Summer Institute Presentation

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Summer Institute Presentation
We are all English Language Learners, arent we?
Oregon Department of Education
Northwest Regional Educational Laboratory
Frank Hernandez, Program Advisor for ELL Unit
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Demographic Graduation Data

• Ethnicity Grad. Rate
• Amer. Indian 50.7
• Hispanic 55.9
• Black 54.2
• White 75.0

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Immigrant Drop-Out Rates by Language Proficiency

• LEP Non-LEP
• 1st Gen. 21.5 16.0
• 2nd Gen. 21.0 10.5
• 3rd Gen. 38.7 13.4
• Mexican 37.9 24.7
• Hispanic 28.5 17.6
• Asian 4.3 4.5
• N-H White 13.5 11.8

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Equal Educational Opportunity Legal Foundations

• Hobson v Hansen forbids inappropriate use of
  norm referenced tests for minority students
  (1965)
• Bilingual Ed. Act, Title VII of ESEA Funding
  for programs designed to enable students to
  proficiency in English (1968)
• May 25th Memorandum, U.S. Dept. of Health, Ed.,
  and Welfare Where the inability to speak and
  understand English excludes national origin
  minority children from participation in the
  educational programs, a district must take
  affirmative steps to rectify the language
  deficiency (1968), upheld that Civil Rights Act
  violated if students are excluded from effective
  participation because of inability to understand
  language of instruction

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Legal Foundations (1970,s)

• Lau v Nichols Districts must take affirmative
  steps to overcome educational barriers faced by
  non-English speakers Provided OCR with
  authority to establish regulations which are
  basis of our current ELL plans
• Rios v Read, NY Established effectiveness
  quality of bilingual programs must be considered,
  ESL alone violates Lau
• Drycia v Board of Ed. Clarified guidelines for
  identifying serving ELL students, a student
  must receive both services if identified Sp
  Ed/ELL

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Legal Foundations (1980 -)

• Castaneda v Pickard Instructional programs for
  LEP students must pass a three-pronged test of
  appropriateness
• Plyler v Doe Supreme Court affirmed the states
  obligation to enroll, serve undocumented
  immigrants
• Keys v S.D. 1 Established responsibility of
  district to assure language skills of teachers in
  bilingual classrooms
• Gomez v Illinois requires that states as well
  as LEA ensure that the needs of LEP children are
  met
• NCLB Part A (if funding exceeds 650 million)

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Mexican-American girls response when asked how
is school in the U.S. going

• _____________________
• I just sit in my chair and listen. Mostly I try
  and look like I understand what is going on. But
  mostly I think of a time when I was happy and I
  didnt feel stupid.
• -Crossing the Schoolhouse Border.

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Recognized Educational Theory and Research on
Best Practices for English Language Learners

• Linguists
• Steven Krashen
• Stages of Language Acquisition
• Jim Cummins
• BICS/ CALP
• Dual Iceberg/ Linguistic Transfer
• David Freeman and Yvonne Freeman
• Providing Access to Second Language Acquisition
• and Essential Linguistics

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Recognized Educational Theory and Research on
Best Practices for English Language Learners

• Schools of Education/ Leadership
• Lilly Wong Fillmore and Catherine Snow
• What Teachers Need to Know About Language
• Robin Scarcella
• Academic English A Conceptual Framework
• Susan Dutro
• A Focused Approach for English Language
  Development

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Recognized Educational Theory and Research on
Best Practices for English Language Learners

• Education Research Base
• Wayne Thomas and Virginia Collier
• Longitudinal Study of ELL Program Models
• D. Short, J. Echevarria, and MaryEllen Vogt
• Making Content Comprehensible for
• English Language Learners The SIOP Model
• Aida Walqui
• Program Design and Contextual Factors in
  Second Language Acquisition

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Contextual Factors AffectingSecond Language
Acquisition

• Primary Language
• Access to Language
• Age/ Prior Education
• Learning style
• Peers and role models
• Motivation
• Cultural Background
• Quality of Instruction
• Home Support

Aida Walqui, 2000
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How do we acquire language ?Dr. Steven Krashens
theories

• Acquisition-Learning Hypothesis
• Natural Order Hypothesis
• Input Hypothesis
• Affective Filter Hypothesis

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Language Acquisition for School
Virginia Collier 1994
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Dr. Jim Cummins Theories

• BICS vs. CALP
• Dual Iceberg
• Linguistic Transfer
• L1-----gt L2
• Context Embedded vs Context Reduced
• Four Quadrants

