Three Foundational, Research-Based Issues in ELL Instruction

1. Three Foundational, Research-Based Issues in ELL Instruction Issues to Guide our Instruction for ELL Academic Success Presented by Marcia Gaudet • ELL Instructional Coach I

2. Our Objectives today: Our Content Objective today: • I can identify three foundational issues in ELL instruction that have been identified in research. Our Language Objective today: • Pre: I will identify and describe concerns I have with instruction for ELL students by thinking, writing down, and discussing these with a partner. • Post: At the end of our time together today I will identify which issue category one concern fit under, discuss with a partner one idea on how to support and deal with this concern, and write it on an exit card.

3. What are three foundational issues in ELL? • 1. Acculturation • 2. Language Acquisition • 3. Classroom Instruction that Works

4. Stephen Krashen’s 5-pronged theory of Language Aquisition • 1. Language acquisition is a subconscious and intuitive process much like how children pick up their first language. • 2. The monitor: If students learn language through rules rather than naturally fluency will be delayed. • 3. The natural order of acquisition: ELs will first acquire that which has the most meaning, form comes later. • 4. Providing comprehensible input – to acquire language. • 5. The affective filter: a cognitive shut-down if anxious.

5. What challenges are we facing? • No prior literacy • Literacy in L1 • Literacy + study of English

6. Sociolinguistic Development Level 6 Advanced Fluency Abstract language more accessible May need help with college essays Level 5 Advanced Fluency 5 – 7 years Decontextualized, abstract vocab SD Exits ELs Level 4 4.8 Composite Intermediate Fluency 3 - 5 years 12,000 receptive words 4.0 Read/Write 3 - 5 years to attain Level 3 Often quiet, don’t Speech Emergence: 1 - 3 years 7,000 receptive words ask questions 2-3 years to attain Level 2 1,000 receptive words Early Production: 6 months to 1 year Level 1 Pre-Production: 0-6 months 1-2 receptive words Note: In America 6 year olds in English speaking homes have 10,000 to 24,000 words of English in 1st grade when learning to read.

8. Age & Rate of Acquisition of Academic Language

9. How we serve ELLs in the SFSD Level 4,5, & 6 ELL Regular Content & Classrooms Level 2 & 3 ELL Regular Classrooms & Content Level 1 ELL Immersion Centers Elem – Pull-out/Push-in MS,HS - Sheltered SFSD Serving 1800+ ELLs 270 Level 1 Immersion Programs 1300 + 2s & 3s S.I.O.P. training is coming!

10. BICS & CALP • BICS - basic interpersonal communication skills (social language) • 1 to 2 years to acquire, context embedded • CALP - cognitive academic language proficiency (academic language) • 5 to 7 years, context reduced • To facilitate language learning we must re-embed lessons in context and make the language accessible and comprehensible to all our learners.

11. BICS…Social Language Listening: Follows general classroom directions Speaking: Converses easily about social situations with peers and teachers. May speak English without an accent. Reading: may decode reading material with ease, but may not comprehend what is read. Writing: Can fill out school forms. Can find and copy the answers to questions in textbooks. CALP…Academic English Listening: Can follow specific directions for academic tasks. Speaking: Expresses reasons for opinions. Asks for clarification during academic tasks. Reading: Reads academic materials with good comprehension. Writing: Can write an essay supporting a point of view. Examples of BICS & CALP

12. Nurture Individual Unique Experiences, Insights, reflections ACCULTURATION The adaptation to a new Culture: language, etc. ENCULTURATION How we learn to interpret the world-culture of caregivers: language, beliefs, tastes, humor, behavior, etc. THE BASICS OF BEING HUMAN Things all are born with: Sensory abilities, linguistic wiring, genetic & biological heritage, innate abilities, etc. Nurture Ways we are less like people Ways we are less like people. Ways we are more like people. Nature

13. Acculturation - the process of adaptation and integration into a new cultural environment (Collier). OR – the chaos of moving… between cultures! Home culture….School culture 3rd Culture Kids!

14. Lasts about 1 year Unpacking your mind The better you leave the better you enter. Transition Entering Leaving Chaos Unsettling Statuslesness Anxiety Resettling Preparation Celebration Denial Observation Introduction Vulnerability Engagement Re-Engagement Settled Settled Commitment Status Intimacy Commitment Status Intimacy The Transition Experience

15. Everyone goes through acculturation when they move – whether it is someone moving from the US to another country or from another country to the US!

16. Cycle of Culture Shock Fascination • Finds the new interesting and exciting. • Listens to the new sounds, intonations, and rhythms of the new language. • Tries doing/saying things in the new culture/language that are interesting. • Tries out new activities, words and attitudes with a lot of enthusiasm. Adjustment/Recovery • Basic needs met & routine established • Improvement in transition language skills • More positive experiences with new culture. • May experience stress in ‘home’ culture. Disenchantment • Encounters Problems. -At First: Basic Needs. -Later: More Complex problems. • Misunderstandings Related to language, customs, mannerisms occur. Mental Isolation • Misses ‘home’ culture. • Feels like outsider in new. • May limit or avoid all contact with new culture. • Spends more or all of one’s time with own cultural group.

17. Cognition & Culture Culture The concept of things that particular people use as models of perceiving, relating, and interpreting their environment. The process by which individuals perceive, relate to, and interpret their environment. Therefore: Any effort to assess or provide intervention with cognitive development must be done within the cultural context. Cognition

18. Acculturation - the process of adaptation and integration into a new cultural environment (Collier). • ELL students go through many phases of development as they are with us… • Looking at these phases and the reasons for them can help us to better understand & accommodate for the needs created by these factors. • Take a minute and share with a partner, an experience you have personally had as a new person in a new culture: a new food you have tried, a lesson learned the hard way, a wrong assumption you made, etc.

