Effective Evaluation Resource Center,

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• Effective Evaluation Resource Center,
• Blumberg Center for
• Interdisciplinary Studies and
• The Equity Project

Research-Based Methods to Boost Academic Success
for English Language Learners January 26,
2011 Rebecca S. Martinez, Ph.D. rsm_at_indiana.edu
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This webinar will

• Provide a brief overview of important
  developments in second language acquisition
  research and theory that all educators need to
  know
• Highlight instructional and environmental
  conditions that support language learning and
• (c) Review instructional strategies that ensure
  academic and reading success for all ELLs.

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Upcoming Opportunities you should know about
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• English Language Development Issues
  Implementation at Grades Six Through Twelve
  Wednesday, February 91030 a.m. - 1200 p.m.
  Pacific Time (130 p.m. - 300 p.m. Eastern Time)
  Ms. Susana Dutro, a founding partner of E.L.
  Achieve, and Dr. Kate Kinsella, a faculty member
  in San Francisco State University's Center for
  Teacher Efficacy are consultants to districts and
  state departments throughout the nation. They
  will present an approach on rethinking English
  language development (ELD) instruction for
  adolescent English language learners based on
  current research and promising practices. To
  sign up for this webinar, please visit
  http//www.schoolsmovingup.net/webinars/ell6-12

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• Alternative Educational Programs for English
  Learners Wednesday, February 161030 a.m. -
  1200 p.m. Pacific Time (130 p.m. - 300 p.m.
  Eastern Time) Dr. Kathryn Lindholm-Leary,
  professor in the College of Education, San Jose
  State University, and Dr. Fred Genesee, professor
  of psychology at McGill University in Montreal,
  discuss programs for English learners that
  utilize both English and another language,
  present varied examples from the field, and
  address issues of program implementation. To
  sign up for this webinar, please visit
  http//www.schoolsmovingup.net/webinars/ellalterna
  tive

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http//www.siopinstitute.net/register_virtual.cfm
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• 1990 1 in 20
• 2010 1 in 9
• 2030 1 in 4
• Indiana 408 increase between 1995 and 2005

Source Goldenberg, 2010
Source Levinson et al., 2007
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How do we best teach ELLs?

• The preeminent question in the education of ELLs
  historically has been whether student achievement
  is better when students are in some form of
  bilingual education, or whether achievement is
  superior when students are taught using only
  English.
• Goldenberg, 2010, p. 20

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The reality

• 60 receive all-English instruction
• 40 are in programs that use L1 to some extent
• States requiring bilingual education New Jersey,
  Texas, Illinois, New York and New Mexico
• California, Arizona and Massachusetts have
  curtailed their bilingual education programs
• USDOE, 2005
• No prototypical program out there varies
  significantly

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The bad news

• There is an inadequate research base to inform
  comprehensive policies and practices
• Including guidelines for determining the
  knowledge, skills and dispositions teachers need
  to be most effective with ELLs
• Almost nonexistent at secondary level

Source Goldenberg, 2010
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The optimistic news

• Two major recent studies about educating ELL
  students agree on key findings
• National Literacy Panel (NLP August Shanahan,
  2006)
• Center for Research on Education, Diversity and
  Excellence (CREDE Genesee, et al., 2006)

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Key finding Big Ideas

• Teaching students to read in L1 promotes higher
  levels of reading achievement in English.
• The reality Most ELL secondary students in the
  US are educated in English-medium classrooms
  designed for non ELL students (Harper deJong,
  2004)
• What we know about good instruction and
  curriculum generally holds true for ELLs as well.
• English learners require instructional
  modifications when instructed in English.
• Goldenberg, p. 22

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1. Teaching students to read in L1 promotes
higher levels of reading achievement in English.

• Have often believed that English-only instruction
  is preferable research does not support this
  notion
• Explanation Concept of Transfer
• Literacy and other skills and knowledge transfer
  across languages
• If you know something in L1 (how clouds form)
  you already know it and it is easier to transfer
  to L2
• ELL students sometimes dont know how much they
  know make use of cognates presidente for
  president
• L1 instruction not really feasible in Indiana

Source Goldenberg, 2010
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1. Teaching students to read in L1 promotes
higher levels of reading achievement in
English Instructional Implications

• Teachers need to be aware of what their ELL
  students know and can do in L1 so they can help
  students apply their knowledge and skills to
  bolstering ability in English.
• Encourage parents to foster L1 reading skills
  this learning will contribute to learning in
  English!
• Its cool to be bilingual and bicultural!
• Goldberg, 2010
• Assist students in viewing their two languages as
  interrelated and that their non-English language
  backgrounds are an asset.
• Jiménez, 1997

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2. What we know about good instruction and
curriculum in general holds true for ELLs as
well.

