The World is in Our Hands

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The World is in Our Hands

• Rose Tree Media School District
• ESOL
• Program
• 2007-08

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But what does all that mean in Rose Tree Media?
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ESOL Instruction

• 102 ESOL students
• new students enter often throughout the year
• Indian Lane Elementary 9
• Glenwood Elementary 18
• Media Elementary 16
• Rose Tree Elementary 14
• Springton Lake Middle 16
• Penncrest High School - 29
• Students with 29 different languages
• Students from 34 different countries

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World Languages

• Western Languages
• Spanish
• French
• Russian
• Swedish
• Romanian
• Italian
• Portuguese
• Albanian
• Greek
• Ukrainian
• Dutch
• Swiss German
• German

• African Languages
• Tonga
• Swahili

• Asian Languages
• Gujarati
• Malayalam
• Marathi
• Oriya
• Hindi
• Cantonese
• Mandarin
• Burmese
• Tagalog
• Korean
• Vietnamese
• Persian (Farsi)
• Pashtu
• Thai

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Countries of Origin

• Latin America
• Brazil
• Colombia
• Argentina
• Puerto Rico
• El Salvador
• Mexico
• Venezuela
• Africa
• Liberia
• Tanzania
• Ghana
• Zambia

• Europe
• Belarus
• France
• Italy
• Latvia
• Romania
• Russia
• Sweden
• Ukraine
• Greece
• Netherlands
• Germany
• Switzerland

• Asia
• South Korea
• Taiwan
• Vietnam
• China
• Iran
• Myanmar
• Pakistan
• Philippines
• Uzbekistan
• Hong Kong
• India

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Identification of Students

• Registration packet includes a Home Language
  Survey with 3 questions about language and 1
  question about schooling
• What is/was the students first language?
• Does the student speak a language(s) other than
  English? If yes, what?
• What language(s) is/are spoken in your home?
• Has the student attended any US school in any 3
  years during his/her lifetime?

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The Typical Process of Identification

• HLS indicates student speaks another language or
  it is spoken in the home
• Student is tested
• No parental permission
• NCLB requirement
• Parents are notified if student qualifies for
  ESOL (NCLB requirement)
• We now notify parents if students do not qualify
  (not an NCLB requirement)

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ESOL Testing Instruments

• W-APT Wida-ACCESS Placement Test
• Pennsylvania requirement
• Placement test for new students whose HLS lists
  any other language
• Individual administration in one sitting (with
  short breaks)
• Similar to PSSAs
• Tests English Language Proficiency in listening,
  speaking, reading and writing across the
  curriculum
• Administration window within 2 weeks of
  entrance into RTMSD (30 days at beginning of
  year)
• ACCESS for ELLs Assessing Comprehension and
  Communication in English State to State for
  English Language Learners
• Pennsylvania requirement to meet NCLB
• Annual test given to ALL ESOL students (including
  any just arrived in US)
• Not given to monitored students
• Similar to PSSAs
• Tests English language proficiency in listening,
  speaking, reading and writing across the
  curriculum
• Administration window January, 2008

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English Language Acquisition 101

• Second Language Acquisition is similar to first
  language acquisitionbut different!

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BICS CALPS
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Basic InterpersonalCommunicative Skills

• Universal aspects of language proficiency that
  are normally acquired by all native speakers of
  any language
• Usually by ages 5-6, all children have developed
  BICS in their first language
• Language skills needed for every face-to-face
  communication (personal and social situations)
• Contexts are clear and generally concrete
• Not necessarily related to academic success
• May take up to 2 years to develop in a second
  language (L2)

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Cognitive Academic Language Proficiency

• Those language skills associated with literacy
  and cognitive development
• Language skills required to go beyond ordinary
  social communication
• Cognitively demanding, decontextualized
• Language skills needed for reasoning, problem
  solving, or other cognitive processes required
  for academic achievement in subject matter
• CALP development in a first language (L1)
  contributes to the development of CALP in a
  second language (L2)
• May take 5-7 years to develop in a second
  language (sometimes 9-11 years, depending upon L1
  CALP, age and other variables)

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CAN DO Descriptors for the Levels of English
Language Proficiency
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Reading Comprehension

