Increasing Comprehensibility: Effective Instruction for ELLs

1. Increasing Comprehensibility:Effective Instructionfor ELLs Minda Lopez minda@satx.rr.com

2. For the learner: ELL—English Language Learner LEP—Limited English Proficient LES—Limited English Speaker SLL—Second Language Learner For the programs: ESL—English as a Second Language ESOL—English to Speakers of a Second Language SI or SIOP—Sheltered Instruction or SI observation protocol SDAIE—Specifically Designed Academic Instruction in English Some terms…

3. Demographics of US ELLs • 12% of entire population in 2004 is foreign born (more than doubled since 1970) • 1 in 5 children under the age of 18 are the children of immigrants • ELLs represent 6% of total student population nationwide Source: OELA, 2001

4. Demographics of US ELLs • 55% of foreign born children are from Latin America • 25% were born in Asia • 4% were born in Africa • 17% in Oceania, Europe or Canada Source: OELA, 2001

5. Demographics of US ELLs • 74% of ELLs speak Spanish as their L1 • No other language is represented by over 3% Order of languages spoken by ELLs in US Schools: • Spanish • Chinese • Vietnamese • Korean • Hmong • French • German • Russian • French/Haitian Creole • Arabic Source: OELA, 2001

6. Demographics of our ELLs Latinos in the US • The population is younger than average • 35% of Latinos are under 18 vs. 22% of NHW • 40% of Latinos are foreign born • 52.1% entered U.S. between 1990 and 2000 • Less likely to have graduated from high school • 57% of those 25 and older have high school diplomas vs. 88.7% N-HW • Language spoken at home (U.S. Latino population 5 yrs. old and over): • English only – 82.1% • Spanish only – 10. 7% (* don’t have the bilingual statistic)

7. Demographics in TX • 94% of ELLs in Texas Speak Spanish All other groups are 2% or less • Spanish • Vietnamese • Cantonese • Urdu • Korean • Arabic • Mandarin • Khmer • Lao • German Source: OELA, 2001

8. Texas population (2000 Census) Total: 20,851,820 Hispanic/Latino: 32% 27% speak Spanish Bexar County population (2000 Census) Total: 1,392,931 Hispanic/Latino: 54.3% 41% speak Spanish Texas Latinos

9. Languages represented (don’t know the specific order) Spanish Mandarin Cantonese Urdu Vietnamese Korean German French Japanese Bantu (Somalia) Russian Bexar County ELLs Source: Region 20, NEISD, NISD

10. The research: ELLs • Vygotsky (1978) Sociocultural approach--view that learning and literacy are social, cultural and linguistic acts situated in a sociohistorical context • Krashen (1987) Acquisition-Learning Hypothesis, Input Hypothesis (i + 1) and Affective Filter Hypothesis • Cummins (1984) 2 dimensions of language—social (BICS) and academic (CALP)

11. BICS (Basic Interpersonal Communication Skills) 1-3 years to develop CALP (Cognitive Academic Language Proficiency) 4-10 years to develop Types of Language ProficiencyAccording to Jim Cummins What are the implications of this for our classrooms? How does this help us to be better advocates for English Language Learners?

12. Social Language (BICS) Simpler Language Usually face-to-face Informal settings Precise understanding is seldom required Familiar topics Clues from expressions, gestures, context Many opportunities to clarify Academic Language (CALP) Technical Vocabulary (written has longer sentences & more complex grammar) Lecture-style communication or textbook style--few context clues Precise understanding required Abstract topics; cognitively complex; new information Fewer clues More difficult to clarify Social vs. Academic Language

13. According to Cummins... • English Language Learners must make 15 months’ gain for mainstream students’ 10 months gains • Constantly trying to “catch up” to their English speaking peers

14. Social and Academic Language Proficiency Native English Speakers English Language Learners Proficiency Proficiency * Typically 5-7 years if ELLs have had 2-3 years of first language schooling in home country—7-10 years if not 5-7 years (up to 10)* 2 years Social Language (BICS) Academic Language (CALP)

15. 1. In your group, fill out the matrix--using vocabulary from the specific content areas. 2. Be prepared to share some of your answers with the whole group. BICS and the Language of the Content Areas There may be more than one correct answer per box!

