Instructional Models and Strategies for Teaching English Language Learners

1. Instructional Models and Strategies for Teaching English Language Learners Webinar – July 28, 2010 Mabel O. Rivera, PhD Ani C. Moughamian, PhD

2. The Center on Instruction is operated by RMC Research Corporation in partnership with the Florida Center for Reading Research at Florida State University; Instructional Research Group;the Texas Institute for Measurement, Evaluation, and Statistics at the University of Houston; and The Meadows Center for Preventing Educational Risk at The University of Texas at Austin. The contents of this PowerPoint were developed under cooperative agreement S283B050034 withthe U.S. Department of Education. However, these contents do not necessarilyrepresent the policy of the Department of Education, and you should notassume endorsement by the Federal Government.2010The Center on Instruction requests that no changes be made to the content or appearance of this product.To download a copy of this document, visit www.centeroninstruction.org

3. Instructional Models and Strategies for TeachingEnglish Language Learners Authors Ani C. Moughamian Assessment and Standards Development ServicesWestEd Mabel O. Rivera David J. Francis Center on Instruction English Language Learners Strand Texas Institute for Measurement, Evaluation, and Statistics University of Houston http://www.centeroninstruction.org/files/Instructional%20Models%20for%20ELLs.pdf

4. Welcome • Housekeeping • A few “Webex” items • Please post questions using the “chat” feature on the right side of your screen • Your phone was muted upon entry. Should you have a question, please “raise your hand” by pressing the “hand” button in Webex • We will have some time at the Instructional Models and Programs section and then again at the end of Instructional Methods and Strategies section for questions

5. Audience Poll I:Which RCC are you from? • Alaska • Appalachia (Kentucky, North Carolina, Tennessee, Virginia, West Virginia) • California • Florida and the Islands (Puerto Rico, Virgin Islands) • Great Lakes East (Indiana, Michigan, Ohio) • Great Lakes West (Illinois, Wisconsin) • Mid-Atlantic (Delaware, Maryland, New Jersey, Pennsylvania, DC) • Mid-Continent (Arkansas, Kansas, Missouri, Oklahoma) • New England (Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, Vermont) • New York • North Central (Iowa, Minnesota, Nebraska, North Dakota, South Dakota) • Northwest (Idaho, Montana, Oregon, Washington, Wyoming) • Pacific (Hawaii, American Samoa, Mariana Islands, Micronesia, Guam, Marshall Islands, Palau) • Southeast (Alabama, Georgia, Louisiana, Mississippi, South Carolina) • Southwest (Arizona, Colorado, Nevada, New Mexico, Utah) • Texas

6. Audience Poll II: What is your role? RCC staff member SEA staff member LEA staff member Teacher/paraprofessional State director Administrator Professional development staff Other

7. Contextual Factors

8. Contextual Factors • Child and family characteristics • a student’s language knowledge (his or her native language as well as English proficiency), • socio-economic status (SES) • acculturation into American society • the culture of American public school • age of arrival • immigration status (first or second generation) • Instructional program features • variation of program features as well as the fidelity of program implementation and teacher quality • Socio-political and cultural considerations • debates influence instructional decision-making

9. Guiding questions How long have students lived in the U.S.? What kind of language resources are available to the students at home or in their community? What print materials are available and in what languages? What type of prior schooling have students received, and in what languages? What is the students’ level of background knowledge in the content area of interest? What assessments are available and in what languages? What instructional resources are available in the school? What are the experience levels of teachers? How much experience do the teachers have working with ELL students? What are the school and community attitudes regarding bilingualism? Is this instructional program, method, or strategy research-based? Has more than one study demonstrated its effectiveness? Was research conducted on the particular population of ELLs in our school?

10. Instructional Models and Programs

11. Instructional Models and Programs

12. Instructional Models and Programs

13. Poll III: Which of these programs are offered in your state(s)? English-only Bilingual Bilingual with transitional support

14. Instructional Models and Programs

15. Research on Language of Instruction

16. Research • Differences in academic outcomes based on the language of instruction • Mixed results • Slavin & Cheung, 2005 • August & Shanahan, 2006

17. Questions thus far? If you have questions that you have not typed into the chat box, feel free to “raise your hand” using the Webex “hand” tool and we will un-mute your phone so we can hear your question.

18. Instructional Methods and Strategies

19. Overview & Poll IV • Demonstrated effectiveness in helping ELLs build L2 proficiency • CALLA • Two English-only • SIOP • SDAIE • Two dual language/transitional • BCIRC • ILTIP

20. CALLA Cognitive Academic Language Learning Approach Focus on secondary-level ELLs and above Uses cognitive learning theory Integrates academic content instruction with explicit instruction in language Generate student reflection Multiple opportunities to practice authentic language

21. CALLA Cycle of Instruction Preparation Presentation Practice Evaluation Expansion

22. SIOP Sheltered Instruction Observation Protocol Measures sheltered instruction Provides a model for lesson planning of academic English skills Makes academic content more understandable Builds on traditional sheltered instruction strategies

23. SIOP Essential Elements Preparation Building background knowledge Comprehensible input Strategies Interaction Practice and application Lesson delivery Review and assessment

24. SDAIE Specially Designed Academic Instruction in English Provide ELLs access to core curriculum and promotes English language development Grows out of work by Krashen (1982) Focuses on ELLs with intermediate-level knowledge of English Uses realia, manipulatives, visuals, and peer interaction

25. BCIRC Bilingual Cooperative Integrated Reading and Composition Uses explicit instruction in reading comprehension, language and literacy activities, and integrated language arts and writing tasks Designed for grades 2-5 Build background knowledge and vocabulary Multiple opportunities to develop English Use language knowledge to scaffold English

26. Features of BCIRC Grouping and teaming Basal-related activities Assessment Homework

27. ILTIP • Improving Literacy Transitional Instructional Program • Four-year transition program • Begins in 2nd and 3rd grades through 5th grade • Four theoretical principles: • Provide academic challenges • Ensure continuity • Make connections • Comprehensive, multi-dimensional, focused

28. Transition Stages of ILTIP • Pre-transition • Grades 2-3 • Transition I • Grade 4 • Transition II • Grade 5 • Uses literature study, skill-building elements, and English language development

29. Conclusions • Type of instructional program can positively influence language development • Mixed findings: Need further research to clarify which programs work best • Three key points (Goldenberg, 2008) • Incorporating instruction in ELLs first language promotes literacy achievement in English • Instructional strategies that are effective for monolingual English speakers are also effective for ELLs • Instructional strategies may need to be modified for ELLs

30. Recommendations • Focus on language and literacy needs of ELLs • Ensure use of the most effective instructional strategies and curricula, taking into account the specific needs of ELLs • Effective strategies: • Focus on oral language development • Use cooperative learning • Use explicit instruction in English literacy • Use differentiated instruction • Use graphic organizers • Focus on academic language

31. Questions? • Mabel Rivera • Mabel.rivera@times.uh.edu • 832-843-7007 • Ani Moughamian • amougha@wested.org • 415-615-3286 Please take our exit survey: http://www.surveymonkey.com/s/D9MYQCN