English Learners and Language Acquisition David Irwin Language Development Opportunities www.langdevopps.com dave@langdevopps.com Materials: blank lesson plan; vocab cards; Icebreakers: Zip Zap Zop, Enemy Defender

Participant Goals Objectives We will understand the process of second language acquisition and the implications for using academic language in English Make connections between the process of language acquisition and the ELP Standards

Conversational Fluency Usually takes between 1 – 2 years to acquire Typically this language provides context and is not cognitively challenging Also called BICS (Basic Interpersonal Communication Skills) Link to proficiency levels and standards Cummins 1979

Cummins: Conversational Fluency Formerly BICS: Basic Interpersonal Communication Skills “Playground English” - conversation in casual settings High frequency words Anglo-Saxon based Relies on facial expressions, gestures, etc. Have it in L1 by age 5 Students have it in L2 in 1 or 2 years Purpose: Cover the difference between conversational and academic language Procedures: lecture** Materials: packet **is there a better way? Cummins, J. (1981).

Academic Language Proficiency Usually takes between 5 - 12 years to achieve Discourse is cognitively demanding, often lacks context clues, and is required for literacy and success in content learning Also called CALP (Cognitive Academic Language Proficiency) Discuss with your table group why the distinction between social and academic language is important in the teaching of English Language Learners. And how it is reflected in the proficiency levels. Cummins 1979

Cummins: Academic Language Proficiency Formerly CALP Low frequency words Graeco-Roman (Latin) based Complex written and oral language Technical, specialized language Discourse, grammar and vocabulary 5-12 years The Norman Conquest in 1066 Purpose: Cover the difference between conversational and academic language Procedures: lecture** Materials: packet **is there a better way? Cummins, J. (1981) Corson, DJ (1985) Thomas & Collier (1997)

The Quantity of BICS v. CALP Conversational Fluency (BICS) Academic Language Proficiency (CALP) Not ‘surface’ language. The iceberg represents the quantity of “BICS words” v. “CALP words” in English. The iceberg will look different for individual students. Cummins Cummins 1979

Alexander Lukin Alexander is 15 and was born and raised in Moscow. He attended public school from the ages of 4-12. His family then moved to Spokane, Washington. His parents were professors at Moscow University. He went to Shaw Middle School for 1 ½ years. He has been at Lewis & Clark HS since the beginning of the year. Purpose: Illustrate how a person can have differing levels of competence in L1 & L2 Conversational and Academic language Procedures: Read to the Ps Materials: packet Time: 2 mins

Teresa Gallegos Teresa grew up in the city of San Salvador and went to school there until she was 12. She has basic literacy in Spanish. She moved with her family of six to Othello when she was 16. She attends Othello HS but both of her parents work in the hotel industry, so she is responsible for her siblings after school until 6pm. She works at McDonald’s from 6:30- 10:30 five nights a week. Purpose: See slide 18 Procedures: Materials:

Teresa Conversational Academic L2 L1 Purpose: See slide 18 Procedures: Materials:

Stages of Language Acquisition ELP Standards Level 1 Level 2 Level 3 Level 4 Level 5 We use Krashen’s levels of language acquisition NOTE: These terms were developed by Krashen in 1982 and provide loose descriptions of the levels. Krashen (1982) and (2003); WELPA numerical levels

ELPA 21 Levels 1 – 5 for domains Listening Speaking Reading Writing Emerging, Progressing, Proficient for overall level (3 levels) ~1.5 – 4.5 average for Progressing

Tested grade FirstName Listening Level ReadingLevel SpeakingLevel Writing Level Avg Proficiency status ELL InitialWAPlacementDate 6 MIA 5 5.00 Proficient 09/08/2010 LUCRETIA 4 3 3.25 Progressing 09/10/2010 MANUEL 02/16/2016 JARREN 2 2.50 09/01/2010 ROSALINDA 3.75 08/27/2010 SUAMILI 1 1.50 09/09/2009 BRIANNA 4.00 CELESTE 09/03/2010 EDUARDO 4.25 09/07/2010 JOANA NICK GABINO 09/14/2009 CINDY 4.50 09/09/2010 JESUS 1.00 Emerging ISMAEL 2.25 10/14/2010 OSCAR 02/11/2016 ALEXIS 10/19/2011 SHERLIN ERIKA 01/09/2014 3.50 ROBERTO MARIZA 3.00 MARICRUZ NORMA

