Mainstream Teachers of English Language Learners Training

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Mainstream Teachers of English Language Learners
Training

• Briana Boodry
• Tamara Hepler
• Lindsey Schubert
• Laura Sowinski

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Welcome!!
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Questions to be Answered at the End of the
Training

• Why does it benefit your whole class for your
  ELLs to have success?
• How can these strategies help all students to
  feel successful?
• 3. What do you plan to do differently?

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Section 1 of Training

• ELL Background Information

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Who are ELL Students?

• Extremely diverse group many different needs!
• ELLs constitute the fastest growing segment of
  the school-age population
• Most are born in the US
• Many varying levels of education

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Most ELL Students today are 2nd Generation
Immigrants
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Most ELL students are Latino/Hispanic
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Nearly 54 of all ELL youths born outside the
United States are from Mexico
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ELL Students in Wisconsin

• 43,659 in 2006-2007 school year
• two most common languages Hmong Spanish
• 80 other languages
• It is estimated that by the year 2030
• the African-American population will grow by 68
• the Asian-American population by 79
• the Hispanic-American population by 197.
• National Education Association May 2000

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Wisconsins ELL Population grew 51-100 between
1995-2005
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Waunakees English Language Learner Population

• In March 2004, the Waunakee school district
  reported a total of 18 ELL students K-12 to the
  DPI.
• In fall 2008, there were approximately 61 ELL
  students K-12.

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Waunakees English Language Learner Population

• The majority of our students are Spanish speakers
• But, we also have students whose first languages
  are
• Hmong Oriya
• Khmer Mandinka
• Lao Arabic
• Albanian Amharic
• Russian
• Polish
• Chinese
• Japanese
• American Sign Language
• Afrikaans
• Ukrainian

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Trends in ELL

• There are roughly 5.1 million English-language
  learners nationwide
• The number of ELLs nationwide rose about 57 from
  3.2 to 5.1 million from 1995-2005 according to
  the National Clearinghouse for English Language
  Acquisition.

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By 2010 the ELL Population is Predicted to grow
to 13.3 Million
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Challenges Facing ELL Students

• Learning and using academic language with
  confidence
• Reluctance to use English in class
• Need for classroom support to succeed - Sink or
  swim wont work
• ELLs are held to the same reading and math
  proficiency targets as native English-speakers
• There were significant achievement gaps between
  ELL and non-ELL students on the 2006-2007
  national math and reading assessment in Wisconsin
  (math 24.7, reading 23.6)

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Challenges Facing Mainstream Teachers

• Many teachers are not prepared to work with ELLs
  in their classroom
• Mainstream teachers need more support and
  strategies to better serve the ELL population
• Accountability decisions are based on the goal
  that 100 of all students-including ELLs-be
  academically proficient by the end of 2013-2014
  school year.

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Skills in 1st Language
Culture
Personality
Family Situation
Geography
Factors that may affect student learning
(Page 11)
Background
English Language Learner
The Learning Environment
Teacher
Class Program
Other Students
School/Community
The ESL Program
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Family Income and Education
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Cultural Differences

• Differences in language and culture can affect
  students' classroom behavior, participation,
  understanding, and interaction.

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Cultural differences can affect classroom behavior

• Students from other cultures can have different
  views of how to be a student or to "do schooling."

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Cultural differences can affect students'
understanding of content

• New knowledge is built on the basis of what is
  already known by an individual or background
  knowledge.
• Often, school texts assume a common experience
  that, in fact, is not shared by all students.

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Cultural differences can affect interactions with
others

• Culturally different ways of showing interest,
  respect, and appreciation can be misinterpreted.

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Cultural Quiz

• You will be presented with several cultural
  scenarios that could happen with ELL students you
  come into contact with. Take time to read the
  scenarios and try to come up with a logical
  explanations.

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Scenario 1

• Ming is a smiling 3rd grader from China. She
  seems well-mannered and eager to please. However,
  when you speak to her she refuses to look at you.