• Good teaching is good teaching is good teaching!

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2. What we know about good instruction and
curriculum in general holds true for ELLs as
well Instructional Implications

• Clear learning goals and objectives
• Content and language objectives are explicit at
  onset of each lesson
• Meaningful, challenging and motivating classrooms
• Content-rich curriculum
• Well-designed, structured and paced instruction
• Active student engagement and participation
• Frequent opportunities to practice, apply and
  transfer learning

Source Goldenberg, 2010
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2. What we know about good instruction and
curriculum in general holds true for ELLs as
well Instructional Implications.

• Feedback and error correction on incorrect
  responses
• Review and practice
• Explicit teaching in reading/literacy
• Explicit vocabulary instruction
• Vocabulary growth greater when words are embedded
  in meaningful contexts and there are many
  opportunities for repetition and use (reading and
  hearing stories, posting target words, HW)
  (contrast looking up in dictionary and or using
  in a single sentence)

Source Goldenberg, 2010
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2. What we know about good instruction and
curriculum in general holds true for ELLs as
well Instructional Implications

• Frequent formative assessment to monitor progress
  and adjust instruction
• Opportunities to interact with typically-achieving
  (non-ELL) peers
• Cooperative learning
• Work interdependently on group tasks and goals
• Not just about simply grouping ELL and non-ELL,
  must be well-implemented, systematic and
  purposeful
• Instructional conversations
• English reading and discussion to promote
  comprehension
• Mastery learning
• Having objectives and permitting the students to
  read mastery criterion before moving on to new
  learning

Source Goldenberg, 2010
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3. English learners require instructional
modifications when instructed in English.

• In early grades, we can expect ELLs to make
  comparable gains to non-ELLs when language
  requirements are low (e.g., phonological/sound
  skills)
• As content gets harder - language demands are
  greater modifications to make content
  accessible and comprehensible are a must
• Explicit attention to vocabulary
  instruction/development critical for ELLs
• Visual representations very helpful

Source Goldenberg, 2010
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3. English learners require instructional
modifications when instructed in English
Instructional Implications

• Focus on developing oral language skills
• Emphasize rich vocabulary development
  (non-negotiable)
• Collins (2005) reported that preschool ELLs
  gained more vocabulary when teachers explained
  the words contained in stories read aloud
• Visual representations of concepts is critical

Source Goldenberg, 2010
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Research-Based Generic Modifications Using Only
English

• Predictable and consistent classroom management
  routines, aided by diagrams, lists, and
  easy-to-read schedules on the board or on charts,
  to which the teacher refers frequently.
• Graphic organizers that make content and the
  relationships among concepts and different lesson
  elements visually explicit.
• Additional opportunities for practice during the
  school day, after school, or for homework.
• Redundant key information (e.g., visual cues,
  pictures, and physical gestures) about lesson
  content and classroom procedures.

Source Goldenberg, 2010
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Research-Based Generic Modifications Using Only
English

• Identifying, highlighting, and clarifying
  difficult words and passages within texts to
  facilitate comprehension and, more generally,
  greatly emphasizing vocabulary development.
• Helping students consolidate text knowledge by
  having the teacher, other students, and ELLs
  themselves summarize and paraphrase.
• Giving students extra practice in reading words,
  sentences, and stories to build automaticity and
  fluency.
• Providing opportunities for extended interactions
  with teacher and peers.

Source Goldenberg, 2010
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Research-Based Generic Modifications Using Only
English

• Adjusting instruction (teacher vocabulary, rate
  of speech, sentence complexity, and expectations
  for student language production) according to
  students oral English proficiency.
• Targeting both content and English language
  objectives in every lesson.
• Use of reading materials that take into account
  students personal experiences, including
  relevant aspects of their cultural background,
  which aids their reading comprehension (although
  proficiency in the language of the text has a
  stronger influence on comprehension than
  familiarity with passage content).

