Help! They Don’t Speak English: An overview of information, practices and principles for working with ELL students

Important Terminology ESL: English as a Second Language (the program) ELL: English language learner (the students) LEP: Limited English Proficient LFS: Limited Formal Schooling Immigrant: A person who comes to the U.S. of own volition Refugee: A person who comes to the U.S. seeking refuge from difficulties in their home country.

How We Identify our English Language Learners We identify and place students in an ELL instructional program when: How We Identify our English Language Learners A student is a newcomer to the United States and has Limited English proficiency. The Home Language Survey (HLS) indicates the student speaks another language even though they were born in the U.S and appear to speak English fluently. A teacher or guidance staff may recommend placement in the program if language acquisition difficulties are noticeable. The following lists the identification process: New student enrolls. School must identify all potential English learners via Home Language Survey. ESOL teacher will administer English language proficiency assessments that are valid and reliable to those students identified as potential ELLs. Student is identified as an English Language Learner OR student is found to be proficient in English. Parents are notified of student’s proficiency level and the type of service the student will be provided.

Meet esl bob http://youtu.be/s2C8aDlQJTY

Language Considerations Some languages are not written Language rules can vary widely Some parents will be able to speak their native language, but do not have first language literacy Some languages are written from top to bottom or right to left Tone and emphasis can change meaning

Can you read this?

Language Development The Silent Period There is extensive documentation and research to support the notion that people go through a “Silent Period” which may last up to a year. During this time, very little in the way of language is produced and students are absorbing the language and deciphering the “code” which is the new language. Often times, students will smile, nod their heads a lot (even if they don’t know what is happening) or respond to a question posed in English by the teacher in their native language.

Can you fail an English Language Learner? Classroom teachers should make accommodations in instruction and assignments based on student fluency levels, and assessments should be based on these accommodations. Grades should reflect students’ participation, effort and progress. According to the Office of Civil Rights “equal outcomes are not required for these children”. It is against OCR regulations for teachers to fail students simply by saying they have not met the objective of the course. Failing grades for English language learners cannot be based in any way on language difficulties. The key issue for a teacher who fails an ELL is to maintain careful documentation of accommodations for the students. If a student has failed to complete modified assignments than they can receive a failing grade.

How can I possibly teach everything ELL students need to know? You cant! Determine what is reasonable and offer it in small chunks The following comments are from ESOL students. This is what they want teachers to know Write things, including homework, on the board Slow down the speed when speaking Don’t isolate me in the back of the class Ask me to stay for help. I’m too shy to ask Check to see if I understand Explain difficult vocabulary and provide me with a sheet with meanings(It takes so long to look up so many words) Hand out notes so I can study at home Encourage other students to work with me Please don’t say I’m not listening I really am. Don’t judge me by my English Have lots of patience

5 Easy Strategies for Teaching ELL Students Focus on key vocabulary and main ideas Provide instructional support: visuals, hands-on strategies, graphic organizers and technology Simplify texts, assignments and modify assessments. Peer tutoring, student-student interaction Perspective….How would you cope in a Vietnamese classroom?

Accommodations can include…… Questions with short answers-clues given Allow use of notes on tests Reduce number of questions to be answered Reduce choices on multiple-choice tests Indicate page numbers to answers for questions on tests Avoid use of machine scored answer sheets Reduce vocabulary words Have the student start the test and complete with ESOL teacher Allot more time for reading assignments and/or shorten amount of material to be covered Vocabulary matching and fill-in-the-blank Without documentations of appropriate accommodations, students cannot receive failing grades

Finally… Time Patience The greatest gifts that we can give our English language learners are: Time Patience

Teachers are Clouds ~Jay Wilkin Teachers are clouds that affect the whole earth. Sprinkling lists, facts, knowledge, and concepts. Showering understanding, questioning, interpreting, summarizing. Bringing heavy rains of applying, thinking, solving, relating. Or thundering storms of breaking, analyzing, scrutinizing, critiquing. Sometimes clouds empty and learners are left soaking, hungry, directionless. The scorching sun seeks to dry up energy, motivation, purpose. But yet there still remain those few clouds that don’t burn out. Sheltering creativity, inspiring growth, shaping values, encouraging new ideas. Learners are ready to venture out unprotected, perceiving the world, evaluating beliefs, explaining thoughts, defending opinions. At last forming into new clouds, sprinkling the earth once again, with knowledge, understanding, relating, inspiring.