• For
• English Language Learners

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Brogalat Nubisch

• Ruguloma gildinks with tobrich brogalat nubisch
  for gablotson to hiont. Kondlik, klirtms of
  gablotson snrlug binkili in a deslotrm to brogal
  nubisch. A deslotrm brugoldun many nubisch before
  it gildinks brogalat something. For skartns, a
  hirlkuta deslotrm brugoldun what toget and gibig
  its hirlkutas will be.
• Txen, gablotson dnik to be tlagas to brogal the
  hirlkutas. A deslotrm dniks flugila to pay these
  lezotum. The deslotrm also dniks flugila to hiont
  slutikas, brgunud se lobmns for the hirlkuta
  wligns and zelong for the fogurelta. Tlirgen, the
  lezotum have to drilig the lobmns and zelong into
  the lugnes dlotkkers. Grelli, the lezotum put the
  dlotkkers binkili to brogal hirlkutas.
• Source Hiebert, E.H. (2002). QuickReads A
  Research-Based Fluency Program. Modern Curriculum
  Press Parsippany, NJ. Level C, Book 2.

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Comprehension Check

• What was this story mostly about?
• What does the word deslotrm mean?
• Tell me this story in your own words.

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Comprehension Check

• What was this story mostly about?
• What does the word deslotrm mean?
• Tell me this story in your own words.

• 50 English vocabulary
• Few BICS
• No CALPS
• Language Level 0 to 2.0 Entering

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Making Nubisch

• Ruguloma starts with tobrich making nubisch for
  gablotson to buy. Usually, groups of gablotson
  work together in a deslotrm to make nubisch. A
  deslotrm brugoldun many nubisch before it starts
  making something. For example, a bike deslotrm
  brugoldun what size and color its bikes will be.
• Next, gablotson need to be hired to make the
  bikes. A deslotrm needs flugila to pay these
  lezotum. The deslotrm also needs flugila to buy
  slutikas, such as steel for the bike frame and
  rubber for the tires. Then, the lezotum have to
  drilig the steel and rubber into the right parts.
  Finally, the lezotum put the parts together to
  make bikes.
• Source Hiebert, E.H. (2002). QuickReads A
  Research-Based Fluency Program. Modern Curriculum
  Press Parsippany, NJ. Level C, Book 2.

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Comprehension Check

• What was this story mostly about?
• What does the word deslotrm mean?
• Tell me this story in your own words.

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Comprehension Check

• What was this story mostly about?
• What does the word deslotrm mean?
• Tell me this story in your own words.

• 80 English Vocabulary
• All of BICS
• Some CALPS
• Language Level 2.7 3.9 Developing

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Making Things

• Ruguloma starts with someone making things for
  gablotson to buy. Usually, groups of gablotson
  work together in a deslotrm to make things. A
  deslotrm decides many things before it starts
  making something. For example, a bike deslotrm
  decides what size and color its bikes will be.
• Next, gablotson need to be hired to make the
  bikes. A deslotrm needs money to pay these
  lezotum. The deslotrm also needs money to buy
  materials, such as steel for the bike frame and
  rubber for the tires. Then, the lezotum have to
  shape the steel and rubber into the right parts.
  Finally, the lezotum put the parts together to
  make bikes.
• Source Hiebert, E.H. (2002). QuickReads A
  Research-Based Fluency Program. Modern Curriculum
  Press Parsippany, NJ. Level C, Book 2.

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Comprehension Check

• What was this story mostly about?
• What does the word deslotrm mean?
• Tell me this story in your own words.

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Comprehension Check

• 90 English Vocabulary
• All of BICS
• Many CALPS
• Language Level 4 5.5 Expanding to Bridging
• Promotes from ESOL to be monitored for two full
  years

• What was this story mostly about?
• What does the word deslotrm mean?
• Tell me this story in your own words.

