Alamance-Burlington School System Beginning Teachers

1. Alamance-BurlingtonSchool SystemBeginning Teachers ESL Student and Program Information

2. Burning Questions Some things to think about….. • ESL program • English Language Learners (ELLs) • Curriculum • State testing

3. Understanding Second Language Terminology • ESL– English as a Second Language • ESOL–English for Speakers of Other Languages • ELL– English Language Learner • LEP–Limited English Proficient

4. Spanish 123,841 Chinese 3,761 Hmong 3,622 Vietnamese 2,530 Arabic 2,331 Korean 1,731 French 1,478 Russian 1,259 Hindi 1,074 Gujarati 808 North Carolina ELLs by Language 2009-2010

5. Your LEPS Eastlawn 191 LEPs Projected, 3 ESL Teachers Haw River 181 LEPs Projected, 3.5 ESL Teachers North Graham 85 LEPs Projected, 2 ESL Teachers South Graham 161 LEPs Projected, 3 ESL Teachers Graham Middle 107 LEPs Projected, 2 ESL Teachers

6. What kind of Support can you get for these LEPs? • Collaboration with ESL Teachers • Co-teaching and Co-planning • ESL Professional Development • ABSS Professional Development integrating ESL Student Needs • ESL Pull-out by ESL Teachers • Some Interpreting/Translating Support

7. Elementary Student Crying Refusing to go to school Bed wetting Stomach aches Falling behind Nightmares Frequent visits to health room Elective mutism Negative Manifestations of Culture Shock

8. Time Spans for Language Acquisition English Language Learners 1 to 3 years Native English Speakers 7 to 10years BICS Social Language CALP Academic Language Source: James Cummins (1984) and Virginia Collier (1987)

9. Social vs. Academic Language Social LanguageAcademic Language Open the door, please. Would you like to get a coke? At what time do we go home? Tell me what you liked about the movie. Do you want to play? Define mammal. Compare and contrast Saturn and Jupiter. Paraphrase the paragraph. What is the main idea of this paragraph? Write a summary for your story.

10. Social vs. Academic Language Social LanguageAcademic Language • Simpler language. • Usually face-to-face, small number of people, informal setting. • Precise understanding is seldom required. • Many opportunities to clarify. • Technical vocabulary. • Often lecture-style communication or reading a textbook; little situational context. • Precise understanding and precise explanation is required. • More difficult to clarify.

11. Attitudes And Motivation Anxiety Self-Esteem FACTORS AFFECTING SECOND LANGUAGE ACQUISITION Native Language Age

12. Circle of Friends Circulo de Amigos

13. WIDA Standards • Standard 1: English Language Learners communicate for Social and Instructional purposes within the school setting. • Standard 2: ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts. • Standard 3: ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics. • Standard 4: ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Science. • Standard 5: ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies.

14. Stages of Language AcquisitionWIDA Language Proficiency Levels • Entering – Level 1 • Beginning – Level 2 • Developing – Level 3 • Expanding – Level 4 • Bridging – Level 5 • Reaching – Level 6

15. Other ESL Resources • Can Do Descriptors • LEP Accommodation Forms • ACCESS Teacher Reports • ESL Best Practices Handout

16. ACCESS Teacher Report

17. ACCESS Teacher Report

18. Burning Questions Some things to think about….. • ESL program • English Language Learners (ELLs) • Curriculum • State testing • Need more information?

19. For More Information: Your ESL teacher is your best friend! Carlos Oliveira, ESL Coordinator 516-2018 carlos_oliveira@abss.k12.nc.us Michele Woodson, Director of Instructional Improvement & ESL michele_woodson@abss.k12.nc.us