact teaching language as well. We are seeking to teach or “apprentice” our students to use the language of content as they explore and construct knowledge within each discipline. In the end, we want them to be able to describe, explain, analyze, synthesize, debate in articulate ways.

28. Considerations Cont. 5. Do not “coddle” the EL by seeking to water down the content and language demands in your classroom. Maintain high expectations and provide high support . Academic language can only be learned by engaging with rich, academic, grade appropriate text (when appropriate support is provided by teachers who know how to support the language).

29. Stages of Second Language Acquisition Preproduction (Generally first 3 months of second language exposure) Early Production (3-6 months of exposure) Speech Emergence (6 months to 2 years) Intermediate Fluency (2-3 years) Advanced Fluency

30. Stages of Second Language Acquisition (Adapted from Hurley, S. R. & Tinajero, J.A. 2001; Lopez & Gopaul-McNicol, 1997; Collier, C., 2004; Hearn, 2000; Roseberry-McKibbin 2002; Rhodes, Ochoa, and Ortiz, 2005) 1. Preproduction (First 3 months of L2 Exposure) Characteristics • Comprehension stage- student is developing skills even though expressive skills are minimal. Listening is critical skill at this stage- student learns to associate sounds and meaning. • Student is able to understand basic directions when paired with demonstrations and visual cues; may understand key words of concepts • Very few oral skills are demonstrated at this point. The ELL student may respond nonverbally by pointing, gesturing, nodding and drawing. A “silent period’ in which little or no verbalization is observed often occurs during this stage. The silent period can last up to about 3 months. Suggestions for Teaching Strategies Frequent opportunities for active listening using visuals and common objects from home or Classroom)

31. Stages of Second Language Acquisition 2. Early Production (3 – 6 Months) Characteristics • Word usage and comprehension are continuing to develop. • Student listens with increased understanding. • Student uses one or two word utterances, some short phrases/sentences particularly related to social/every day events (i.e., BICS). Suggestions for Teaching Strategies Questions to ELLs at this stage should be limited to “yes/no” type questions. It is also appropriate to incorporate “either/or” type questions or questions which require a very simple, factual response. ELLs should be encouraged to imitate correct responses by teacher/peers.

32. Stages of Second Language Acquisition 3. Speech Emergence (6 Months to 2 Years) Characteristics • Student uses longer and more complex phrases/sentences. • Student is able to generate independent sentences and retell a short story in second language. • Student may show problems with grammatical errors related to transferring information from L1 to L2. • Student understands concrete written English that is accompanied by concrete contexts, such as pictures, objects, actions, and sounds. • Student understands ideas that are within his/her range of experiences. Suggestions for Teaching Strategies Provide opportunities for student to retell stories, using picture and word cues Have student explain actions in a picture or picture sequences.

33. Stages of Second Language Acquisition 4. Intermediate Fluency (2-3 Years) Characteristics • Student engages in conversations and interacts more with others whose primary language is English. • Student’s expressive language skills are significantly improved, fewer expressive errors. • Student’s “information processing” is slower in L2 – won’t respond as quickly as a native speaker. • Student is able to express thoughts and feelings. Suggestions for Teaching Strategies Provide opportunities for student to create oral and written narratives.

34. Stages of Second Language Acquisition 5. Advanced Fluency Characteristics Student continues to demonstrate more proficient receptive and expressive skills in L2, but processing information may continue to be at a slower rate in the areas of memory, retrieval, and encoding. A slower rate of processing can persist for several years after learning a second language because significant amounts of time and practice are needed to decode a new language. For example, the student may first need to translate information from L1, then back to L2. At this stage, the ELL student generally produces grammatical structures and vocabulary comparable to native English speakers of the same age. Suggestions for Teaching Strategies Teachers continue ongoing language development through integrated language arts and content area activities with an emphasis on vocabulary and content information.

