Educational Administration and ELLs

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Educational Administration and ELLs

• Presented By
• Reyna P. Hernandez
• Research and Policy Associate
• Latino Policy Forum
• rhernandez_at_latinopolicyforum.org

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Why we need to learn about ELLs specifically

• Meeting our charge of serving ALL children
  requires specific knowledge of the needs of ELLs
• Demographics make ELLs relevant to all
  administrators statewide
• ELLs are a specifically identified subgroup with
  various associated legal obligations

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ELLs require specific knowledge

• Appropriately addressing ELLs requires a breadth
  depth of knowledge.
• Issues pertaining to ELLs cut across all aspects
  of administration and education including
• Learning Objectives Content Knowledge AND
  Language Development
• Curriculum Instruction
• Assessment
• Teacher Preparation Professional Development
• Parent Engagement
• Appropriately addressing ELLs within each area
  requires the deliberate presence of specialized
  knowledge, including specific strategies and
  methods for serving ELLs (possibly through ELL
  specialist representation on project teams)

ELL Specialized Knowledge
New Initiatives
Curriculum
Instruction
Classroom Management
Professional Dev.
Assessment
Parent Engagement
Specialist Services
Special Education
Gifted Magnet
Broad Administrative Knowledge of ELLs
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Who and Where are ELLs?

• In SY 2009
• Nearly 200,000 ELLs were served in 573 SDs
  throughout IL, with 2/3rds outside of SD 299
  (Chicago Public Schools)
• Of the 141 languages spoken by IL ELLs, Spanish
  was the most spoken (80.5), followed by Polish,
  Arabic, Urdu, Tagalog, Korean, Gujarati,
  Cantonese, Vietnamese, Russian.

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ELLs receiving services are relatively young
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ELLs relative to total population
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About the Foreign-Born Pop.

• According to the Census American Community Survey
  2009

Indicator Foreign-Born Native
of Total Population 13.5 86.5
Average Household Size 3.4 2.51
Married Family Households 60.5 46.5
Less than HS diploma ( 25 years old) 30.6 9.9
At least some college ( 25 years old) 45.1 62.2
Births within 12 months 22.1 77.9
Speak English less than very well 55.2 1.8
Work in production/construction-type occupations (all/female) 32.3/17.3 18.3/5
Poverty rates for families w/ children 18.5 14.9
No health insurance 32.6 10.3
Median Family Income 55,793 69,253

• About children with foreign-born parents
• While 97 of all children in IL are U.S.-born
• Over a quarter (25.5) have at least 1
  foreign-born parent
• Including 23.4 of U.S. Citizen children
• In Chicago, over a third of all children (36.6)
  have at least 1 FB parent.

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The Law of Educating ELLs

• Equal Educational Opportunities Act (EEOA),
  Section 1703(f) a school district must provide
  services that will enable limited English
  proficient students to overcome barriers that
  impede equal participation by these students in
  the districts instructional programs (see 20
  USC 1703)
• Elementary and Secondary Education Act Title
  III -  'English Language Acquisition, Language
  Enhancement, and Academic Achievement Act'.
• Sec. 3102 (1) to help ensure that children who
  are limited English proficient, including
  immigrant children and youth, attain English
  proficiency, develop high levels of academic
  attainment in English, and meet the same
  challenging State academic content and student
  academic achievement standards as all children
  are expected to meet
• Illinois School Code Article 14C Transitional
  Bilingual Education
• 105 ILCS 5/14C-1 Therefore, pursuant to the
  policy of this State to insure equal educational
  opportunity to every child, and in recognition of
  the educational needs of children of limited
  English-speaking ability, it is the purpose of
  this Act to provide for the establishment of
  transitional bilingual education programs in the
  public schools, to provide supplemental financial
  assistance to help local school districts meet
  the extra costs of such programs, and to allow
  this State to directly or indirectly provide
  technical assistance and professional development
  to support transitional bilingual education
  programs statewide.
• Illinois Administrative Code Title 23 Part 228
  Transitional Bilingual Education
• Identification of Eligible Students
• Data Collection
• Program Options Placement
• Assessment
• Personnel Qualifications and Professional
  Development
• Program Evaluation

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Educational Leadership with an ELL Focus

• Presented by
• Harriette E. Herrera
• DePaul University

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What We Need to Address

• IHE and their faculty need to develop, expand and
• promote coursework that encompasses a strong
• foundation of knowledge coupled with academic
• pedagogy.
• Courses should include clinical experiences that
• address the multifaceted opportunities and
  challenges
• they will encounter when working with ELL
  students and their families.
• In addition, an understanding the role social
  justice plays in this arena needs to be
  identified, developed and applied.

