Teaching Speakers of Other Languages

Teaching Speakers of Other Languages Embracing diversity

A brief quiz on English Language Learners • T or F Adults learn second languages more quickly and easily than young children. • T or F ELLs normally learn to speak first. • T or F ELLs often know more language than they can demonstrate. • T or F ELLs will acquire academic English faster if their parents speak English at home.

T or F The more time ELLs soak up English in the classroom, the more quickly they will learn the language. • T or F Once ELLs speak English, they are ready to undertake academic tasks of the classroom. • T or F All students learn language the same way; their culture does not impact the speed of acquisition.

A little test in English . . . The blonke was maily, like all the others. However, this particular blonke was quite drumly--lennow, in fact, and almost samded. When yerden, it did not quetch like the other blonkes, or even blore. The others blored very readily. It was probably his bellytimber that had made the one blonke so drumly. The bellytimber was quite kexy, had a strong

shawk,and was apparently venenated. There was only one thing to do with the venenated bellytimber: givel it in the flosh. This would be much better than to sparple it in the wong, since the blonkes that were not drumly could icchen in the wong, but not in the flosh.

Albanian Amharic Arabic Bosnian Cambodian Chinese French Haitian Creole Hmong Korean Lao Portuguese Punjabi Russian Somali Spanish (These are the languages into which Tennessee school forms have been translated.) You may have students who speak . . .

. . . which means ELLs may have varied attitudes about • ceremony precedence • courtship/marriage rewards • aesthetics privileges • ethics rights & duties • family ties religion • health & medicine gender roles • gesture & kinesics taboos • grooming concepts/time • ownership values

What does this mean for the classroom teacher? Some ELLs … • may not eat with peers • may not use knives & forks • wear clothing not found in majority • may not touch certain foods/drink • avoid direct eye contact • smile out of respect, not agreement • nod their head to signify attention, but not agreement or understanding • refuse activities requiring physical contact

Some ELLs … • will not participate in sports or after-school activities • will not answer teachers’ questions • may not volunteer, but WILL respond when invited to by the teacher • do not value any work besides exams • may be frequently absent due to family obligations • may often arrive late to school • may show signs of trauma

Some ELLs … • may appear disinterested or tired • may be very quiet/cooperative, but they need assistance • may have directionality problems in reading • may need to read aloud • may ignore oral language activities because they prioritize writing • may think that audiovisual products are for play, not learning • may behave too aggressively at recess

Helpful websites for ELL information: • www.state.tn.us/education/ci/ standards/esl/esl-prefacee.pdf • www.tntesol.org/forms/ESLProgramGuide.pdf • owl.english.purdue.edu/handouts/esl/ • www.eslcafe.com • www.everythingesl.net • www.cal.org • www.colorincolorado.org

Why must teachers have knowledge of ELLs? • Tennessee has experienced 300% growth in the ELL population since 1993 • These children may NOT be immigrants but their home language is not English. • Teachers are contractually obligated to teach ALL children. • It is the moral & ethical choice. • It is the LAW to serve speakers of languages other than English!

There is a need for teacher empathy: • Children didn’t make the choice to come to the U.S. or to be born into a family that doesn’t speak English. • It is frightening to be unable to communicate. • It is highly frustrating to have thoughts, ideas, feelings, and knowledge about subjects for which you have no language.

Kids may not have had accessible schools, especially those from war zones • Different cultures value education in differing ways. • Many ELLs are from migrant families. • They may have attended 10-15 schools before the end of the school year. • They are more likely to be impoverished.

Kids have to learn culture, not just language. HOWEVER, teachers should not view ELLs through a lens of deficiency,but opportunity; these children enrich our nation and have great potential for success.

Immigrants typically move through 4 stages of acculturation: • honeymoon • hostility • humor • home

Stages of English language development: • Pre-production • may last for 6-8 months • no verbal production • minimal comprehension Children can: point draw choose move mime circle match select act out

Early production • speak in1-2 word responses • limited comprehension • can label; they are building vocabulary Children can: name list label group tell/say answer respond

Speech emergence • comfortable enough for phrases & simple sentences • increased comprehension Children can: recall summarize retell describe define role-play explain restate compare contrast

Intermediate fluency • can easily communicate • very good comprehension • use of complex sentences Children can: analyze create defend debate justify evaluate complete support examine describe

BICS and CALP • Basic Interpersonal Communication Skills • usually takes 2 years for proficiency • Cognitive Academic Language Proficiency • takes between 5-7 years (if from middle class homes with expectations of college) • takes between 7-10 years for low S.E.S. children

ELL education is the law! • 14th Amendment “. . . nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.”

Civil Rights Act of 1964 Forbade discrimination in any federally funded activity

May 25th Memorandum (1970) If a second language keeps a child from full participation in the educational process, then the school district must take action to rectify the language challenges.

Lau vs. Nichols (1974) • There is no equity to ELLs by merely providing the same materials, teachers, resources, etc., as provided to native language students.

Lau vs. Nichols Justice Douglas wrote: “Basic English skills are at the very core of what the public schools teach. Imposition of a requirement that, before a child can effectively participate in the educational program, he must already have acquired those basic skills, is to make a mockery of public education. We know that those who do not understand English are certain to find their classroom experience totally incomprehensible and in no way meaningful.”

If teachers do NOT differentiate instruction for ELLs, then they are jeopardizing their teaching contracts. The Office for Civil Rights or other legal entity could sue them and/or the district for which they teach.

A short list of methods to differentiate for ELLs--every student--every class--every day • Extralinguistic cues such as visuals, props, and body language • Modifications in oral language use: repetitions, emphasis on important words, appropriate pauses • Increased wait time • Interactive conversations with frequent comprehension checks

Cooperative learning strategies • Focus on central concepts rather than on details by using integrated instruction • Adapt materials by adding graphic organizers, pictures, charts, maps, timelines, diagrams, etc. • Build on students’ prior knowledge

Emphasize extensive reading by the ELL • Demonstrate reading in English through read-alouds, shared reading, use of students’ stories printed by the teacher, use of high interest picture books that teach content, etc. • Help students use reading strategies such as mapping, note-taking, etc. • Teach subject matter simultaneously with English language skills.

http://www.everythingesl.net/inservices/twenty_five_quick_tips_classro_70733.php

Dr. Sarah Jo Sandefur UC Foundation Associate Professor of Literacy Education Teacher Preparation Academy, College of Health, Education, and Professional Studies Sarah-Sandefur@utc.edu 425-4776

Teaching Speakers of Other Languages