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Language and Content Activities Cumminss
Quadrants Cognitively Undemanding (Easy)
A C Developing survival
vocabulary Engaging in telephone
conversations Following demonstrated direct
ions Reading and writing for personal
purposes Playing simple games
notes, lists, sketches, etc. Engaging in
face-to-face interactions Participating in art,
music, physical educations
B D Participating in
hands-on science and math Understanding
academic presentations activities
without visuals or demonstrations Making maps,
models, charts and graphs
lectures Solving math computational problems
Making formal oral presentations Making
brief oral presentations Solving math
word problems without Understanding academic
presentations illustrations through
the use of visuals, demonstrations,
Writing essays, research reports in content
active participation, realia, etc.
areas, and compositions Understanding written
texts through Reading for information in
content discussion, illustrations and, visuals
families Writing academic reports with
the aide of Taking standardized achievement
tests outlines, structures, etc.
Cognitively Demanding (Hard)
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Oceanside School DistrictProposition 227 Data

• G2 32
• G3 22
• G4 23
• G5 19
• G6 20

• G7 13
• G8 18
• G9 11
• G10 6
• G11 8

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We are all English language learners! Arent we?

• What is the difference between the language needs
  of an ELL student and students with
• Language Disabilities
• Poverty Issues
• Mainstream

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Vocabulary List

• A If Set
• Are Isolated Show
• Between Known Table
• Consists Only The
• Continuously Often To
• Corresponding Of Values
• Curve One Variables
• Draws Points Variations
• Graph Relation Vary

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Language of Academic Discourse

• From a 10th Grade Math Textbook
• If the known relation between the variables
  consists of a table of corresponding values, the
  graph consists only of the corresponding set of
  isolated points. If the variables are known to
  vary continuously, one often draws a curve to
  show the variations

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A second grade math sample question for State
Assessment

• Bill had 12 trucks, he gave Sally 5, how many
  trucks did he have left?
• Which word(s) would give an ELL student the most
  trouble in answering this question?

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Another Passage Example

• What is the meaning of rouche
• Favorable conditions are necessary to do this
  activity. That is, you have to have enough
  rouche. If there is too much rouche, the object
  might break. But if conditions are too calm, you
  will have problems because the rouche makes the
  object go up. If there are obstacles, a serious
  problem can result because you cannot control the
  rouche.

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Your assessment of the following sentence by an
ELL student

• Tha bol no break.
• Is this a conventions issue or an English
  language proficiency issue?
• What would you have to know about the child to
  answer the question?

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LEP Language Demands

• Language proficiency stages
• Pre-Emergent
• Beginning
• Intermediate
• Early Fluent
• Proficient

• Instructional Language Requirements
• Explicit Language
• Implicit Language

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Explicit Language

• Language Arts Curriculum
• Punctuation
• Paragraphs
• Mechanics
• Verb Tenses
• Negation
• Person
• Etc.

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Simple Implicit Language

• What an L1 learns by growing up in the
  environment an L2 must be taught
• I ran into encountered
• As I told you
• Look up a word look up a chimney
• Do the dishes
• Fathom the puzzle

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Complex Implicit Language

• Vocabulary
• Hibernation
• Classroom ELP Strategies
• Language Enrichment
• Classroom Activity Instructions
• Do an Experiment
• Conceptual Transfer
• Background Information

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Dutro 2002
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L2 Transfer Rule - U
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What is Sheltered Instruction?

• Sheltered Instruction is an approach for
  teaching content to English Language Learners in
  strategic ways that make the subject matter
  concepts comprehensible while promoting the
  students English language development.
  (Push-In Model)

• Echevarria, Vogt and Short, Making Content
  Comprehensible for
• English Language Learners, 2000

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Frameworks of Instruction ThatProvide Access to
Academic English

• Cognitive Academic Language
• Learning Approach
• CALLA
• Sheltered Instruction
• Observation Protocol
• SIOP
• Guided Language
• Acquisition Design
• GLAD

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Components of the SIOP Model

• Preparation
• Building Background
• Comprehensible Input
• Learning Strategies
• Interaction
• Practice/ Application
• Lesson Delivery
• Review/ Assessment

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Lesson Preparation

• Objectives
• Content Objectives
• Discuss the results of experiment on pressure
  and volume
• Language Objectives
• Use if . . . then statement to describe
  results of experiment on pressure volume
• Learning Strategies