You Are the Language Learner: Understanding ESL Instruction

1. Helping All English Language Learners Presented by Karen Nolan, ESL Tutor, Berlin Public Schools KNOLAN@berlinschools.org and Mitchell Grayson, ESOL Coordinator, Cromwell Public Schools mgrayson@cromwellct.org November 4, 2003

2. You Are the Language Learner Place yourself in another language setting.

3. Content Objective After experiencing lessons taught in Ukrainian, participants will answer the following essential questions: • What does learning look like? • What do I want my teachers to do to help me? • How can I apply these answers to my own instruction? • How do I define success? ~

4. Language Objective In small groups, participants will discuss responses, then share with whole group.

5. You Are the Language Learner • Place yourself in another language setting • What does learning look like? • What do I want my teachers to do to help me? • How can I apply these answers to my own instruction? • How do I define success? ~

6. Compare the two lessons Lesson 2 Lesson 1 Both Same language Same objectives

7. Answering the Essential Questions

8. Workshop OutlineTo Help You Answer the Essential Questions • Why Sheltered Instruction • Second Language Acquisition Basics • Sheltered Instruction Observation Protocol (SIOP) ~

9. Why Sheltered Instruction? • Research Based • Useful for All Educators of English Language Learners • Effective for All Students • Observable • Best Practice • Goes Beyond Effective Instruction ~ SLA

10. Research Based • Differences among ELLs • Wide range of language proficiencies (in English and their native language) • Wide range of subject matter knowledge • Diversity in their educational background • Expectations of schooling • Socioeconomic status • Age of arrival • Personal experiences while coming to and living in the United States ~

11. Research Based • What is the SIOP model? • Model used to improve the academic success of ELLs • A product of several research studies conducted over the past decade • Refined, strengthened, and used for professional development with research project teachers across the country • Preliminary instrument was field-tested with sheltered teachers and refined according to teacher feedback and observations in the classrooms ~

12. Research Based

13. Useful and Effective • Provides ELLs with language support while they learn content subjects • Develops socio-cultural awareness • Scaffold instruction aids in comprehension and develops necessary background information and experiences • Helps make instruction accessible while developing English language proficiency ~

14. Observable – Beyond Effective Features Unique to Sheltered Instruction Wait time Key vocabulary Adapted content Language objectives Clarification in L1 (native language) Appropriate speech for proficiency level Supplementary materials Student background experiences Pacing – Strategies – Scaffolding Students engaged - Content objectives - Vocabulary review Hands-on materials - Feedback provided - Meaningful activities Links to past learning - Review and assessment - Clear explanation of tasks Supplementary materials - Higher-order thinking skills - Variety of grouping strategies Echevarria and Graves 2003, page 54 Features shared by Sheltered and Effective Instruction

15. Second Language Acquisition • Basic Interpersonal Communicative Skills (BICS) • Cognitive Academic Language Proficiencies (CALP) • Stages of Language Acquisition • Myths about Second Language Acquisition ~ SIOP

16. Basic Interpersonal Communicative Skills(BICS) • Conversational language • Acquired when ELLs have sufficient access to comprehensible input and positive motivation • Students can interact with teachers and peers • Small group work activities foster development • Research indicates that peer appropriate fluency takes up to 2 years ~

17. Cognitive Academic Language Proficiencies(CALP) Cognitive Requires higher-order thinking Language skills and proficiencies developed in any one language can be applied to a new language Academic Should be integrated with language instruction Language Allows students to make connections between L1(native) and L2(target) Language L1 knowledge helps make L2 input more comprehensible Proficiencies Students become successful learners ~

18. Cognitive Academic Language Proficiencies(CALP) Why Teach Academic Language? It is the key to success in school. Not usually learned outside the classroom. Teachers often assume students already have appropriate academic language skills. Practice in using English as a medium for thought. Research indicates that peer appropriate proficiency takes from 6 to 9 years. ~