19. Common Side Effects of Acculturation Process • Heightened Anxiety • Confusion in Locus of Control • Withdrawal • Silence/unresponsiveness • Response Fatigue • Code-switching • Distractibility • Resistance to Change • Disorientation • Stress Related Behaviors

20. Acculturation can also be referred to as Culture Shock • These are NORMAL side effects of acculturation NOT indications of disabilities. • The appropriate intervention for these is to ‘treat’ the impact of culture shock, which is not a disability.

21. Terms you will hear… ELL - English Language Learner LEP - Limited English Proficiency ESL - English as a second language ENL - English as a new language TESOL - Teachers of English to speakers of other languages

22. Who are ELLs? • Who are ELL students in South Dakota? • Refugee students - placed through the UN & Secondary refugee students (no financial help) • Students who are immigrating on other types of visas: Ethiopia - Diversity visa, Mexico, etc. • Students born in the USA whose home language is other than English • International students who have been adopted! • Students who are children of visiting professionals and higher ed students (studying at Augustana, etc.)

23. Where do ELLs come from? • In the SFSD there are over 50 language groups • There is no Me without You - by Melissa Greene - Crisis in Ethiopia • At the Immersion Center we are now seeing students from: • Iraq, Yemen (Arabic) • Somalia,Kenya,Tanzania,Congo,Ethiopia, Burundi • Burma, Thailand • Mexico, Guatemala

24. What do teachers need to know to be effective with ELLs? • 1. If teachers speak English, they have what students need! • Speak clearly, not too fast, explain idioms • 2.Hands on learning, visuals, props, etc. • Marzano’s Nonlinguistic Representation, context embedded • 3. Remember 90%+ of communication with ELL’s is nonverbal - they see & feel everything! • They need to feel safe and that they belong in order for their brains to learn.

25. Classroom Instructional Resources • Marzano’s Classroom Instruction that Works with ELLs • Marzano’s Building Background Knowledge • SIOP is coming!

26. SIOP! • Sheltered Instructional Observation Protocol • Lesson Preparation • Building Background • Comprehensible Input • Strategies • Interaction • Practice/Appliction • Lesson Delivery •

27. Sheltered Instructional Observation ProtocolS.I.O.P. – 8 Components, 30 Features • Lesson Preparation • Building Background • Comprehensible Input • Strategies • Interaction • Practice/Application • Lesson Delivery • Review/Assessment

28. Comprehensible Input:Nonlinguistic Representation • Words alone cannot convey meaning to ELLs. • Nonlinguistic representation help ELLs. • Nonlinguistic representations include real objects, pictures, pictorgraphs, diagrams, physical models, video clips, recorded sounds, gestures, and movement. • Seeing is remembering.

29. Maisha ya kipepeo • Demale anajaalia ya wazima kwamba alikuwa yai mbolea na wa kiume. • Hatches ya yai katika vidogo larba. • Ya larva anakula na kukua kiasi kubwa. The larva inaona yenyewe na aina twig na nje ngumu shell. • A kikamilifu-grown wazima kipepeo anaibuka kutoka chrysalis. •  Wazima kuishi kwa muda mfupi tu. Wao hawawezi kula; wao kunywa tu kupitia stra yao kama cirkel proboscis. Watakuwa kuruka, mate, na kuzaliana.

30. Kipepeo Lifecycle Metamorphosis ya Butterfly ya Rouanez wote yai yai Yai hatches katika larva vidogo (kiwavi) kiwavi ya kula na kukua kiasi kubwa Watu wazima wa kike aliandika kwamba alikuwa yai fertilzed na wa kiume kiwavi ya kujishikiza jani la na aina ngumu nje shell Kijani Pupa A butterfly kikamilifu mzima anaibuka kutoka chrystalis ya Ndani ya Chrysalis mabadiliko ya kiwavi katika kipepeo Watu wazima kuishi kwa muda mfupi tu

31. Marzano’s 6 Steps for Effective Vocabulary Instruction: • 1. The teacher provides a description, explanation, or example of the new term. Research shows that just giving students a definition does not “appear to be a useful instructional tool, particularly in the initial stages of learning a new word.” Therefore, the teacher uses conversational descriptions, explanations, and examples when talking about the word with students. Question: What does this look like with ELL students? • Talk with an elbow partner

33. Marzano’s 6 Steps for Effective Vocabulary Instruction: • 1. The teacher provides a description, explanation, or example of the new term. • 2. Students restate the explanation of the new term in their own words. • 3. Students create a nonlinguistic representation of the term. • 4. Students periodically do activities that help them add to their knowledge of vocabulary terms. • 5. Periodically students are asked to discuss the terms with one another. • 6. Periodically students are involved in games that allow them to play with the terms.

34. Resources Available to teachers… • Acculturation: • ELL Teachers - ELL Working Files • Home School Liaisons • Language Acquisition • WIDA Website; Can Do Descriptors • Teacher & Parent ACCESS Reports • Classroom Instruction that Works • Document Library – ELL Handbook • Instructional Resources Wikki-ELL: SIOP

35. What are three foundational issues in ELL? • 1. Acculturation • 2. Language Acquisition • 3. Classroom Instruction that Works

36. Our Objectives today: Our Content Objective today: • I can identify three foundational issues in ELL instruction that have been identified in research. Our Language Objective today: • Pre: I will identify and describe concerns I have with instruction for ELL students by thinking, writing down, and discussing these with a partner. • Post: At the end of our time together today I will identify which issue category one concern fit under, discuss with a partner one idea on how to support and deal with this concern, and write it on an exit card.