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Culturally Sensitive Teaching and various ELL Service Models

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Culturally responsive teaching: theory, research, and practice. New York: Teachers College Press. Selected References (cont d) * Gonzales (1998). – PowerPoint PPT presentation

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Title: Culturally Sensitive Teaching and various ELL Service Models


1
Culturally Sensitive Teachingand various ELL
Service Models
  • TTWELL Faculty Summer Institute
  • August 14, 2009
  • Elke Schneider, PhD

2
Outline
  • Factors influencing selected English Language
    Learner (ELL) Service models
  • Types of ELL Service Models
  • Proposition 227English-only movement
  • Arguments in favor of Bilingual Education
  • Arguments against Bilingual Education
  • Culture-sensitive instruction
  • Selected references

3
Selection of ELL Service Models
  • The selection and design of an ELL service model
    depends largely on
  • District demographics
  • Individual student characteristics
  • District resources
  • State regulations (i.e., MA, CA)

4
Overview of ELL Service Models
  • 5 versions of BILINGUAL PROGRAMS
  • Total early Immersion (90/10 model)
  • Partial immersion (50/50 model)
  • Two-way or dual language program
  • Early exit or Transitional model
  • Late exit or Maintenance model

5
Bilingual Programs
  • 1) TOTAL EARLY IMMERSION 90/10 MODEL
  • GRADE 1 early total immersion 90 academic
    instruction through L1
  • GRADE 2 1 hour of academic instruction in L2
    added
  • GRADE 3 2 hours of academic instruction in L2
    added
  • GRADES 4-5 50 L1 and 50 L2 instruction
  • GRADES 6-7 60 of instruction in L2

6
Bilingual Programs
  • (2) PARTIAL IMMERSION 50/50 MODEL
  • K-GRADE 5 50 L1 and 50 L2 instruction
  • GRADES 6-7 60 of instruction in L2 and 40 in
    L1

7
Bilingual Programs
  • (3) LATE- EXIT or MAINTENANCE Programs
  • K-6th grade 50 L1 and 50 L2 instruction
  • Goal Keep L1 active and ready for academic
    performance (not just oral)
  • Goal not attainable if model discontinues beyond
    Grade 6 (generally the case)

8
Bilingual Programs
  • (4) EARLY EXIT or TRANSITIONAL Programs
  • First 2-3 years 50 L1 and 50 L2 academic
    instruction
  • After that 100 L2 academic instruction
  • GOAL not bilingualism, but support until enough
    L2 has been acquired
  • Ineffective because it takes more than three
    years to reach proficiency for academics in L2

9
Bilingual programs
  • (5) TWO WAY DEVELOPMENTAL BILINGUAL PROGRAMS or
    DUAL LANGUAGE PROGRAMS
  • The minority language group learns the majority
    language (e.g. immigrants to US learn English)
    while native speakers of majority language learn
    the language of the minority (e.g., Spanish)
    works best with homogeneous immigrant group
    (e.g., all native speakers of Spanish)

10
Overview of ELL Service Models
  • 5 versions of ENGLISH ONLY PROGRAMS
  • Structured immersion programs
  • ELL Pull-out programs
  • Sheltered Instruction or Content-based Programs
    (SIOP Model)
  • ESL/ENS or ESOL taught as a subject
  • submersion

11
English only Programs
  • Structured Immersion
  • Offered in elementary or secondary schools
  • Teachers are usually bilingual but use sheltered
    English to respond to students and to instruct
    even if students address teacher in L1
  • Instruction in content areas using L2 acquisition
    strategies

12
English only Programs
  • (2) Pull-out Programs
  • Generally used in ELEMENTARY
  • Pulled out during regular classes taught by
    TESOL certified person who applies second
    language acquisition techniques
  • English is primary language of instruction
  • All content areas can be taught
  • Grouping often according to L1
  • Time 30 min. to 50 of day

13
English only Programs
  • (3) Sheltered English of Content-based programs
  • Primarily used in secondary schools
  • ELLs have intermediate English skills
  • Taught in content areas to assure comprehensible
    input by TESOL certified teacher
  • Can parallel each subject or 1-2 only

14
English only Programs
  • (4) ESL/ENL or ESOL taught as a subject
  • Primarily used in secondary schools
  • Instruction during regular class periods
  • Students receive credit for course
  • Students may be grouped according to L2
    proficiency

15
English only Programs
  • (5) Submersion
  • Non-instructional/academic support
  • provided by trained specialists to meet the
  • requirement that all ELLs have to have
  • equal support to succeed in school

16
Which programs are most effective?
  • Educational GOAL
  • non-native speakers of English gain social and
    academic command of L2 as quickly as possible
  • Legal MANDATE
  • ELLs must receive the same high quality education
    as native speakers
  • Instruction must be provided by highly qualified
    teachers