19. Stages of Language Acquisition • Language is functional • Language varies • Language learning is cultural learning • Language acquisition occurs through meaningful use and interaction • Language processes develop interdependently (integrated whole language approaches work best) • Native language proficiency contributes to second language acquisition • Bilingualism is an individual and societal asset ~

20. Stages of Language Acquisition • Culture shock (extremely disruptive to overall functioning) • The Silent Period (normal period - learning is occurring) (patience on our part is a virtue) • Comprehensible Input (language is simplified not the overall concepts) (think essential questions) • Affective Filter (the wall of anxiety which inhibits learning) ~

21. Stages of Language Acquisition Predictable Stages • Preproduction Developing receptive language skills • Early Production Limited vocabulary use and expression receptive language still developing • Speech emergence Language use becoming more complex and receptive language increasing rapidly • Intermediate fluency Reading and writing abilities increasing dramatically • Fluency Near native language function ~

22. Myths about Second Language Acquisition Myth # 1 ESOL students learn English easily and quickly simply by being exposed to and surrounded by native English speakers. FACT Leaning a second language takes time and significant intellectual effort on the part of the learner. Learning a second language is hard work; even the youngest learners do not simply “pick up” the language. ~

23. Myths about Second Language Acquisition Myth # 2 When ESOL learners are able to converse comfortably in English, they have developed proficiency in the language. FACT It can take 6-9 years for ESOL students to achieve the same levels of proficiency in academic English as native speakers. Moreover, ESOL students participating in thoughtfully designed programs of bilingual or sheltered content instruction remain in school longer and attain significantly higher rates of academic achievement in comparison to students without such advantages. ~

24. Myths about Second Language Acquisition Myth # 3 In earlier times immigrant children learned English rapidly and assimilated easily into American life. FACT Many immigrant students during the early part of this century did not learn English quickly or well. Many dropped out of school to work in jobs that did not require the kinds of academic achievement and communication skills that substantive employment opportunities require today. ~

25. SIOP Lesson Structure < Sample Lessons> • Unit Introduction with Technology • Long Range Goals/Objectives • Spontaneous Lessons ~ Lesson Structure

26. Content ObjectiveAfter working with given diagrams, the students will recognize the name and identify the parts of the plant with 80% accuracy. Target vocabulary Primary vocabulary plant leaves stem roots flower seeds Secondary vocabulary soil water minerals Language Objective After guided practice, the students will use target structures correctly. “This is ___.” “These are _______.” “What is this?” “What are these?”

27. The Parts of a Plant This is a plant. This is a flower. Seeds are made in the flowers. These are leaves. This is the stem. These are the roots. Some plants have flowers and seeds. A plant has leaves, a stem, and roots.

28. The Parts of a Plant water water soil minerals ROOTS The roots hold the plant in the soil. The roots take water and minerals from the soil into the plant.

29. water water minerals The Parts of a Plant STEM The stem moves water and mineralsup into the plant. The stem holds the plant up. The plant can stand up.

30. water water minerals soil The Parts of a Plant LEAVES The plant makes food in the leaves. This is called photosynthesis. Water and minerals from the soil help the plant make food. Light from the sun helps the plant make food.

31. Seeds are made in the flowers. The Parts of a Plant FLOWERS Plants with flowers are called flowering plants.

32. The Parts of a Plant SEEDS The seeds will grow into new plants. 1 2 3

33. The Parts of a Plant What is this? What is this? What are these? What is made here? What is this? What are these? Some plants have flowers with seeds. This is a plant. A plant has leaves, a stem, and roots. This is a flower. These are leaves. Seeds are made here. This is the stem. These are roots.

34. The Parts of a Plant What is this? What is this? What are these? What is made here? What is this? What are these? Some plants have flowers with seeds. This is a plant. This is a plant. A plant has leaves, a stem, and roots. This is a flower. This is a flower. These are leaves. These are leaves. Seeds are made here. Seeds are made here. This is the stem. This is the stem. These are roots. These are roots.

