Title: Culturally Sensitive Teaching and various ELL Service Models
1Culturally Sensitive Teachingand various ELL
Service Models
- TTWELL Faculty Summer Institute
- August 14, 2009
- Elke Schneider, PhD
2Outline
- 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
3Selection 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)
4Overview 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
5Bilingual 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
6Bilingual 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
7Bilingual 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)
8Bilingual 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
9Bilingual 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)
10Overview 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
11English 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
12English 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
13English 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
14English 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
15English 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
16Which 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
17Arguments 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)
18Arguments 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
19Proposition 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
20Proposition 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.
21Culture-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
22Culture-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)
23Culture-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
24Learning 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)
25Culture-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
26Culture 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
27Selected 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.
28Selected 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.
29Selected 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.
30Selected 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