Characteristics of Level 1 “Silent period” Uses little or no English. May or may not connect words with objects or pictures. Student watches carefully. Student follows lead of others. Student repeats language heard in and out of appropriate context. Needs to see and uses words connected to gestures and actions Responds to simple academic content and directions Begins to correct speech in group activities Needs visual and social academic supports Example of extended silent period from Reading and Writing in English.

Characteristics of Level 2 Mostly silent. Watches carefully. Mimics what others do. Points frequently while communicating. Repeats words and simple phrases uttered by others but not always with understanding. Begins to recognize words in the classroom written in English. Participates in academic discussions with words and phrases Begins to use content related vocabulary

Characteristics of Level 3 Speaks simplified English. Demonstrates frequent grammatical and word choice errors. Uses simple sentences with inconsistent grammatical forms Follows simple directions especially when accompanied by gestures. Uses a few well-chosen English words and phrases to communicate. Relies on non-linguistic cues for meaning. Participates in social discussions on familiar topics. Tells and retells simple stories and content. Has problems understanding nuances of deeper meaning. Doesn’t understand many jokes. Uses word parts to determine meaning of new words (grades 3 to 12) Reads scaffolded (adapted) text

Characteristics of Level 4 Speaks clear but simplified English. Communicates with most speakers on many topics with some ease. Influence of home language phonology and sentence structures evident. Begins to self monitor. At times frustrated due to lack of vocabulary. “Knows what she doesn’t know.” May mix home language with English when trying to communicate ideas. Relies on literal meanings. Attempts descriptive sentences in academic discussions Uses common grammatical forms with some errors Reads at close to grade level with support Uses simple figurative and idiomatic language (grades 3 to 12) Create a handout with characteristics.

Characteristics of Level 5 Uses and understands more complex speech. Communicates effectively with some language errors. Jokes and teases easily in English. May still be confused by idioms. Speaks clearly and comprehensibly using standard forms. Applies content related vocabulary in various contexts. Reads at grade level.

What might a Level 1 student understand? ______ the ____ game __ the ______ball ______, Fernando ___ ______ a _____ __ 73 ______. He ______ 20 ______ in the ____ game, ______ ___ ______ _______ 15.5 ______ ___ game. To ____ the _____ ______ __ games he ______, _____ ____ the ___ __ 73 and 20 and the_   ___ the ___ to 15.5 ________ 15.5 ____ 73 ________ the ___ __ 15.5 ______ the ___ __ 15.5 Only numerals and repeated simple sight words, recognized

What might a Level 2 student understand? ______ the last game __ the basketball ______, Fernando had ______ a _____ of 73 points. He ______ 20 points in the last game, ______ his ______ _______ 15.5 points ___ game. To find the _____ number of games he ______, first find the ___ of 73 and 20 and then   ___ the ___ to 15.5 ________ 15.5 ____ 73 Multiply the ___ by 15.5 ______ the ___ by 15.5 Comprehends about 30%; not enough info to solve problem

What might a Level 3-4 student understand? Before the last game of the basketball season, Fernando had ______ a total of 73 points. He ______ 20 points in the last game, making his season _______ 15.5 points per game. To find the total number of games he played, first find the sum of 73 and 20 and then   Add the sum to 15.5 Subtract 15.5 from 73 Multiply the sum by 15.5 Divide the sum by 15.5 The only words missing are KEY to solve the problem! Academic language instruction essential.