• In many cultures it is considered rude to look
  directly at an adult or a person considered of a
  higher status. This is so instilled in some
  students that they find it very difficult to
  learn to maintain eye contact.

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Scenario 2

• They may be staying home on different days of the
  week to baby-sit for a younger sibling who does
  not yet attend school. They may be late because
  they have family obligations to help parents who
  are working.

• Haitian brothers Jean-Baptiste and Jean-Pierre
  are in middle school and they are often late for
  school. They are also each absent about once a
  week but on different days.

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Scenario 3

• This student has acquired BICS (Basic
  Interpersonal Communication Skills) but has not
  yet acquired CALP (Cognitive Academic Language
  Proficiency) needed to learn in content areas.
  Many of our ELLs are exiting ESL programs at the
  BIC level. We need to work on CALP before these
  students are exited. Good BIC skills can fool
  mainstream teachers regarding the students
  language capabilities.

• You have a Puerto Rican student in the 9th grade
  who speaks English fluently. She participates
  orally in your classroom and socializes well with
  her peers. She even translates for other
  students. However, she is doing very poorly in
  her content area schoolwork.

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Scenario 4

• During a parent conference you tell the parents
  of your Algerian ESL student that their child is
  having difficulty in learning English. You
  suggest that they only speak English in their
  home. The parents look confused. When you relay
  this conversation to the ESL teacher in your
  school, she disagrees with your decision.

• It is better for parents to speak a rich native
  language than fragmented English. Remember that
  any concept taught in native language will
  eventually translate to English. It isnt
  appropriate to tell parents to speak only English
  in their home.

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Language Experience
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Section 2 of Training

• Strategies that Help ELL Students Succeed
  Academically

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Second Language Development
Basic Interpersonal Communication
Skills Everyday/social language Not related to
academic achievement Attained after 1-3 years in
host country
BICS
Cognitive/Academic Language Proficiency Classroom/
textbook language Needed to function in
academic settings Requires high level of reading
and writing Attained between 4-7 years in host
country
CALP
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Lesson Planning
Academic vs.
Content Vocabulary
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Lesson Planning

• All lessons include language
• We are here to help!
• SIOP can help!

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• YOU are the best person to teach your students
  YOUR content
• but WE are here to help!

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SIOP a Crash Course

• SIOP Sheltered Instruction Observation Protocol

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Class Presentation

• General Principles for Teaching ELLs
• Strategies
• Co-Teaching with the ELL teacher or other
  specialist

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General Principles for Teaching ELLs

• Increase Comprehensibility
• Increase Interaction
• Increase Thinking/Study Skills
• Use a Students Native Language to Increase
  Comprehensibility

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Strategies

• Realia
• Fishbowl
• Role Modeling with an English speaking peer
• 1 Sentence Summary
• Framed Paragraph
• Think Pair Share
• Dyad
• Color Coding
• 4 Corners
• Jigsaw
• Gallery Walk

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Co-Teaching

• Lead and Support Model
• Speak and Add/Chart Model
• Skills Group Model
• Station Teaching Model
• Learning Style Model
• Parallel Teaching Model
• Adapting Model
• Complementary Instruction Model
• Duet Model

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Common Co-Teaching Mistakes

• Bathroom Stall Planning planning on the fly
• Leaving on a Jet Plane failure to debrief and
  reflect on the lesson
• Tightening the Corset lack of flexibility
  need to feel control
• Too Many Cooks Syndrome role confusion (who
  should do what)
• Can You Hear Me Now? need for communication
  and clarity

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Guidelines for Successful Co-Teaching

• Have at least one 45 minute chunk of time to plan
  together
• Co-teach with NO MORE than 4 teachers (one is
  best, aim for 3)
• Load classes with similar needs

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Homework Issues and English Language Learners

• In general, ELLs have to work harder to complete
  a piece of homework than native speakers doing
  the same assignment.
• Time spent on homework should be time spent
  profitably.
• ELLs experience greater success when class-work
  and homework are modified to fit their
  capabilities.