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Making Things

• Economics starts with someone making things for
  people to buy. Usually, groups of people work
  together in a company to make things. A company
  decides many things before it starts making
  something. For example, a bike company decides
  what size and color its bikes will be.
• Next, people need to be hired to make the
  bikes. A company needs money to pay these
  workers. The company also needs money to buy
  materials, such as steel for the bike frame and
  rubber for the tires. Then, the workers have to
  shape the steel and rubber into the right parts.
  Finally, the workers put the parts together to
  make bikes.
• Source Hiebert, E.H. (2002). QuickReads A
  Research-Based Fluency Program. Modern Curriculum
  Press Parsippany, NJ. Level C, Book 2.

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Comprehension Check

• What was this story mostly about?
• What does the word deslotrm mean?
• Tell me this story in your own words.

• 100 English Vocabulary
• All of BICS
• CALPS (grade level/age appropriate)
• Language Level 5.6 6.0 Bridging to Reaching
• Near-native fluency
• Monitored status

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Strategies for Increasing Comprehension of
Content Instruction

• Paraphrase
• Repeat
• Slow Down
• Explain
• Demonstrate
• Use visuals, realia, rich context
• Provide meaningful practice
• Use variety of techniques materials
• Use all modalities (learning styles)

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Dr. Jim Cummins Quadrant
Initial levels ESL ( i.e.,
T.P.R.) Telephone Conversation Following
Directions Note on the Refrigerator Face-to-Fac
e Conversation Written Directions,
Instructions Getting Absence Excuse (No
diagrams or illustrations) Buying popcorn Oral
Presentations Content Classes (Art,
Music) Context A C Context Embedded Red
uced B D Demonstrations,
Experiments Standardized Tests A-V Assisted
Lessons CTBS, SAT9, CAP Basic Math
Computations Reading/Writing Plane
Geometry Math Concepts and Applications Health
Instruction Explanations of New Abstract
Concepts Social Studies Lecture with few
Illustrations Science Experiments Social
Science Texts Projects and Activities Mainstrea
m English Texts Most Content
Classes Cognitively Demanding (CALP)
Cognitively Undemanding (BICS)
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Academic Language

• Academic language
• Language that is used in academic situations
• Classroom appropriate language
• Specialized language
• Highest level of language
• Vocabulary
• Sentence structure
• There are MANY resources on the Internet in most
  disciplines. Just google Academic Language.

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Some Helpful Tools

• ESOL Department Website
• Many teacher resources and articles
• Activities for ESOL students
• NetTrekker
• Supplied to all schools in PA by PDE
• Internet search tool
• Readability levels
• English Language Learners
• Dictionary
• Safe Internet sites for students

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More Helpful Tools

• The Rosetta Stone Online Language Learning
• Lower level students
• May be used during time independently after
  student learns the program
• May need help from an aide or teacher
• All domains
• Student must be a registered user
• ESOL teacher gets reports on usage, success

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ANDMore Helpful Tools

• One More Story
• Childrens literature read aloud
• Useful for all primary students
• Older students with learning difficulties
• ELL students at lower levels
• District currently has 100 seats for use with
  ELLs
• Password protected

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Academic Word Lists

• Academic Word List
• offers academic word lists of various types to
  help instructors identify AL
• Web Vocabulary Profiler
• Web Vocabulary Profiler
• Type in text and find out the academic language
  that is included
• Free!

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Communication Tools

• Language Line
• A conference call
• District supplied through ATT
• Place the call to LL, tell them the language of
  the person, their name and phone number
• Explain what you will be talking about and any
  specialized vocabulary you will be using
• Translator places the call to the parent
• Talk to the parent, giving time for the
  translator to translate for you.
• ITS EASY!!

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Communication Tools

• TransACT
• A new data base coming to RTMSD soon
• Includes all required NCLB forms in many
  languages
• Includes some housekeeping forms schools often
  need

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If you get nothing else

• You MUST differentiate learning for ELLs (NCLB).
• Please think of your students as a RESOURCE for
  you and your classes
• Students are not coming in with a DEFICIT just
  because they do not speak English.
• Students come with a broader WORLD VIEW and
  EXPERIENCES your native speakers most likely do
  not have.
• American students can LEARN from the ESOL
  students as they HELP the newcomers learn
  English.
• ELLs are the SHARED RESPONSIBILITY of all of us.
  You are not alone in trying to help your ELLs
  succeed.