What’s so important about language? Before the last game of the basketball season, Fernando had scored a total of 73 points. He scored 20 points in the last game, making his season average 15.5 points per game. To find the total number of games he played, first find the sum of 73 and 20 and then:   Add the sum to 15.5 Subtract 15.5 from 73 Multiply the sum by 15.5 Divide the sum by 15.5

Sort for the Level With your table group: Organize the descriptors in your envelope from least demanding to most demanding How would you group these descriptors into levels or stages? Envelopes with strips

What is Academic Language? This term has been around for awhile now… discuss what you know. It is… …a register …specific linguistic features associated with academic disciplines …found in textbooks, tasks, talk and tests …students must produce it!!! (Anstrom, 2010; Bailey, 2007; Bunch, 2009; Ernst-Slavit & Mason, 2011; Gottlieb, Katz, & Ernst-Slavit, 2009; Gottlieb & Ernst-Slavit, 2013; Francis et al, 2006; Schleppegrell, 2004; Zwiers, 2008)

Academic Language v Vocabulary v Grammatical Features v Discourse or Genres v Language Functions Gisela Ernst-Slavit 16

Academic Language General Areas Word/Phrase Level • Vocabulary-general, specialized, technical • Multiple meanings of words • Nominalizations • Idiomatic expressions • Metaphors Sentence Level • Types of sentences-simple, compound, complex • Compare/contrast • Prepositional phrases • Syntax (forms & grammatical structures) Discourse Level • Text types/ genres • Cohesion across sentences • Coherence of ideas • Organization of text or speech Gottlieb & Ernst-Slavit (2013). Academic Language in Diverse Classrooms. Corwin.

The Language of Mathematics v Vocabulary v Letter Conventions v Symbols v Grammatical Features v Discourse or Genres v Language Functions Gisela Ernst-Slavit

Vocabulary- E.g., multiple meaning words v Unique meanings in mathematics Gisela Ernst-Slavit

Grammatical Features E.g., prepositions “Do you say divided by or divided into?” --Maximo, 5th grade ELL Of and Off (percentage of or off something) The temperature fell by 12 degrees The temperature fell from 12 degrees The temperature fell to 12 degrees Gisela Ernst-Slavit

Discourse “There are 4 windows in the attic and each window has 8 panes of glass. One friend cleans Every third pane. Two of you clean the rest. Who cleans the least number of panes?” 24 Gisela Ernst-Slavit • Will the friend start on pane 1 of window 1 or on pane 3 of window 1? • Will s/he then move to window 2 or continue in window 1? • Is the comparison among the 3 friends or between the “one friend” and the “two of you”? • What is a pane?

The Language of Math: Discourse Story Problem A certain construction job usually takes four workers six hours. Today, one worker called in sick, so there are only three workers. How long should it take them to do the job? Gisela Ernst-Slavit

ELP Standards focus on function tied to the Washington State Learning Standards assessed with ELPA 21 language objectives in content areas Next: Aida Walqui on language function

Standards 1-7: Content-Area Practice Focus Standards 8-10: Language Specific Focus construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing 2 participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions 3 speak and write about grade-appropriate complex literary and informational texts and topics 4 construct grade-appropriate oral and written claims and support them with reasoning and evidence 5 conduct research and evaluate and communicate findings to answer questions or solve problems 6 analyze and critique the arguments of others orally and in writing 7 adapt language choices to purpose, task, and audience when speaking and writing 8 determine the meaning of words and phrases in oral presentations and literary and informational text 9 create clear and coherent grade-appropriate speech and text 10 make accurate use of standard English to communicate in grade-appropriate speech and writing Function Page 6. Here are the 10 ELP Standards. Point out – for people who are familiar with CCSS they will recognize the concept of “anchor standards” – that there are 10 ELP Standards common to all grade levels (on page 6). The ELP Standards address areas that are central to more rigorous college-and-career-ready standards: Standards 1 through 7 involve the language necessary for ELLs to engage in the content-specific practices associated with ELA & Literacy, mathematics, and science. In other words, FUNCTION. In other words, they build on each other so the depth at which a student can “do” these standards increases. Standards 8 through 10 home in on some of the more micro-level linguistic features that are undoubtedly important to focus on but especially in the service of the other seven standards. In other words, FORM. Note: 8-10 are more reminiscent of the previous WA ELD Standards. Form