35. To sum up the stage discussion The process of second language acquisition proceeds in definable, relatively predictable stages Generally speaking, higher stages are built upon reaching proficiency in previous stages

36. Stage summation continued While the stages proceed in a fairly linear fashion, skill development in listening, speaking, reading and writing may not. Skill development can be evidenced in various areas at different points in the process, and progress in one area (e.g., reading) can impact progress in other areas (e.g., listening and speaking). Finally, the development of proficiency is greatly impacted by psychological, personality, emotional and social factors. For example, determination, motivation and/or a general “outgoing” attitude can speed up the process. Shy and reticent children will be hesitant to take risks and their second language development can take much longer.

37. Two Types of Language Proficiency Basic Interpersonal Language Skills (BICS)- social language Academic Language or Cognitive Academic Language Proficiency (CALP)

38. BICS (Social Language) Develops with even passive exposure to a second language within 1-2 years High contextual, concrete May be very misleading in terms of others’ perceptions of a student’s English Language Proficiency

39. Social language proficiency: This type of language proficiency refers to the language used in informal interaction with others. The vocabulary used in BICS is often very general, and slang and other informal conventions are appropriate. Likewise, the language structures used are generally very direct. Oral language is often accompanied by facial expressions and gestures which can convey meaning, thus the language used in BICS can often be very simple yet still convey complex meaning at times. Vocabulary, syntax and semantics don’t play a critical role in BICS, and this type of language proficiency can develop through very unstructured exposure to a second language in about 1-2 years.

40. Social language proficiency continued: Unspecific referents are generally fine because people within the context of the communication have a common understanding of what the communication is about… what it is for.. Social communication has an important role in the educational context. Informal activities, discussion, instructions, etc. are often expressed in BICS-like language. Some jargon may be present and there might also be content-specific and higher level vocabulary (e.g., “power” verbs such as identify, specify, classify, analyze, discern, signify, etc.) “Social/Instructional” language Proficiency is one of the 5 areas measured by our state’s English language proficiency test, the ACCESS

41. Academic Language Development of academic language must be taught through purposeful, meaningful, explicit instruction Requires 5-7 years to develop completely ALP becomes a more critical skill as classrooms and instruction become increasingly decontextualized ALP encompasses the subject-specific vocabulary, semantic/syntactic control, and linguistic complexity (i.e., the length of oral or written response, the amount of detail, & the cohesiveness of the parts of the communication)

42. What Is Academic Language? “Knowing and being able to use general and content- specific vocabulary, specialized or complex grammatical features, and multifarious language functions and discourse structures- all for the purpose of acquiring new knowledge and skills, interacting about a topic, or imparting information to others” (Bailey, 2007). Simply, “the language of text” (Lesaux, 2009)

43. Academic Vocabulary It is critical that all of our children be explicitly taught the meaning of academic vocabulary words. Researchers have determined that students must being able to comprehend the meaning of 90-95% of the words in a passage in order to gain meaning from that passage (Calderone, 2007; Klingner, Hoover & Baca, 2008; Lesaux, 2009)

44. Typical, Developmental Processing errors for English Language Learners Silent Period Negative Transfer or Interference Code-switching Over-generalization Simplification Language Loss

45. Language loss Brain processing/learning theory and the importance of language as not only a mechanism of storage and retrieval, but also a platform onto which we can build new language concepts, vocabulary and language structures The development of schema and background knowledge. We need to access this knowledge to build more complex schema We want to really devote ourselves as practitioners and consultants to inform parents and educators about the importance of strengthening L1 while building L2. Losing L1 (or even an L1 in atrophy) can impede development and make our jobs more difficult.

46. WIDA (World Class Instructional Design and Assessment) Consortium Consortium of 31 states that share English language proficiency standards and the ACCESS for ELLs, the test given yearly to assess English proficiency in our EL students. Kentucky joined the WIDA Consortium in 2006 WIDA leaders developed the English language proficiency standards in 2004 and developed the ACCESS soon after. Last year, the ACCESS was given in 27 states to 975,441 students.

47. WIDA Stages of Language Acquisition Level 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging Level 6 Reaching

48. The WIDA English Language Proficiency Standards 5 Standards: Students will acquire... • Social & Instructional Language • Language of Language Arts • Language of Math • Language of Social Studies • Language of Science