English as a New Language

Educational Rights & Responsibilities Lau vs. Nichols (1974)– students entitled to an education they can access. Parents entitled to communication that is accessible to them. Students entitled to full range of services and opportunities.

Identification Process ELL students identified at registration with a Home Language Survey Given an initial language assessment (NYSITELL), followed by the annual NYSESLAT Exit criteria & follow up

BICS and CALP (Jim Cummins) Basic Interpersonal Communication Skills – Developed in 2 to 3 years – Cognitively undemanding – Contextualized – Can mask low CALP Cognitive/Academic Language Proficiency – Developed in 5-7 years, under optimal conditions – Cognitively demanding – Decontextualized

Factors Affecting SLA Prior education & first language literacy Personality, aptitude & motivation First language proximity to English Family attitudes Socio-economic status Competing priorities Culture Age Classroom environment & expectations Classroom environment & expectations “Affective filters” (Krashen)

Second Language Acquisition Stages Entering (Beginning): arrival – 1 year * Often includes a “silent period” of 0-6 months Emerging (Low Intermediate): 1-2 years Transitioning (Intermediate): 2-3 years Expanding (Advanced): 3-4 years Commanding (Proficient): 5+ years

Four Domains of Language Listening Speaking Reading Writing

Entering Comprehends more than can be produced; understands simple words and phrases. Uses gestures, 1-2 word responses, and fixed phrases. Recognizes simple written words and phrases & cognates. Writes basic words or phrases, with frequent errors, including native language interference and overgeneralization of rules.

Emerging Understands basic spoken vocabulary and phrases with frequent need for clarification. Uses common words and simple phrases with many errors. Recognizes simple written words, phrases, and sentences, and reads and comprehends below grade- level texts. Writes sentences and short paragraphs with limited control of standard English conventions.

Transitioning Understands most oral communication s, with some need for clarification. Speaks using common words and phrases and basic grammar and sentence structure; uses complex language structures but with occasional errors. Recognizes common written words and some academic words and comprehends simple grade-level texts. Writes short, simple compositions with partial control of standard English conventions

Expanding Understands extended and prolonged oral communication, with occasional clarification. Recognize many common and academic words, and comprehends moderately difficult grade-level texts. Students engage in conversation and produce connected, expanded narratives (speaking and writing).

Commanding/Age Appropriate Listening, Speaking, Reading and Writing approximates a native speaker of the same age.

Strategies for Teachers Pre-teach content, especially vocabulary Examples more helpful than definitions Activate prior knowledge; connect to familiar topics Review/Summarize Classroom routines Agendas & objectives

Strategies (cont’d) Limit variety of formats Multiple modalities Visuals/realia Provide supplemental materials/texts that are a lower literacy level or native language. Cognates Demonstrations Repeat, repeat, repeat

Strategies to Improve Listening Comprehension Enunciate Speak a bit slower Pause frequently Repeat important info Simplify language Avoid idioms Signal important information Check for understanding

Strategies to Improve Class Participation Focus on current fluency level (i.e.,repetition, yes/no questions, etc) Opportunity to ask questions privately Advance warning/mental rehearsal Wait time Think-Pair-Share Partner/Small groups

Grading & Assessment Apply differentiation principles Decrease amount of material Student demonstrates understanding nonverbally Decrease language demands – graphic organizer instead of written paragraph – T/F or MC instead of open response

Grading & Assessment Increase language supports (include visuals, word bank, use of bilingual dictionary, notes from class, cloze sentences) Increase time allowed to complete Simplify instructions and question language; practice assessment format ahead of time. Use rubrics and show examples of what a finished product should look like Provide feedback and re-do opportunities

Grading & Assessment Students demonstrate ability in strongest modality – listening, speaking, reading, writing – play to strengths Avoid penalizing for grammatical/spelling errors (except target language!) Offer choice in type of assessment Use baseline & final assessments – grade on improvement Give two grades or annotate grade to show what is effort, what is content mastery Whatever approach is used, communicate clearly to students & parents

Process - Planning Think through unit or lesson: – What are the major goals? – What is most essential? – How can I make this info accessible to my ELL student? – What strategies can he/she use to augment understanding? How can I connect it to something he/she already knows? How can I activate her prior knowledge? What activities & materials will support?

Process - Execution Provide unit outline & accessible materials ahead of time Identify vocabulary/provide vocabulary charts Provide vocabulary practice Identify language objectives/provide practice Note frames, graphic organizers Provide activities he/she can participate in Supplemental materials Appropriate assessment & feedback

Vocabulary: Three Tiers Tier I – common, every day words students will learn in ENL, but content area teachers may need to supplement. Tier 2 – academic words (prejudice, plot, hypothesis); students will most likely encounter these in their subject area classes, and ENL teacher can support. Tier 3 – specialized academic vocabulary the whole class is learning.

Issues in ELL Language difference or disability Students with Interrupted Formal Education (SIFE)

Quick Review of Strategies

Questions???