17
Arguments FOR bilingual programs
  • Based on research in sociolinguistics,
    neuro-linguistics, psycholinguistics, second
    language acquisition, and multicultural education
  • Best predictor for success in L2 CALP and BICS is
    proficiency (literacy) in L1
  • Phonemic awareness, morphological awareness, and
    syntactic awareness in L1 will transfer to L2
    (Goswami, 2004 Frith, 2007)
  • Brain constantly compares and contrasts L1 with
    L2 information (Koda, 2005, 2007)

18
Arguments AGAINST bilingual programs
  • Bilingual programs too expensive
  • Give ELLs excuse to not immerse in socio-cultural
    and academic majority culture
  • Research on monolingual language development
    proposes quicker positive L2 results if
    instruction occurs in L2 only

19
Proposition 227English-only Movement
  • A movement to make English-only instruction a
    national requirement
  • Passed in 1998 in California as English only
    Movement prohibiting bilingual education in
    schools
  • Caused the loss of 80 of bilingual programs in
    California
  • Bilingual education can only be requested by
    parent signature collections
  • Adopted since then by MA

20
Proposition 227English-only Movement
  • 23 states passed English-only amendments
  • English-only slowed down learning progress and
    increased anxiety for ELLs
  • Only 3 of students were proficient after 1 year
    of English-only instruction.

21
Culture-sensitive instruction
  • to reject a childs language in school is to
    reject the child.
  • (Cummins, 2001, p. 9)
  • Loss of L1 Loss of cultural identity

22
Culture-sensitive instruction
  • Is based on multifaceted assessment of students
    background knowledge in L1 and of L2 competencies
  • Teachers and administrators are aware of the
    stages of culture shock students and parents are
    challenged with (e.g., euphoria, anger,
    rejection, acceptance)

23
Culture-sensitive instruction
  • Learning environment signals active integration
    of multicultural backgrounds of students
  • Daily language phrases displayed in different
    languages
  • Permission to use L1
  • Celebration of differences as a positive

24
Learning environment (contd)
  • Praise for effective use of L1 resources, not
    just for L2 performance
  • Integrate ELLs parents and family members
  • Provide visuals that illustrate openness to
    cultural diversity in classroom and in entire
    school (e.g., welcome messages in multiple
    languages)

25
Culture-sensitive instruction
  • Instruction must be comprehensible
  • visuals support oral and written information
  • diction is clear, with pauses and repetition
  • pre-teaching and repetition of focus vocabulary
  • cognates are explicitly highlighted
  • integration of first culture information/knowledge
  • hands-on learning with individual and peer
    support

26
Culture sensitive instruction
  • Activate ELLs background knowledge
  • Encourage ELLs to share their L1 literacy math,
    science, and/or social studies experiences
  • Allow same L1-students to work together
  • Invite ELLs to share unique features of their L1
    and their home culture

27
Selected References
  • Baker, C. (1996). Foundations of bilingual
    education and bilingualism. Clevedon, UK
    Multilingual Matters.
  • Cummins, J. (2000). Language, power, and
    pedagogy Bilingual children in the crossfire.
    Clevedon, UK Multilingual Matters.
  • Cummins, J. (2001) Bilingual childrens mother
    tongue Why is it important for education?
    Sprogforum, 19, 15-20.
  • Cummins, J., Bismilla, V., Chow, P., Cohen, S.,
    Giampapa, F., Leoni, L., et al. (2005).Affirming
    identity in multilingual classrooms. Educational
    Leadership, 63, 38-43.
  • Gay, G. (2000). Culturally responsive teaching
    theory, research, and practice. New York
    Teachers College Press.

28
Selected References (contd)
  • Gonzales (1998). Teaching in two or more
    languages in the Phillipine context. In J.
    Cenoz, F. Genese (Eds.). Beyond bilingualism
    Multilingualism and multilingual education (pp.
    192-205). Clevedon, UK Multilingual Matters.
  • Saslinas, C., Franquiz, M., Reidel, M. (2008).
    Teaching world geography to late-arrival
    immigrant students Highlighting practice and
    content. The Social Studies, 99, 71-76.
  • Torres-Guzman, M. (2002). Dual language programs
    Key features and results. Directions in Language
    and Education, 14, 1-16.

29
Selected References (contd)
  • Vallarreal, A. (1999). Rethinking the education
    of English language learners Transitional
    bilingual education programs. Bilingual Research
    Journal, 23, (1) 11-45.
  • Whelan Ariza, E., Morales-Jones, C., Yahyn, N.,
    Zainnuddin, H. (2006). Why TESOL? Theories,
    issues in teaching English to speakers of other
    languages in K-12 classrooms. Dubuque, Iowa
    Kendall Hunt.

30
Selected References (contd)
  • Many articles in Supporting English Language
    Learners, entire volume Educational Leadership,
    66 (7) 2009.
  • Complete multilingual geometry picture glossary
    at www.ascd.org/ASCD/pdf/journals/ed_lead/el200904
    _dong_glossary.pdf
  • Comparison of historical accounts at
    www.ascd.org/ASCD/pdf/journals/ed_lead/el200904_do
    ng_comparison.pdf
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