Magaly Lavadenz

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Best Practices for English Learners

• Magaly Lavadenz
• Department of Educational Leadership
• Center for Equity for English Learners
• Loyola Marymount University
• National Campaign for Grade Level Literacy
• January 30, 2011

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In this presentation

• Review of Research on Effective Programs for
  English Learner Achievement
• Review Program Models
• Highlight Effective Literacy Practices for Els
• Provide information on resources

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RESEARCH Collier Thomas, 1997, 2001

• How long does it take to reach the 50th NCE on
  standardized tests in L2?
• Schooled in L2
• 2-3 years of L1 schooling in home country
  5-7years
• No schooling in L1 7-10 years
• Schooled bilingually in L1 and L2
• 4-7 years (both language minority and language
  majority students)
• Strongest predictor of L2 achievement is amount
  of formal L1 schooling

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RESEARCH Collier Thomas, 1997, 2001

• Instructional variables that influence language
  minority students academic achievement
• Students do less well in traditional
  approaches
• Focus on discrete units of language
• Structured, sequenced curriculum
• Learner treated as passive recipient

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RESEARCH Collier Thomas, 1997, 2001

• Students achieve significantly better in
  current approaches
• Cognitively complex academic content in math,
  science, social studies and literature
• Meaningful, real world problem-solving
• Discovery learning
• Highly interactive activities
• Media-rich learning
• Challenging thematic units
• Build on bilingual-bicultural knowledge of
  students

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Elements for Success

• Qualified Staff
• CLAD, BCLAD or Equivalent
• Standards-Based Curriculum
• Research-based
• Clearly Defined and Articulated
• English Language Development
• High Expectations
• Inclusive and Respectful Learning Environment

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Elements for Success

• High Quality Instructional Resources in English
  and Students Home Languages
• Textbooks
• Library Resources
• Technology
• Administrative Support
• Parent Involvement and Home/School Collaboration

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Elements for Success

• Assessment Practices in English and the Home
  Languages
• Professional Development
• Second Language Acquisition Theory
• Culturally and Linguistically Responsive Teaching
  Strategies
• Anti-racist education

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Questions?
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Program Models for English Learners

• Two-Way Bilingual Immersion
• Foreign Language Immersion for EO
• Maintenance Bilingual Education
• Transitional Bilingual Education
• Structured English Immersion
• Mainstream English

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Structured English Immersion(Prop. 227)

• Designed for English Learners
• Goal is English (Monolingualism)
• English Instruction
• Sheltered Instruction
• English Language Development
• Not Mainstream English Instruction
• One year

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Structured English Immersion

• Home Language Support
• Limited Instruction
• Resources to include textbooks, library books,
  technology
• Remedial Education
• Subtractive Bilingual Education

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Transitional Bilingual Education (Early Exit)

• Designed for English Learners
• Goal is English (Monolingualism)
• Home Language Instruction in Early Grades
• Transfer to English Instruction
• Usually by 2nd or 3rd Grade
• Replaces Home Language with English
• Remedial Education
• Subtractive Bilingual Education

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Maintenance Bilingual Education (Late Exit)

• Designed for English Learners
• Goals of Bilingualism Biliteracy
• 9010 Model
• Never eliminates home language instruction
• Additive Bilingual Education
• Enriched Education
• Additive Bilingual Education

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Language Immersion Approaches

• Designed for English Speakers
• Goal of Bilingualism Biliteracy
• Canadian Model
• 1000 or 9010 total immersion
• 5050 partial immersion
• Additive Bilingual Education
• No risk of losing English (majority language)
• Not replacing English, but adding a second
  language
• Enriched Education
• Additive Bilingual Education

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Two-Way Bilingual Immersion Program (TWBI)

• Integration of English Learners and English
  Speakers
• Maintenance Bilingual Education for English
  Learners
• Foreign Language Immersion for English Speakers
• Instruction In and Through Two Languages

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TWBI Goals

• Bilingualism
• High levels of proficiency in English and a
  second language
• Biliteracy
• Academic achievement at or above grade level in
  English and the target language
• Multicultural Competence
• High self-esteem and cross-cultural understanding
  and respect

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TWBI Distinct Features

• Long Term Commitment
• Minimum of 5-6 (K-5) years K-12 Optimal
• Separation of Languages for Instruction
• Linguistic Equity
• 50 English Learners, 50 English Speakers
• Never less than 1/3 of either language group

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TWBI Distinct Features

• Optimum Language Input Output
• Comprehensible Input
• Sheltered Instruction
• Cooperative Learning
• Program Models
• 9010
• 5050
• Enriched Education
• Additive Bilingual Education

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English Learners Long Term K-12 Achievement on
Standardized Tests in English Reading Compared
Across Seven Program Models
California Department of Education Language
Policy and Leadership Office
Thomas Collier, 2000
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Research ResultsLindholm-Leary (2006)

• Longitudinal Research on TWBI Secondary Students
• By middle school, TWBI students achieve at or
  above grade level in math and language arts in
  Spanish and English
• TWBI students achieve at levels comparable to or
  much higher than their peers
• TWBI secondary students are enrolled in higher
  level math courses

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Cross-Linguistic Considerations in Literacy
Instruction with ELLs

• Teachers awareness of the influence of first
  language on second language writing (in order to
  understand these are normal conditions and
  strengths in language development as compared to
  simple errors).
• Building vocabulary through experiences,
  discussions/dialogue and making connections with
  L1

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Scaffolding reading and writing instruction for
ELs

• Process writing approaches
• Explicit instruction on text structures and
  genres
• Metalinguistic understanding
• Assessment

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Contact Information

• Magaly.lavadenz_at_lmu.edu
• Center for Equity for English Learners
• http//soe.lmu.edu/centers/ceel.htm

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RESOURCES - Websites

• Center for Equity for English Learners (CEEL)
• http//soe.lmu.edu/centers/ceel.htm
• California Association for Bilingual Education
  (CABE) www.bilingualeducation.org
• 2-Way CABE www.bilingualeducation.org/2waycabe
• National Association for Bilingual Education
  (NABE) www.NABE.org
• Center for Applied Linguistics (CAL) www.cal.org
• California Department of Education
  www.cde.ca.gov/sp/el

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RESOURCES - Websites

• National Clearinghouse for English Language
  Acquisition (NCELA) www.ncela.gwu.edu/
• Office of English Language Acquisition, Language
  Enhancement, and Academic Achievement for Limited
  English Proficient Students (OELA)
  www.ed.gov/offices/OELA
• US Department of Education www.ed.gov/
• Forecast of Department of Education Grants
  www.ed.gov/offices/OCFO/grants/forecast.html
• Federal Register--Application Notices
  (Announcements) www.ed.gov/legislation/FedRegiste
  r/