Cross-Linguistic Competence Moving Beyond Language Arts Remediation English Language Development.

Slides:



Advertisements
Similar presentations
T H A N K Y O U !. Charlie Robinson Charlie
Advertisements

Grammar & Communication in the FL Classroom
Strategies and Methods
Foreign Language Immersion Programs Bilingual Education Programs.
Academic English for Success in Content and Literacy Let Academic English take center stage in your classroom K-6 ESL/ELD Program.
Bilingual education planning: language allocation
How Languages Are Learned 4th edition
Chapter 4 Key Concepts.
Instructional Methodology Amy Culey Central Office
Bilingual Special Education Interface Developing IEPs for Exceptional Language Minority Students.
LUPE LLOYD & ASSOCIATES, INC.
WCSD ELL Department
Second Language Acquisition (SLA)
Two-Way Dual Immersion: From Theory to Practice
Dual Language Programs Defining Terms Defining Options Defining Results.
CA 2012 ELD Standards Session 3 ESC North 2/5/15.
Continuing dominance of “language of instruction” debate.
Instructional Methods and Program Models for Serving English Language Learners.
WHAT WORKS IN LITERACY INSTRUCTION High-Quality Literacy Framework.
How we use effective strategies for teaching ESL learners (Whole School) January 27, 2014.
Sharonda Walker Texas Woman’s University. Acquisition-Learning Monitor Natural Order Input Affective Filter.
UNIT 10. CLIL LESSON PLANNING AND SHELTERED INSTRUCTION
INFORMED APPROACHES Autor: Pedro Devera Carnet:
SIOP: Sheltered Instruction Observation Protocol Dr. Kelly Bikle Winter 2007.
LANGUAGE ACQUISITION AND DEVELOPMENT STANDARDS KNOWLEDGE BASES PLANNING STANDARDS KNOWLEDGE BASES PLANNING.
Program Models for English Language Instruction
Bilingual Education and English as a Second Language Program Models
General Considerations for Implementation
The Common Core State Standards and the English Language Learners Wen Ma, Ph.D. Le Moyne College.
Building Bridges for Emergent Bilinguals, Part I : Scaffolding oral language development Rebecca Curinga, PD Coordinator Aika Swai, Program Coordinator.
English-as-a-Second Language Programs
Chapter 2 Second Language Acquisition. Success Stories L2 Students you’ve seen who: Began with little or no target language skills Struggled through with.
DEVELOPING ART LESSONS WITH AT-RISK YOUTH AND ELLS IN MIND Delanie Holton Art Teacher Fletcher Primary and Intermediate Aurora, CO.
MODULE 4 – Topic 403 Intervention Analysis Toolkit for Learners who are Culturally and Linguistically Diverse Module 4: Effective Instructional Practices.
Second Language Acquisition
Content Area Instruction
English as a Second Language. Vocabulary Terms w ESL w ESOL w CLD w The field of English as a Second Language w The learners who participate ESL w Culturally.
Marjorie Hall Haley, PhD - GMU1 Chapter 3 Planning for the Standards-Based Classroom.
PSRC SIOP: Train the Trainer 2009 Sheltered Instruction Observation Protocol (SIOP) Leonardo Romero PSRC.
Communicative Approach. Communicative Language Teaching.
Bilingual-Bicultural Education GA Summer Course 2007.
Operational Definitions Dr. Elva Cerda Pérez University of Texas /TSC Brownsville.
How Languages are Learned and Acquired
Module 8 Teaching English Learners
New Pathways to Academic Achievement for K-12 English Learners TESOL March 26, 2009 Anna Uhl Chamot The George Washington University.
ESL, Now What? ESL Teaching Simple and Effective Practices Georgia Arruda PP110 Lincoln County Department of Education September 13, 2010
Literacy Instruction in Linguistically Diverse Classrooms.
Leadership Presentation Alex Price PPS /10/2011.
Second Language Acquisition
Second Language Acquisition Theories (A brief description) Compiled by: Nicole Lefever.
UNIT 10. CLIL LESSON PLANNING JSP A IMS OF THE UNIT Describe instructional indicators and strategies for classroom organization and elivery.
 explain expected stages and patterns of language development as related to first and second language acquisition (critical period hypothesis– Proficiency.
The Theory of Writing Workshop An Effective Pedagogical Practice in Promoting Emergent Literacy with English Language Learners Jayne Sherman EDRD 829.
Teaching English Language Learners with Diverse Abilities
Using TESOL’s Standards to Guide Instructional Design
¡Capacitación Bilingüe Para Todos Los Niños! Presentedby Dr. Leo Gómez, Associate Professor/Assistant Dean College of Education, The University of Texas.
TEACHING AND LEARNING WITH TECHNOLOGY IN ENGLISH AND LANGUAGE ARTS INSTRUCTION BY CHRISTEN BURKE.
Collaboration & Integrated Content-Based Instruction.
Chapter 9 The Communicative Approach.
Pedagogy As it relates to the field of linguistics.
Second Language Acquisition Think about a baby acquiring his first language. Think about a person acquiring a second language. What similarities and differences.
April 26, 2012 Lexie Domaradzki.  Key principles  Comprehensive Assessment System  Strong Core Instruction for all kids  Supplemental or Intervention.
3. Nine-Twentieth-Century Approaches to Language Teaching
How Languages Are Learned
Guided Language Acquisition Design (GLAD)
TODAY’S SITUATION Teachers in a self-contained classroom, as well as those in core content classes such as Social Studies, Math, Science, and Language.
Academic Vocabulary Development for English Language Learners
Performance Indicator F: Performance Indicator G
Overview of Approaches to Second Language Acquisition
Chapter 4.
Presentation transcript:

Cross-Linguistic Competence Moving Beyond Language Arts Remediation English Language Development

It’s not about “best” practice; it’s about the right practice and the right instruction for each learner.

Next Steps Shared Responsibility: Everyone has A Part to Play No Responsibility: Sink or Swim Sole Responsibility: ESL Will “Fix It”

English as a Second Language Instruction English Language Development Instruction English Language Arts Instruction and Remediation ELD Framework Cross- Linguistic Competence

Sheltered Instruction English Language Development Objectives Content Area Objectives Core Curriculum Framework

Requirements PHLOTE Assessment Parent Involvement 45 minutes/one class period a day to develop all 4 (+1) modalities Sheltered Instruction in the Content Areas Least Restrictive Environment Service Plans and Form A’s Program Evaluation

Contrastive Analysis Hypothesis Language interference is real Rules and norms of the first language do not necessarily transfer Skills must be relearned in the second language

Interdependence Hypothesis Knowledge in one language supports knowledge in a second language Rules and norms from languages might differ but these are negotiated Most skills transfer naturally from one language to another

Preparedness Hypothesis Academic skills are the key Language skills are secondary to background and intelligence School readiness determines literacy and, therefore, fluency regardless of the first or second language

Get It Right From the Beginning Example(s): Grammar Translation, Audiolingual Methods Avoid fossilization of errors Explicit and direct instruction methods Focus on linguistic competence and deep literacy Conversation is scripted then practiced Impromptu language production is slow to develop

Say What You Mean and Mean What You Say Example(s): Conversation and Interactionist Methods Comprehensible Input Negotiation of meaning Focus on consultative registers and discourse Emphasis on cooperative learning and impromptu language production

Just Listen and Read Example(s): Immersion, Comprehension-based ESL Models including The Natural Approach Acquisition is valued above learning Implicit instruction and teachable moments are key Strategies developed to prepare for both acquisition and learning Receptive skills are primary; production comes later

What Is Teachable Example(s): Developmental Models (see Pienemann 1985, 1988) Some things can be taught others cannot Language learning only occurs at developmentally appropriate stages Explicit instruction and implicit instruction are balanced within scaffolding Production takes time; error analysis is critical

Getting It Right in the End Example(s): Eclectic and Balanced Communicative Models, including those focusing on academic language Focus on meaning not form Assess student skills and readiness Scaffold Balance student background and academic demands Data-driven instruction

Cross Linguistic Competence “In the beginning was the Word. And the Word was made flesh. It was so in the beginning and it is so today. The language, the Word, carries within it the history, the culture, the traditions, the very life of a people, the flesh. Language is people. We cannot even conceive of a people without a language, or a language without a people. The two are one and the same. To know one is to know the other.” ~ Sabine Ulibarri “Bilingual-bicultural education is like an impressionist painting--- very attractive from a distance, but unclear and confusing when one gets very close to it.” ~ Sabine Ulibarri

Empirical Findings Some empirical data is available but limited Most data is from small sample sizes, single language students, or focused on narrow skill sets (such as phonics) Little empirical data exists in the US and with our demographics, studying students in language transition We continue to study and make strategic decisions

Books: Developing Literacy in Second Language Learner: Report of the National Literacy Panel on Language Minority Children and Youth, edited by Diane August and Timothy Shanahan How Languages are Learned, Revised Edition, by Patsy M. Lightbrown and Nina Spada Myths and Realities: Best Practices for Language Minority Students by Katharine Davies Samway and Denise McKeon Reading, Writing, and Learning in ESL: A Resource Book for K-12 Teachers, 4 th ed., by Suzanne F. Peregoy and Owen F. Boyle Teaching by Principles: An Interactive Approach to Language Pedagogy, 2 nd ed., by H. Douglas Brown References

Organizations: The Center for Applied Linguistics (CAL) The Center for Research on Education, Diversity, and Excellence (CREDE) Teachers of English to Speakers of Other Languages (TESOL) The National Association of Bilingual Education (NABE) References

Summarizing Format GIST: Getting It Summarized Together Can be done first as a group or independently A 20 word summation of a concept, etc. Complete sentences are required as developmentally appropriate. Find various other GIST formats online

Define Your Program

School Plans Goals ___________________ ___________________ ___________________ ___________________ Considerations ___________________ ___________________ ___________________ ___________________