English as a Second Language Jill Ungaro Jillungaro@k12.ginet.org Grand Island Schools

Acronyms ELL- English Language Learner ESL- English as a Second Language LEP- Limited English Proficient L1, L2- 1st & 2nd Language

Definitions Limited English Proficient- English as a Second Language Pupils who by reason of foreign birth or ancestry, speak a language other than English 1) Understand and speak little or no English 2) Score below the state wide reference point or is equivalent on an English language assessment English as a Second Language The development of listening, speaking, reading and writing skills in English by specially trained teachers using specially designed material. Appropriate situational use of language and gestures are also promoted.

Bilingual Education Children learn academics in both languages Bilingual does not mean Spanish and English Need 20 children of the same age and language to have a bilingual program Most successful students are ones that who can think in two languages Every year people vote on whether or not to end Bilingual Education- Mass, AZ, CA, CO

Groups in the U.S. Immigrants with comparable educational, cognitive and literacy development US born ELLs who start school in kindergarten and have had exposure to English since birth Recent arrivals with interrupted schooling in their L1 and inadequate educational preparation Internationally adopted children with no L1 support at home Students with no developed literacy skills in their L1

Most Common Languages in NYS Spanish Chinese ( Cantonese, Mandarin) Russian Urdu Haitian Bengali Korean Arabic

Common Languages in Grand Island Punjabi German Chinese Urdu Spanish Thai Albanian Polish Greek Ukrainian Dutch Korean Russian Arabic Tagloga

Identification Home Language Questionnaire Informal Interview Language Assessment Battery- Revised New York State English as a Second Language Achievement Test

Requirements Students are required to take all state assessments, including the ELA after one year and Regents exams Test Modifications- Extra time Separate Location Listening Read 3x Bilingual glossaries/ translators

Required Levels of ESL Instruction K-8 9-12 English Proficiency Level ESL ELA Begin 2 3 Inter Adv 1

Basic Interpersonal Communication Skills Social, conversational language for oral communication Approximately 2 years to acquire Can comprehend social language by Observing non-verbal behavior Observing others’ reactions Voice cues Asking for clarification

Cognitive Academic Language Proficiency Language in academic classrooms Approximately 5-7 years in a quality bilingual program, some studies show that this can take from 7-10 years Challenges Academic language is often abstract Less face to face interaction Literacy demands are high Cultural/ linguistic knowledge is needed to comprehend

Factors Affecting Second Language Acquisition Motivation First Language Development Language Distance and Attitude Access to Language Age Personality and Learning Style Peers and Role Models Quality of Instruction Cultural Background

Stages of Second Language Acquisition Pre-production Silent period, more receptive than expressive language, Students will be overwhelmed and exhausted Pictures/ visuals

Early Production Students may speak in one or two word phrases Ask yes/ no questions Modify content Focus on building vocabulary Begin writing sentences Use listening activities, read to the students and discuss information Use high interest low readability books

Speech Emergence Short conversations Will start to ask simple questions- Teachers should model correct grammar not correct it Used modified texts Journal writing Build vocabulary Begin using “wh” questions

Intermediate Fluency Using complex sentences They will begin asking clarifying questions Begin teaching grammar Students may translate information Students may begin reading independently

Advanced Fluency Cognitive Academic Language Proficiency Will see language transfer in writing and cultural mistakes- Chinese do not use articles so this will transfer to the second language

Newcomers/ Beginning Level Students Learn about the first culture to learn about taboos Determine how much L1 schooling that the student has Picture Dictionaries- a published one or make one Bilingual Dictionaries- a published one or make one Let students teach you their language

Continued Allow beginners to draw pictures, write in their first language Label the classroom in the L1 Teach basic vocabulary- school, body parts, colors, alphabet Use bilingual materials or materials from their culture Make a comfortable environment so the kids will speak

Challenges ELLs may face in a regular classroom Idioms and figurative language Homonyms/ synonyms Grammar rules-exceptions to the rules, if students don’t know the grammar in the L1 they will struggle in the L2 Names Teachers may speak to fast

Challenges continued No background knowledge No Literacy Vocabulary-may know the words to hear but not to say, may not have words in the L1, like words for government or wars Students may go home and spend time translating work Teachers may not differentiate work

Suggestions for mainstream teachers Grade more on effort Modify assignments/ tests Teach background knowledge Be aware of cultural differences Use visuals Use simple directions Teach vocab Use multicultural materials

Culture Shock Honeymoon Stage- students are very excited about being in a new place Culture shock stage- students are confused by their new surroundings Integration stage- begin to deal with new life Acceptance stage- becoming comfortable with the new culture www.everythingesl.net

Culture Shock Students may go through a silent period Students may not be used to switching classes or using lockers Students may not be used to being in school with the opposite sex Students may not “fit the profile”

Parent Involvement Parent involvement varies because of culture and language ability We translate notes and bring translators in for meetings Encourage parents to come in as room helpers, discuss holidays, etc. Encourage parents to use first language at home