Chapter 3: English Language Development: Issues

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Chapter 3 English Language DevelopmentIssues
Implementation at Grades 6-12

• Tony Mora
• Karla Groth
• Region 9 COE leads
• October 7, 2010

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Rethinking English Language Instruction for
Adolescent English Learners5 points to consider

1. A discussion of the linguistic challenges faced
   by adolescent English learners
2. An overview of the diversity among English
   learners in grades 6-12 standards-based English
   proficiency levels
3. A rationale for instructed ELD in the secondary
   context
4. An analysis of common course placements for
   adolescent English learners the potential
   shortcomings of these placements
5. A model for Instructed ELD in the secondary
   school context.

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I. Linguistic Challenges for Adolescent English
Learners

• Complex linguistic knowledge (p. 153)
• 6 Aspects
• Phonology
• Morphology
• Vocabulary
• Syntax
• Formal Informal Discourse Styles
• Academic Social Functions

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I. Linguistic Challenges for Adolescent English
Learners (continued)

• Academic English
• The ability to apply general word knowledge
  differently to a variety of subject areas
• Gaps in Language Proficiency
• Many English learners develop oral fluency for
  face to face communication, but cannot perform
  task that require academic language proficiency

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II. Diversity of Adolescent English Learners

• Adolescent English Learners come with a range of
  experiences
• Literacy and content knowledge in the primary
  language
• Previous experience in America Schools
• English language knowledge
• A one-size fits all approach will not work
  particular attention needs to be paid to Long
  Term ELs (p. 157)

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III. A Rationale for Instructed ELD

1. Adolescent English learners must have a competent
   second language base if they are to be successful
   in standards-based course work
2. To reach grade level standards, ELs need a
   comprehensive approach which means explicit
   English language instruction through out the
   day.
3. Instructional this would include English as its
   own content (ELD) supported by targeted
   academic English instruction across the subject
   areas (Dutro Moran 2003)

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III. A Rationale for Instructed ELD(continued)

• ELD Instruction Language is in the foreground
  and content is in the background.
• Content Instruction Content is in the
  foreground and language is in the background.
• (p. 163-164)

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Figure 3.2 Blueprint for Instruction of
Adolescent English Learners
English Language Arts Instruction English Language Arts Instruction English Language Arts Instruction Math, SS, Science, PE, Arts
Instructed ELD Reading Intervention Grade-Level ELA
Goal Develop a solid English language foundation needed to fully engage in academic and real-life situations. (p.165) Goal Gain literacy skills needed to accelerate achievement (for students currently performing below grade level) Goal Achieve grade-level content standards Goal Achieve grade-level content standards
Explicit Language Instruction For Content
Learning Purpose Teach language
needed Content Determined by lesson student
knowledge of English Teachers Need tools to
plan lang. content learning. Support through
collaborative planning
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IV. Common Student Placements and Potential
Shortcomings

• English Language Development (ELD)
• Many adolescent ELs do not receive ELD support
  once they have reached upper intermediate level
  on the CELDT
• Reading Intervention
• Often based on CST or placement test without
  consideration for the English level or primary
  language skills
• Sheltered content area instruction
• Focus almost exclusively on access to the
  core/content. Language learning often becomes
  secondary or a non-existent part of instruction.
  Opportunity to develop the skills for speaking
  writing about the content is lost.
• Special Education
• IEPs for English learners need to include
  language proficiency goals.

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V. A Model for Explicit Language Instruction

• Purposeful use of language identified in ELD
  standards (language functions)
• To perform Cognitive tasks
• To express thinking orally and in writing
• To inform text structure
• To engage in social and academic conversation
• Relevance to EL Instruction
• Participate in discussion
• Describe, explain, and elaborate
• Predict
• Express action and time relationships
• Draw Conclusions
• (Figure 3.3 p. 171)

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V. A Model for Explicit Language Instruction
(continued)

• Language tools needed to accomplish these goals
  (brick and mortar words)
• What language tools are needed to communicate for
  different purposes?
• What language is needed to comprehend text and
  express thinking orally and in writing?
• Mortar-Functional words and phrases in sentences
  structures
• Would have liked to
• Are usually/tend to
• Bricks-Topic specific words
• Tree, elbow (basic)
• Debate, government, arid (general)
• War of Independence, incisor, germinate
  (specialized)
• (Figure 3.3 p. 171)

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A Model for Explicit Language Instruction
(continued)

• Robust and contextualized instruction that
  includes many opportunities to engage in language
  practice (error free language language that is
  easily produced)
• How are language tools introduced, modeled, and
  practiced using an I/We/You Do It approach?
• What opportunities for structured interaction are
  provided for students to practice the language
  they are learning?
• How are students supported in gaining oral and
  written fluency?
• (Figure 3.3 p. 171)

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Think Write Pair Share
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Q A