English Language Learners

BTE363/364

National Student Profile

Fastest growing segment of the student population in U.S. 1 in 5 students in the U.S. are immigrants or American-born children of immigrants 2.0-3.3 million are English language learners 73% of ELLs are native Spanish speakers 2 in 5 Latino students aged 15-17 were enrolled below grade level
(Source: U.S. Department of Education)

Myths About ELLs

Many ELLs have disabilities. Children learn a second language quickly and easily. When an ELL student is able to speak English fluently, s/he has mastered it. All students learn English in the same way. Teaching ELLs means only focusing on vocabulary.
(Source: National Council of Teachers of Engliish

English Language LearnersCulture, Equity, and Language

Stages of Second Language Learning

Different children may enter school at different stages

Phase I: Observation & Imitation

Silent stage child is taking in new situation & listening Child will imitate what other children do in class; may be pretending to understand An outgoing child may use a lot of body gestures; this may be misinterpreted as physical aggression

Phase II: Single word & phrase use

Child begins to use words or phrases that are important for survival in classroom
Stop it; Im next; Me too!

Child begins to use language but is still not sure of what constitutes single word in English
I like it which student hears as two words I like it play ball; I like it little trucks

Phase III: Initial Understanding of Grammatical Rules

Child may leave out plurals or past tense Childs comprehension exceeds ability to produce language; may use appropriate content words but not in appropriate form Child may use grammatical forms that are literal translations from first language Child gets most of vocabulary but generalizes meaning

How English Sounds to Non-English Speakers

Other Points
Easy to assume child knows a lot more of language than s/he actually does Children will experiment more with new language when with peers than with adults; if possible observe student interacting with peers to assess students English language skills.

What is dripping from the faucet?

On what is the food sitting?

Excerpt from a science book: The water table lies beneath the surface of the earth.

Question: What is a water table? Is it an underground table made of water?

BICS and CALP Video

Basic Interpersonal Communication Skills (BICS)

Language skills needed in social situations Day-to-day language Social interactions are usually context embedded; occur in a meaningful social context; not very demanding cognitively Language required is not specialized Usually develops within 6 months to 2 years after arrival in U.S.

BICS (Continued)
ELLs can comprehend social language by:

Observing speakers non-verbal behavior (gestures,

facial expressions, and eye actions); Observing others reactions; Using voice cues such as phrasing, intonation, and stress; Observing pictures, concrete objects, and other contextual cues which are present; and Asking for statements to be repeated and/or clarified.

Cognitive Academic Language Proficiency (CALP)

Refers to formal academic learning Listening, speaking, reading, & writing about subject area content material Essential for students to succeed in school Usually takes from 5-7 years If child has no prior schooling or no support in native language development it may take 710 years for ELLs to catch up to their peers

CALP (continued)
Isnt just understanding of content area vocabulary Includes comparing, classifying, synthesizing, evaluating, & inferring Context reduced Becomes more cognitively demanding; new ideas, concepts & language are presented at same time

CALP (continued)
Proficiency in CALP is gained more slowly because:
Non-verbal clues are absent;

There is less face-to-face interaction; Academic language is often abstract; Literacy demands are high (narrative and expository text and
textbooks are written beyond the language proficiency of the students); and

Cultural/linguistic knowledge is often needed to comprehend

fully.

Second Language Acquisition

Common Underlying Proficiency (CUP)

Skills, ideas, & concepts learned in first language will be transferred to second language

Teacher Expectations, Beliefs, and Attitudes about the ELLs

Teachers expectations work to make or break the ELLs.

High expectations help ELLs.

Lowering expectations hurts the ELLs.

Teacher expectations work as a selffulfilling prophecy.

ELLs and Mainstream Teachers

Negative attitudes and beliefs about the ELLs stem from societal attitudes toward the ELLs.

Media bias and propaganda campaigns have given rise to English Only and English for Children movements. States have passed legislation banning bilingual instruction (California Proposition 227.)

Mainstream Teachers Resistance to Helping the ELLs

Some teachers do not want to adjust and adapt the curriculum and instructional strategies to help ELLs. They think, Why should we make it easy for the ELLs?