Source Goldenberg, 2010
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Important Practices for all ELL Teachers

• Make content understandable and
  meaningfulcomprehensible input.
• Generalize the new information learned to
  real-life situations and explain why the
  information is important to learn in relation to
  future life skills.
• Connect new information to prior knowledge and
  experiences when announcing lesson objectives.
• Teach critical literacy skills for narrative and
  expository texts.
• Set daily routines, use cooperative learning and
  give students a chance to teach each other.

Source Nares-Guzicki, 2008.
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Important Practices for all ELL Teachers

• Frequently use a variety of engaging visuals and
  graphic organizers in all subjects.
• Modify the curriculum based on essential concepts
  and key vocabulary and use direct instruction.
• Explicitly teach essential functional living
  skills in connection to the content area
  subjects.
• Teach a learning strategy or study skill whenever
  possible.
• Teach self-monitoring and self-evaluation skills
  to instill goal achievement.

Source Nares-Guzicki, 2008.
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Important Practices for all ELL Teachers

• Establish behavioral and academic goals as a
  class and instill partnerships in learning.
• Continuously review, through weekly summaries,
  essential information learned to foster mastery.
• Continue to build pragmatic and academic language
  and skills by scaffolding from actual to
  potential achievement.
• Summarize frequently the key information learned
  using partner and group activities.
• Model, praise, and identify appropriate academic
  behavior often while maintaining a low anxiety
  environment.

Source Nares-Guzicki, 2008.
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Unique challenges to teaching ELLs at secondary
level
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• Secondary ELL students face the difficult dual
  task of learning sophisticated academic concepts
  and English at the same time
• Secondary ELL students score 10 percentage
  points lower than non ELL students
• Short Fitzimmons, 2007
• Need more effective and proactive approaches to
  address ELL content area literacy in middle and
  high schools

Source Allison Harklau, 2010
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Guiding Principles for Teaching ELLs at the
Secondary Level

• I. Teachers cant assume that extensive
  instruction in early grades makes further
  instruction in middle school unnecessary
• Shanahan Shanahan, 2008
• It is imperative that ELLs continue to receive
  explicit and targeted academic literacy
  instruction at the secondary level
• Allison Harklau, 2010, p. 132

Source Allison Harklau, 2010
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Guiding Principles for Teaching ELLs at the
Secondary Level

• II. Improving secondary academic achievement
  overall literacy depends largely on notion of
• Every secondary teacher is a
• teacher a teacher of reading
• Shanahan Shanahan, 2008, p. 84
• This historically has frustrated secondary
  content-area teachers
• Typically view themselves as content instructors,
  not teachers of reading
• Shanahan Shanahan, 2008

Source Allison Harklau, 2010
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Guiding Principles for Teaching ELLs at the
Secondary Level

• III. Look beyond content delivery and consider
  the literacy skills ELLs need to integrate,
  analyze, evaluate and critique information
  independently
• Reductionist approaches have focused on helping
  ELL struggling readers in English by drilling
  basic decoding and fluency
• BUT, at secondary level, students difficulties
  more likely to be attributable to lack of
  instruction in complex and discipline or subject
  specific reading skills including summarizing,
  identifying main ideas, synthesizing, reading
  critically
• Shanahan Shanahan, 2008

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Guiding Principles for Teaching ELLs at the
Secondary Level

• Nurturing the emotional, affective and human side
  of our students MAKES A HUGE DIFFERENCE
• Perception that you can do a task will influence
  if youll try it ELLS who feel they can be
  successful are more apt to take part in school
• Alvermann, 2003
• How do schools do this? Successful buildings
  have
• Supportive administrators, esp. principals
• Teachers make great efforts to communicate and
  engage with families
• Schoolwide attitude of respectful inclusion
  (ELLs as school leaders and tutors!)
• Kouritzin, 2004, p. 492

Source Allison Harklau, 2010
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Nurturing Classroom Environments that Support
English learners

• In a nurturing ELL classroom
• Teachers know the students and their families.
• The classroom climate and organization support
  English development.
• Language is integrated into the curriculum and
  instruction.
• Teachers hold very high expectations of their
  students.