16. The Language of the Content Areas

17. BICS and CALP in the classroom: Word Maps

18. What is Language Proficiency? • Level of skill student demonstrates in a language • Ability to understand messages • Ability to express meaning effectively • Ability to use language fluently across a variety of contexts • Ability to self-correct * A. Ortiz, Learning Disabilities Occurring Concomitantly with Linguistic Differences, 1997

19. Language Proficiency Levels • Pre-production • Early Production • Speech Emergency • Intermediate Fluency • Fluency PEPSI

21. Additional Challenges… • ELLs are 3 times more likely to be considered low achievers • In Texas, all ELLs are automatically considered “at risk” • 30% of ELLs were retained in at least one grade (compared to 17% of native speakers) • 1/3 of Hispanics and 2/3 of immigrant students drop out of school Sources: ECS Clearinghouse (1997) When Students Get Behind Flores, J. L, Ed (1996) Children of La Frontera: Binational efforts to serve Mexican Migrant and Immigrant Students ERIC

22. What are some effective ways to help ELLS overcome these challenges?

23. What is effective for ELLs? What is not? Effective teaching strategies Create a t-chart & brainstorm

24. What is Sheltered Instruction? Sheltered instruction is a total English approach to instruction and classroom management that teachers can use to help English language learners acquire English and content area knowledge and skills. From Region IV State Supported Sheltered Instruction Training

25. What is Sheltered Instruction? continued… “Draws from and complements methods and strategies advocated for both second language learners and mainstream classrooms.” “S.I. is beneficial for ELLs because the more familiar they are with academic tasks, routines, etc., the easier it will be for them to focus on the new content in mainstream classes.” Sheltered Instruction Observation Protocol by Echevarria, et. al

26. When do we use Sheltered Instruction? • “Sheltered Instruction can be a part of many program designs, ESL, bilingual education, dual language immersion, etc.” p. 12 Sheltered Instruction Observation Protocol by Echevarria, et. al In Texas, Sheltered Instruction is commonly used to refer to ESL instruction by a non-ESL certified teacher to ESL students along with English speaking students in the mainstream classroom (Secondary) or to mixed population classes (ESL and mainstream) in a classroom (Elementary).

27. What is the SIOP? • Overall approach to working with ELLs • SIOP stands for Sheltered Instruction Observation Protocol • SIOP is an observation tool designed for use with teachers and administrators working with ELLs • SIOP also provides guidelines for working with ELLs and strategies for planning and implementing lessons Echevarria, et. al (2003)

28. What is the SIOP? • Overall approach to working with ELLs • SIOP stands for Sheltered Instruction Observation Protocol • SIOP is an observation tool designed for use with teachers and administrators working with ELLs • SIOP also provides guidelines for working with ELLs and strategies for planning and implementing lessons Echevarria, et. al (2003)

29. Sheltered Instruction Analogy • In your group, complete and illustrate the following analogy statement: • “Sheltered Instruction is like _________________because _________________________.” • Be prepared to present your analogy

30. SIOP Components • Preparation • Building Background • Comprehensible Input • Strategies • Interaction • Practice/Application • Delivery • Review/Assessment Preparation Instruction Assessment

31. 3. Comprehensible Input Comprehensible Input Explain Academic Tasks Modify Speech Include Visuals

32. Comprehensible Input Features • Speech appropriate for students’ proficiency level • Clear explanation of academic tasks • Use of visuals, gestures, etc. to scaffold speech • A variety of techniques to make content concepts clear

33. How do I increase comprehensible input? • Speak slowly, enunciate clearly and explain idioms and pragmatic concepts. • Make connections between concepts and words, social and technical vocabulary. • Teach students valuable study skills and thinking strategies so they may use them across all content areas. • Modify lessons and texts as needed.