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Why do ELLs Struggle with Homework

• Language Issues
• Culture Shock
• Family
• Economic
• Culture

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Homework Modification Strategies

• Presentation
• Worksheets
• Time/ Redo/ Amount
• Tasks
• Collaboration/Exceptions

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Homework Collaboration Teaching Activity

• You will divide into groups
• Each group will have a different category of
  homework modification strategies
• Take sometime to read through and choose the most
  important point(s)
• Present the most important point(s) to the group
• You can be creative role play, drawing, direct
  presentation, etc..

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Homework Collaboration Teaching Activity

• You will divide into groups
• Each group will have a different category of
  homework modification strategies
• Take sometime to read through and choose the most
  important point(s)
• Present the most important point(s) to the group
• You can be creative role play, drawing, direct
  presentation, etc..

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Assessment
Projects/Assessment
Tasks
Activities
Questions
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The GOOD news!

• You already planned your assessment when you
  planned your lesson!

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Some thoughts on assessment
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• A test doesnt tell you if a student is
  succeeding in your class

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• Education is all a matter of building bridges
• -Ralph Ellison
• and not creating roadblocks
• -anonymous

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• What is the logic behind assessing students on
  whether they can successfully complete a task you
  havent taught them?

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• Assessment should not be a surprise!

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Break Time!!
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Section 3 of Training

• ELL Program Overview

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Federal Laws
Year Law Description
1964 Civil Rights Act Title VI No person in the U.S. shall, on the grounds of race, color, or national origin be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance.
1974 Equal Education Opportunities Act (EEOA) No state shall deny equal educational opportunity by . . . the failure of an educational agency to take appropriate action to overcome language barriers that impede equal participation by its students in its instructional programs.
2001 No Child Left Behind Act, Title I and Title III Title I and Title III ensure that the educational needs of limited English proficient children are met and ensure that students who are limited English proficient, Native American and/or immigrants, attain English language proficiency, develop high levels of academic attainment in English, and meet the same challenging State academic standards that all children are expected to meet. It also requires that ELLs be assessed on their English language abilities annually.
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Court Cases
Year Law Description
1973 Lau v. Nichols The U. S. Supreme Courts decision states that if English is the mainstream language of instruction, then measures have to be taken to ensure that English is taught to students who do not speak English or are limited English proficient in order to provide equal access to educational opportunities. (Identical education does not constitute equal education if the students are not learning.)
1981 Castañeda v. Pickard 5th District Court of Appeals (Texas) mandated that English Language Learners receive special help. School districts need to take appropriate action for these students. This includes Pedagogically sound plan for ELLs Qualified staff for instruction Effective implementation of the program An evaluation process for the program.
1982 Plyler vs. Doe (457 U.S. 202) The Supreme Court ruled that schools were prohibited from denying immigrant students access to a public education. Undocumented children have the same right to a free public education as U.S. citizens and permanent residents, and are obligated to attend school until they reach the age mandated by state law.
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Wisconsin Law
Year Law Description
1964 The Wisconsin Bilingual-Bicultural Statute (s. 115.95, Wis. Stats. and PI 13) If any school, within a school district in Wisconsin, has a trigger number of English Language learners who speak the same language, the district must design a program and prepare a formal plan of services (PI-1849) to meet the needs of these students. The statute requires all such programs to be staffed by licensed bilingual teachers. When bilingual licensed teachers are not available, ESL licensed teachers may be used with bilingual teacher aides except in programs serving Spanish speakers. 10 students at grades K-3, 20 students at grades 4-8 20 students at grades 9-12
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ELL Overview

• Entry/exit criteria
• ACCESS testing
• WIDA standards
• Resources available (handouts, books to check
  out, US ?!)
• Websites

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ESL Program Overview
Staff Development
Testing Support
English language development support
Classroom teacher support/ Modifications
ELL Pullout/ ELL Class
Monitoring for Successful Academic Progress
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Section 4 of Training

• Modifications

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Modification

• Group according to grade clusters
• Review Modification Examples (analyze, evaluate,
  suggest)
• Modify your own material that you brought along

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Lets GO!