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What We Need To Address

• Our state is moving boldly by creating new
• requirements for certificated staff working in
  our
• education system
• One thing is clear the status quo is no longer
  acceptable.
• IHE will need to examine how the education of
  ELLs is incorporated and presented in the
  coursework and
• programs designed to develop administrative
  leaders.
• Thoughts and suggestions to consider as you
  review and revise the material you will be
  presenting to your principal candidates.

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Characteristics and Considerations Principal
Preparation Courses Should Address

• ELLs belong to a group that covers all of the age
  spans found in our school systems
• ELLs are not a monolithic group the
  characteristics of this group are often
  over-generalized and under-served because of the
  lack of factual knowledge concerning pedagogical
  issues related to the development of academic
  language,literacy and cognitive development.
• Current changes in demographics throughout our
  state, indicate that serving ELL school aged
  populations cannot be seen as only an urban
  problem.
• Diversity takes on many forms in this group in
  terms of language,culture, race, religion,
  socio-economic status and educational background.
  

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Characteristics and Considerations, Contd.

• Academic courses for principals need to include,
  minimally, an
• overview of the following areas
• Overview of what it means to be a bilingual and
  bicultural student as it relates to the students
  social, cultural, linguistic, emotional and
  intellectual background.
• Language development including the role the first
  language plays in the acquisition and
  transference of knowledge to a second one
• Second language acquisition, including both the
  social and academic language needed to be
  developed for success in a school setting
• Knowledge of effective and best instructional
  practices for ELLs
• Familiarity with the models used to deliver
  instruction to ELLs and the corresponding
  academic outcomes when using such models
• Understanding of how social and political forces
  affect public education and how to be an advocate
  for your students and families
• Being able to separate facts from myths about
  learning English as a second language.

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Characteristic and Considerations contd.

• Attention should also be given to the following
  areas as
• they relate specifically to the ELL student
  population in their
• school.
• Staff Evaluation
• Instructional Delivery
• Classroom Materials
• Curriculum
• Assessments
• Review, analyze and use data for decision-making
  purposes
• Monitor student progress
• Be able to identify which instructional and
  program models meet student academic and
  social/emotional needs
• How to measure the effectiveness of the
  instructional program
• Staff performance
• Professional development for all staff working
  with the students and families

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Connecting Theory to Practice

• At least some of the courses for principal
• preparation must include clinical hours
• While completing the internship, programs should
  provide placements where
• they can acquire experience working in a
• school/district where ELLs are being served
• Clinical hours and/or internship must be
• designed so they gain experience working
• with staff, students and parents in a variety of
• contexts as they relate to ELLs

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Online Resources and Recommended Websites

• Division of English Language Learning (DELL
  Division) of the Illinois State Board of
  Education (http//isbe.net/bilingual)
• WIDA Consortium World-class Instructional Design
  and Assessment (http//www.wida.us) Home page of
  the Consortium Illinois belongs to for English
  language proficiency standards and the
  identification and annual assessment used to
  measure ELL English language proficiency
• National Clearinghouse for English Language
  Acquisition (http//www.ncela.gwu)
• Center for Applied Linguistics (http//www.cal.org
  ) Operated by the Center for Applied
  Linguistics (CAL), the ERIC Clearinghouse on
  Languages and Linguistics (ERIC/CLL) collects and
  disseminates information on current developments
  in education research, instructional methods and
  materials, program design and evaluation, teacher
  training, and assessment of several language and
  linguistic areas.