35. The Parts of a Plant What is this? What is this? What are these? What is made here? What is this? What are these? Some plants have flowers with seeds. This is a plant. A plant has leaves, a stem, and roots. This is a flower. These are leaves. Seeds are made here. This is the stem. These are roots.

36. The Parts of a Plant What is this? What is this? What are these? What is made here? What is this? What are these? Some plants have flowers with seeds. This is a plant. A plant has leaves, a stem, and roots. This is a flower. These are leaves. Seeds are made here. This is the stem. These are roots.

37. The Parts of a Plant What is this? What is this? What are these? What is made here? What is this? What are these? Some plants have flowers with seeds. This is a______. A plant has leaves, a stem, and roots. This is a _______. These are______. _____ are made here. This is the ____. These are _____.

38. The Parts of a Plant What is this? What is this? What are these? What is made here? What is this? What are these? Some plants have flowers with seeds. A plant has leaves, a stem, and roots.

39. Long Range Goals/Objectives • Lesson Plan - Grade 2 • Materials: The Gingerbread Boy (book) • Lesson: Story Elements: characters/setting – beginning/middle/end • Read! The Gingerbread Boy • Discuss: characters, setting, beginning, middle, end • Complete : Story chart (individually) • Vocabulary: characters, setting, beginning, middle, end • Content Objectives: The student will be able to identify the characters and setting of the story, as well as, being able to determine the order of events. • Language Objectives: The student will demonstrate understanding of the above concepts by orally answering questions about the concepts and writing/drawing these events on their worksheet.

40. Long Range Goals/Objectives • Lesson Plan – Grade 5 • Materials: Chart paper story frameworks – (books) Owl Moon, Birds of Prey – Vocabulary cards – explains, examines, describes • Lesson: Narrative vs. expository writing • Read: Owl Moon – Birds of Prey • Discuss: Which book is an example of expository writing Which book is an example of narrative writing • Complete: Framework for each type on chart paper • Vocabulary: describes – explains – examines • Content Objectives: The student will be able to define the words explain, examines, describes and use them to differentiate expository writing from narrative writing. The student will be able to fill in a story frameworks chart using information from the books. • Language Objectives: The student will be able to describe the purpose for narrative and expository writing.

41. Spontaneous Lesson Planning

42. SIOP Lesson Structure • Lesson Preparation • Instruction • Review/Evaluation ~

43. SIOP Lesson Structure • Lesson Preparation • Content/Language Objectives • Use of supplementary materials • Adapted content and text • Meaningful activities ~

44. Lesson Preparation Content Objectives

45. Lesson Preparation Content Objectives • Given a set of pictures, the student will be able to place the pictures in a proper sequence with no more than one error. • Given the necessary materials and the dimensions, the student will construct a polygon with all dimensions being within 5 percent. • The student will be able to identify(select letter) on a multiple-choice test the subplots of the poems read in class with 100 percent accuracy. • The student will write a 300-word essay on a given social studies topic with no sentence fragments and no more than two errors in grammar. ~

46. Lesson Preparation Language Objectives • Focus on language aspects appropriate to student’s level of acquisition • Provide opportunities to develop reading, writing, speaking, and listening skills • Develop learning strategies • Develop social and academic competencies ~

47. Lesson Preparation Language Objectives The student will: • Give and ask permission. • Record observations. • Write a letter or e-mail message to an adult or a peer using appropriate language forms. • Skim chapter headings and bold print to determine key points of a text. • Answer questions after listening to a class discussion or short story. ~

48. Lesson Preparation Use of supplementary materials Should support curriculum and contextualize the learning process. Includes: Hands-on manipulatives Realia, props Pictures, models, graphs, etc. Technology Graphic organizers ~

49. Lesson Preparation Adapted Content and Text Outlines Leveled study guides Highlighted text Marginal notes Rewritten in simplified language Taped text Jigsaw reading technique ~

50. Lesson Preparation Meaningful activities • Should promote language development • Connections to past experiences and prior learning • Serve a function related to the objectives ~