Teaching English Language Learners

1. Teaching English Language Learners Collaboration of Secondary Science and ESL Teacher Development Specialists July 2011

2. Video from Biology EOC

3. The Process of Second Language Acquisition The process of second language acquisition is divided into five identifiable stages of learning. • Stage 1: Silent Stage • Stage 2: Early Production • Stage 3: Emergence of Speech • Stage 4: Intermediate Ability • Stage 5: Advanced Fluency

4. Stage 1: Silent Stage • Can last for about 10 hours to 6 months • Learner does not speak second language but is able to respond to new words and pronunciation. • Learner has understanding of new words as well as their meanings and pronunciations. • Learner faces “language shock” and are seen as rejecting the words of second language • Learner observed engaging in “self-talk”; BICS (Basic Interpersonal Communication Skills) – social language

5. Stage 2: Early Production • Last about 6 months • Learner develops an understanding of about 1,000 words • Learner gains ability to speak a few words and use some simple phrases of the second language. • Mispronunciation is common during this stage. • Teachers introduce new words in second language to enhance vocabulary

6. Stage 3: Emergence of Speech • Learner begins to speak in the second language • Learner starts forming simple statements, improve pronunciation, take a few steps towards reading and writing in second language • Learner tries to form big sentences and tends to make mistakes in grammar • Teacher encourages greater usage of words and learner conversing in second language. • CALP – Cognitive Academic Language Proficiency – academic language

7. Stage 4: Intermediate Ability • Can last for one year after speech emergence • Learner uses complex sentences and attempts to use the newly acquired language to a greater extent. • Learner attains a certain level of proficiency where they can hold and state their opinion, and discuss • Learner begins to think in second language

8. Stage 5: Advanced Fluency • Takes a couple of years to gain complete proficiency in second language. • Takes time to get fully absorbed into the mind of the learner. • Learner has ability of fluent conversations and clear thinking in second language • Learner develops separate vocabulary • Learner attains a level of confidence of expressing oneself.

9. The enhancement of the language skills and the expansion of the language vocabulary is a continuous process. The process of learning a language never ends in the true sense of the term. Manali Oak

10. Diversity of English Language Learners

11. What is Diversity? The inclusion, welcome, and support of individuals from all groups, encompassing the various characteristics of persons in our community. The characteristics can include, but are not limited to: age, background, citizenship, disability, education, ethnicity, family status, gender, gender identity/expression, geographical location, language, political views, race, religion, sexual orientation, socioeconomic status, and work experience.

12. Why Diversity? Diversity is important because it provides our society and culture with unique and inspirational perspectives. Diversity can create new ideas and changes that can be beneficial to a society.

13. What is an English Language Learner (ELL)? • An ELL is an active learner of the English language that may benefit from various support programs. • ELLs are a highly heterogeneous and complex group of students.

14. The Many Faces of ELLs - Statistics ELLs are: • The fastest growing segments of the student population! • > 70% increase between 1992 and present • Highest growth between grades 7-12

15. The Many Faces of ELLs - Statistics • Do not easily fit into simpler categories, they compromise a very diverse group. • 57% are born in the U.S. • 43% born outside U.S. • Varied levels of language proficiency, socioeconomic backgrounds, academic expectations, content knowledge and immigration status

16. The Many Faces of ELLs - Statistics • ELL students are increasingly present in all U.S. states. • Formerly concentrated in a few States, but presently almost all states have populations of ELLs. • States in the Midwest and South have significant increases in their numbers of ELL students. • Nationwide, ~ 43% of secondary educators will teach ELLs.

17. The Many Cultures of ELLs • HISD Students are coming from more than 90 countries with different culture and complexion. • It is important for teachers to understand the different ways students from other cultures interpret verbal and non verbal communication. • In addition, emotions are displayed differently, which can lead to miscommunication and incorrect interpretation.

18. ELL KEY TERMS The terms used to describe ELLs blur, overlap, and change with time, as well as with shifting socio-political dynamics. • ELL (English Language Learner): an active learner of the English language who may benefit from various types of language support programs. This term is used mainly in the U.S. to describe K–12 students. • ESL (English as a Second Language): formerly used to designate ELL students; this term increasingly refers to a program of instruction designed to support the ELL. It is still used to refer to multilingual students in higher education. • LEP (Limited English Proficiency): employed by the U.S. Department of Education to refer to ELLs who lack sufficient mastery of English to meet state standards and excel in an English-language classroom. Increasingly, English Language Learner (ELL) is used to describe this population, because it highlights learning, rather than suggesting that non-native-English-speaking students are deficient.

19. ELL KEY TERMS • EFL (English as a Foreign Language) Students: nonnative-English-speaking students who are learning English in a country where English is not the primary language. • 1.5 Generation Students: graduates of U.S. high schools who enter college while still learning English; may include refugees and permanent residents as well as naturalized and native-born citizens of the U.S. 7

20. Part 3

21. Created opportunities for input and output • -English language learners need opportunities in small settings to have cooperative interactions that lead to more comprehensible input because classmates modify or adapt he message to the listeners needs.

22. ‘Understand and acknowledge the affective filter • English language learners need an effective environment in which their emotional state or affective filter is understood, acknowledge, and respected. The affective filter can interfere with the acquisition of a new language through the emotions of embarrassment and anxiety.