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Websites for Reference, Guidance and Research

• The University of California's Center for
  Research on Education, Diversity Excellence
  (CREDE) (http//crede.berkeley.edu/) focuses its
  research and development on critical issues in
  the education of linguistic and cultural minority
  students and those placed at-risk by factors of
  race, poverty, and geographic location
• Consortium for Language Policy and Planning
  http//ccat.sas.upenn.edu/plc/clpp/
• Institute for Language Education Policy
  http//www.elladvocates.org/
• Language Policy Research Unit, Arizona State
  University http//www.asu.edu/educ/epsl
• Reading Rockets www.readingrockets.org the
  Spanish version Colorin/Colorado
  http//www.readingrockets.org/spanish
• Early Childhood Research Institute on Culturally
  and Linguistically Appropriate Services (CLAS)
  http//clas.uiuc.edu/

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Scholars, Researchers and Expert Sources for
Studies and Publications about ELLs

• James Crawfords Website http//www.languagepoli
  cy.net
• Nancy Commins http//www.ucdenver.edu/academics/c
  olleges/SchoolOfEducation/FacultyandResearch/Pages
  /NancyCommins.aspx
• Jim Cummins ESL and Second Language Learning Web
  http//www.iteachilearn.com/Cummins
• Kathy Escamilla http//nepc.colorado.edu/author/e
  scamilla-kathy
• Eugene Garcia https//webapp4.asu.edu/directory/
  person/489623
• Fred Genesees website http//www.psych.mcgill.ca
  /perpg/fac/genesee/fredad.html
• Kenji Hakutas website http//www.stanford.edu/
  hakuta/
• Jill Kemper Moras website http//coe.sdsu.edu/
  people/jmora/
• Sonia Nietos homepage http//sonianieto.com/

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Suggested Textbooks

• One Child, Two Languages A Guide for Early
  Childhood Educators of Children Learning English
  as a Second Language. Second edition, Tabors,
  Patton O. (2008)
• How Languages are Learned, third revised edition,
  Patsy M. Lightbown, Nina Spada, authors.
• Literacy Instruction for English Language
  Learners Cloud, N., Genesee, F., Hamayan,E.
  (2009).. Portsmouth, NH Heinemann
• Teaching Reading in Multilingual Classrooms
  Freeman, David E. and Yvonne S., (2000)..
  Portsmouth, NH Heinemann
• Teaching Reading to English Language Learners
  Differentiated Literacies Herrera,S.G.,
  Perez,D.R., and Escamilla, K. (2010). Boston, MA
  Allyn Bacon
• Between Worlds Access to Second Language
  Acquisition David E. Freeman and Yvonne S.
  Freeman, 2001

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Suggested Textbooks, contd.

• Educating English Language Learners-Language
  Diversity in the Classroom James Crawford,2004
• Young ELLs Current Research and Emerging
  Directions authors, Eugene Garcia and Ellen
  Rede, 2010
• Forbidden Language, Patricia Gandara, 2010
• Myths and Realities, Second Edition Best
  Practices for English Language Learners ,
  Katharine Davies Samway and Denise Mc Keon
• Not for ESOL Teachers What Every Classroom
  Teacher Needs to Know About the Linguistically,
  Culturally, and Ethnically Diverse Student,
  2/Edition ?Eileen N. Whelan Ariza
• Literacy, Technology and Diversity Teaching for
  Success in Changing Times, Jim Cummins, Kristin
  Brown, Dennis Sayers, 2007

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Dont Get Lost in the Fog

• Youll find the light on when you tap into
• these great resources
• The Illinois Resource Center http//www.thecenterw
  eb.org/irc/
• The Illinois State Bilingual Conference held in
  December
• Faculty from the IHE Bilingual/ESL Departments
• The Illinois Bilingual Advisory Council
• The Cultural and Linguistic Diversity Committee
  of the IL Early
• Learning Council, ILELC
• The Joint Workforce/Linguistic Diversity
  Workgroup of ILELC,
• Faculty Forum
• And you can always contact me, Harriette Herrera
  at
• hherrera_at_depaul.edu or my preferred e-mail,
• harrietteherrera_at_mac.com