34. Modify Texts According to Language Proficiency and Reading Levels Teachers can make content more comprehensible for their students by: • Using graphics • Using outlines • Rewriting the text • Using audio recordings • Providing demonstrations • Using alternate books or materials

35. Teach students how to use textbook chapters by… • Engaging them in a “picture walk” of the textbook. • Pointing out important aspects of the chapter, titles, headings, margins, maps, keys, etc. • Create a textbook scavenger hunt or textbook outline to get students to notice aspects of the chapter. • Use “From Text to Graphics and Back Again” technique

36. From Text to Graphics and back again • Sequence of steps to help ELLs understand content area information • The major concepts in the text are put into graphic form, then the graphic form is used to organize student talk and writing

37. Process for text-graphics-text Integrating Language and Content Teacher Input Student Tasks Planning Graphic organizers to show major concepts and organization Explicit attention to language and organization of textbook Construct graphic from text Construct text from graphic

38. Knowledge Structures—Chapter 1:Other Places, Other Times Teacher summary of chapter

39. What kind of GO fits best with the information?

40. Graphic Representation of Homo Habilis to accompany “Other Places, Other Times”

41. Chapter Review

42. By this time students have... • Read text • Filled in webs, graphic organizers • Talked about the content • Completed a Matrix on the content All these activities have reinforced both language and content!

43. Four rules of thumb for this strategy: • We should use a few, well-chosen graphic organizers (GO) repeatedly. (Some are better for certain content areas than others.) • The GO needs to accurately reflect the relationship it is depicting. • The GO must contain key vocabulary students will need to express their learning. Students should have opportunities to practice talking about the content through their GOs – can be done individually, in pairs, in small groups and whole class. • We should teach students to be progressively independent in their use of GOs (scaffolding).

44. Student-generated timeline This was student-initiated for a later unit.

45. Final Step—students generating text

46. Practice “From text to graphics and back again” • Preview a chapter/literature book and determine how it is organized and what its key concepts are. • Choose and draw a GO that will help students understand the organization and/or relationships in the chapter. • Write several, simple sentences that express the content and relationships illustrated in the organizer. • Describe a student writing task which would use the content, language, and relationships in the organizer.

47. Author’s Chair

48. References • Cummins, J. (1990) The Acquisition of English as a Second Language • ECS Clearinghouse (1997) Children of La Frontera: Binational efforts to serve Mexican Migrant and Immigrant Students • Flores, J. L, Ed (1996) When Students Get Behind • Grognet, Jameson, Franco & Derrick-Mescua. (2000) Enhancing English Language Learning in Elementary Classrooms • Gunderson, L. (1991) ESL Literacy Instruction • Marzano, R. J. (2004) Building Background Knowledge for Academic Achievement: Research on what works in Schools. • Nagy, W. (1988) Teaching Vocabulary to Improve Reading Comprehension. ERIC Clearinghouse. • Optiz, M. (1998) Flexible Grouping in Reading: Practical Ways to Help All Students Become Better Readers.

49. References continued... • Ortiz, A. (1996) Bilingual Special Education • Ortiz, A. (1997) Learning Disabilities Occurring Concomitantly with Linguistic Differences • Rasinski, et al (Eds). Teaching Word Recognition, Spelling, and Vocabulary (2000) International Reading Association. • Strickland, D., Ganske, K., Monroe, J. (2002) Supporting Struggling Readers and Writers: Strategies for Classroom Intervention, grades 3-6 • Texas Education Agency: Second Grade Teacher Reading Academy. • Texas Education Agency: SIOP (Sheltered Instruction Observation Protocol) Training • Texas Education Agency: Third Grade Teacher Reading Academy. • Tomlinson, Carol A. (1999) The Differentiated Classroom: Responding to the Needs of All Learners.