Adapted from Brisk, 2010
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1. Teachers know the students and their families

• Adjustment for ELLs who come at secondary level
  is very difficult culture shock
• Students who are strong L1 readers but identified
  as weak L2 readers can be hard to overcome.
• If ELL comes with educational background from
  home country, will adapt more easily and
  successfully
• Integrated identity, transnational identity
• Lack of English proficiency in families does not
  mean the family does not support education or
  learning L2

Adapted from Brisk, 2010
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2. The classroom climate and organization support
English development.

• Try to learn the basics of your students native
  languages newcomers will feel more welcome if
  peers and teacher appreciate their culture and
  language
• Incorporate their culture in the curriculum
• Find students strengths
• Support oral language with objects and pictures
• Model whole-class academic language, allow small
  group and pairs to use less formal language

Adapted from Brisk, 2010
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3. Language is integrated into the curriculum and
instruction.

• An essential aspect of teaching your discipline
  involves teaching language (the technical
  language, vocabulary, etc. of your area)
• Create classroom context where informal
  conversational language, oral presentations,
  writing and publishing texts
• Teach vocabulary (general and discipline
  specific) in depth

Adapted from Brisk, 2010
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4. Teachers hold very high expectations of their
students.

• We must hold very high expectations for our ELL
  students and for what we know they can do!
• Just because they cant speak English
  proficiently doesnt mean they cant think!
• By conscientiously scaffolding support, and by
  thoughtfully asking questions that require
  students to interpret, apply, and synthesize, we
  increase the chances that English learners will
  become critical thinkers.
• High challenge, high support classrooms build
  intellectual quality
• Gibbons, 2008, p. 155

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MODELS OF INSTRUCTION FOR ELLS
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World-Class Instructional Design and Assessment
(WIDA)

• 5 Leverage Points
• Setting up learning
• Grouping learners
• Engaging learners in learning
• Scaffolding learning
• Checking learners understanding

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Sheltered Instruction Observation Protocol (SIOP)
Model

• The SIOP Model consists of eight interrelated
  components
• Lesson Preparation
• Building Background
• Comprehensible Input
• Strategies
• Interaction
• Practice/Application
• Lesson Delivery
• Review/Assessment

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References and Resources

• Allison H. Harklau, L. (2010). Teaching
  academic literacies in secondary school. In In
  Li, G. Edwards, P. A. (Eds.). Best Practices in
  ELL Instruction (129-150). New York, NY The
  Guilford Press.
• Brisk, M. E. (2010). Learning English as a second
  language. In M. Shatz L. C. Wilkinson (Eds.).
  The Education of English Language Learners
  Research to Practice (152-173). New York, NY The
  Guilford Press.
• Echevarria, J., Short, D., Vogt, M. (2008).
  Implementing the SIOP model through effective
  professional development and coaching. Boston
  Allyn Bacon.
• Echevarria, J., Vogt, M., Short, D. (2004).
  Making content comprehensible for English
  language learners The SIOP model. Boston Allyn
  Bacon.
• Goldenberg, C. (2010). Improving achievement for
  English learners Conclusions from recent reviews
  and emerging research. In In Li, G. Edwards, P.
  A. (Eds.). Best Practices in ELL Instruction
  (15-43). New York, NY The Guilford Press.
• Li, G. Protacio (M. S.) 2010. Best practices in
  professional development for teachers of ELLs. In
  Li, G. Edwards, P. A. (Eds.). Best Practices in
  ELL Instruction (353-380). New York, NY The
  Guilford Press.
• McLaughlin, B. (1992). Myths and misconceptions
  about second language learners What teachers
  ought to know. Practice Report, 5 UC Santa Cruz,
  National Center for Research on Cultural
  Diversity and Second Language Learning.
• Nares-Guzicki, I. (2008). Promoting reading and
  language proficiency for English-language
  learners in secondary and general and special
  education programs. In In L. Denti G. Guerin
  (Eds.). Effective practice for adolescents with
  reading and literacy challenges (107--127). New
  York, NY Routledge.

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Websites to Bookmark!
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http//www.colorincolorado.org/
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http//www.interventioncentral.org/
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http//www.cal.org/
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Indiana Resources

• Office of English Learning Migrant
  Education151 West Ohio St.Indianapolis, IN
  46204Main Line 317-232-0555Toll Free
  800-257-1677
• http//www.doe.in.gov/lmmp/

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Specialists
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http//www.indiana.edu/icp/certification/required
coursework.html
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