Effective Communication Tips

Newcomers need visual & kinesthetic support to understand academic content material
Board sketches Photographs Visual materials Mime, gestures, or acting out Exaggerate emotions and vary voice; teach mainstream student to do same Repeat actions & rephrase

Effective Communication Tips

Speak in a clear, concise manner at slightly slower pace using short, simple sentences & high-frequency words Students wont understand fast speech or words run together Pause after phrases or short sentences, not after each word Avoid passive voice, complex sentences, & slang

I am an avid hunter. I recently bought a Labrador retriever puppy. I cant wait until he grows up so that I can hunt him. What does this imply?

Effective Communication Tips

Smile & speak in a calm, reassuring manner Show patience through facial expressions & body language Make every effort to understand ELLs attempts to communicate

Effective Communication Tips

Allow new ELLs extra time when listening & speaking Many ELLs translate language they hear to their native language, formulate a response, & then translate response into English

Effective Communication Tips

Check comprehension frequently Dont ask Do you understand? Write down information so students have visual as well as auditory input Print clearly & legibly; cursive writing may not be understood by ELLs

Effective Communication Tips

Accept one word answers, drawings, & gestures Do not jump in immediately to supply words or insist ELLs speak in full sentences Resist urge to overcorrect which will inhibit newcomers If students respond with incorrect English, repeat their answers correctly but do not ask students to repeat corrected response Allow ELLs to use a bilingual dictionary or ask for help from same language buddy

Effective Communication Tips

If you have important information, speak to newcomer individually Dont insist student make eye contact; this is considered rude in many cultures

Effective Communication Tips

Let students know which question you are going to ask in advance This will give students time to prepare a response

Effective Communication Tips

Use choral reading Be sure ELLs understand what they are reading chorally

Effective Communication Tips

Write key words on board so students have visual as well as auditory input Emphasize these key words When writing notes home to parents, print your message or use a computer Use black or blue ink; in some cultures red is the color of death

Effective Communication Tips

Questioning strategies
Ask ELLs to point to picture or word to demonstrate basic knowledge Using visual cues, ask simple yes/no questions Embed response in question using either/or Break complex questions into several steps; simplify your vocabulary Ask simple how and where questions that can be answered with a phrase or a short sentence; dont expect ELLs to answer broad open-ended questions

Effective Communication Tips

There will be times when you will not be able to get an idea across Ask ESL teacher in your school for list of students who speak newcomers language You can call on these students to act as translators; remember K-2 students do not make good translators

Sheltered Instruction Observation Protocol (SIOP)

Developed by Echevarria, Short, and Vogt.

Uses a research-based instructional approach.

Theory is that language acquisition is enhanced through meaningful use and interaction. Combines good teaching practice and instruction specially designed for ELLs.

The SIOP Model

Features of SIOP
Cooperative learning activities.
Focus on academic language as well as key content vocabulary. Use of ELLs first language as a tool.

Hands-on activities.
Incorporates students background knowledge into classroom lessons.

High level of student engagement and interaction leads to more discourse and critical thinking.

SIOP Components
Lesson Preparation
Building Background Comprehensible Input Strategies

Interaction
Practice/Application

Lesson Delivery
Review and Assessment

Lesson Preparation
Content objectives Clearly define what the students will be able to do; write them on the board.

Language objectives Clearly define the language objectives; write them on the board.
Concepts should be appropriate for the age and educational background of students. Materials What can you use to promote comprehension? Pictures? Multimedia? Demonstration? Find ways to integrate the content with language practice Listening, speaking, reading, and writing.

Building Background
New concepts should be linked to

students background. Past learning and new concepts should be tied together. Emphasize key vocabulary
Create a word wall; leaving it up during the lesson for students to see.

Comprehensible Input
Teach the lesson
Use appropriate speech at students proficiency level.
Clearly explain academic tasks. Use a variety of techniques to make concepts clear.

Strategies
The key is to teach students strategies so
that they can be empowered to learn--make them independent learners. Scaffolding break concept down into manageable pieces; guide students through process; help students move to higher levels of expertise.

Use different question types.

Interaction
Provide lots of interaction. Use group work that supports language & content objectives. Cooperative groups Buddies Pairs Large & small groups Give students time to respond. If possible, clarify using native language.

Practice/Application
Hands-on activities, models, blocks, tools, etc. Activities that allow students to apply both content and language knowledge. Activities that integrate language skills: listening, speaking, reading, and writing.

Lesson Delivery
Support content and language objectives. Engage students at least 90% of the time. Pace the lesson; gear it to the students ability levels.

Review and Assessment

Review key vocabulary and other concepts. Students receive feedback and are assessed throughout the lesson.

ELL Website at ISU

The End!