23. Created opportunities for Silence • -English language learners need time to listen to others speak, digest, hear, develop receptive vocabulary, and the opportunity to observe their classmates interactions.

24. Awareness of the Diverse cultures and languages of all students • English language learners need a classroom environment where the students feels accepted, encouraged, and empowered, and understood. The next table discusses possible cultural differences in student behavior. -English language learners need teachers to understand how their culture impacts their learning and link their learning to their personal, culture, and world experiences.

26. Constant and consistent opportunities for hands on experiences • -English language learners need opportunities to engage in hands-on experiences that assist an ELLs to face two learning tasks; the need to understand the science content in the lesson & the language associated with the content. Scaffold inquiry can provide essential support for ELLs to build science literacy.

27. Consistent guided Support • English language learners need guided support from the teacher and help from peers. Support is not only verbal support but can be in form of multiple forms of assessment, providing clear feedback, and setting achievable real time challenging goals for students to be able to demonstrate their understandings of the content in a variety of ways and give more opportunities for listening, reading, speaking, and writing.

28. Consistent and Clear Vocabulary Instruction • -English language learners need practice in learning new words, and given the ability to tie new vocabulary to prior learning and use visuals to reinforce meaning. Students need new vocabulary words that occur in the text as well as those related to the subject matter.

29. Opportunities to have clear understanding of objectives • -English language learners need to be able to comprehend and communicate content and language objectives after each concept to allow time to work with and build their academic language throughout the unit.

30. Effective use of Questioning • -English language learners need alternative questioning that allows for checking student learning and understanding. Quality questioning can drastically shape conversations and push ELLs to use more challenging terms and grammar.

31. Opportunities for effective communication • -English language learners need the opportunity to communicate abstract ideas illustrated by various forms of media; from photos, diagrams, graphs, charts, math & chemistry symbols, and lab experiences. ELLs need efficient classroom talk that allows for working with new information such that it becomes knowledge and understanding.

32. HISD ESL Approach The Multilingual Department through its four major divisions (Bilingual/ESL Programs, Title III Program, Migrant Education Program and the Refugee Program) is committed to serve HISD schools by providing expertise, guidance, support and training in the areas of Bilingual/ESL Education and Programming

33. Bilingual Education/ESL An instructional program offered in selected middle schools for students whose native language is other than English (Spanish, Vietnamese, etc.) and who need to enhance English language skills. The program provides limited English proficient (LEP) students with a carefully structured sequence of basic skills in their native language, as well as gradual skill development in English, beginning at PK, through English as a Second Language methodology

34. English Proficiency The student's level of English proficiency is designated by LPAC (Language Assessment Proficency Committee ) when students are initially identified as LEP, annually during end-of-year LPAC reviews, and as needed. The levels of English proficiency are Preliterate, Beginning, Intermediate, Advanced, and Transitional. These levels may be determined based on ESL level characteristics, oral English proficiency, English standardized achievement scores (when applicable), writing characteristics, student interviews, and/or teacher observation of language use.

35. Texas ELL Portalhttp://www.elltx.org/trainings.html The Texas English Language Learner Instructional Tool (TELLIT) Courses designed to help teachers learn how to address the linguistic, cognitive, and affective needs of English Language Learners. During these courses, participants will view video segments of teachers using effective strategies that enhance instruction and promote academic achievement for ELL students.

37. ELPS in the Science Classroom

38. Training Goals To build background knowledge of the ELPS To provide linguistic support for ELLs and other struggling students To build a deeper awareness of the language of Science

39. Where are we now? • In your teams ask your self the following questions: • What are ELPS? • What are the five language domains? • What is a content objective? • What is a language objective? • Which teachers must include language objectives in their lesson plans?

40. Evaluation • English Language Proficiency Standards • Learning Strategies (Thinking), Listening, Speaking, Reading, and Writing • Content objective - what students should know and be able to do • Language objective – a specific development in students’ academic English • All teachers

41. Statutory Requirement Texas Administrative Code §74.Chapter 74: Curriculum Requirements Subchapter A. Required Curriculum §74.A.4: English Language Proficiency Standards

42. TEA’s response to the need for English Language Proficiency Standards (ELPS) Introduction District responsibilities Cross-curricular Second Language Acquisition Essential Knowledge & Skills Language proficiency levels Implementation date 2008-09

43. Introduction Implementation with each course’s TEKS Acquisition of social and academic language Effective integration of second language acquisition with quality content area instruction

44. School District Responsibilities Identify students’ language proficiency levels Provide linguistically accommodated instruction Provide content instruction that includes the cross-curricular second language acquisition essential knowledge and skills (TEKS for ELLs) Provide foundation second language acquisition instruction for ELLs in the beginning and intermediate levels (ESOL)

45. Student Expectations Learning Strategies (Thinking) Listening Speaking Reading Writing

46. ELL Proficiency Level Descriptors Four levels of language proficiency • Beginning • Intermediate • Advanced • Advanced High

47. ELL Proficiency Level Descriptors Descriptors for each language domain • Listening • Speaking • Reading • Writing

48. Implementation date • Effective: December 25, 2007 • Implementation: 2008-2009

49. Instructional Considerations: Language for the 5E Model of Instruction: Sentence Starters(handout) The 5E Phases • Engage • Explore • Explain • Elaborate • Evaluate • Post them • Point to them during class discussions • Use for group activities with teachers or students to develop questions

50. Let’s think about language….