Changing Populations, Changing Methods For the TEACHERS of Limited English Proficient Students In the Carolinas

Geographic Distribution What are the top five states in terms of the number of foreign born, share of foreign born in the total state population, absolute growth, and percent growth between 1990 and 2000 and between 2000 and 2006? In 2006, the top five US states by the number of foreign born were California (9,902,067), New York (4,178,962), Texas (3,740,667), Florida (3,425,634), and Illinois (1,773,600) (See Map 1). When classified by the share of foreign born in the total state population, the top five states in 2006 were California (27.2 percent), New York (21.6 percent), New Jersey (20.1 percent), Nevada (19.1 percent), and Florida (18.9 percent). California (2,482,565), Texas (1,390,505), New York (1,049,862), Florida (1,010,243), Illinois (591,596), and New Jersey (512,865). Between 1990 and 2000, the five states with the largest absolute growth of the foreign-born population were Between 2000 and 2006, the five states with the largest absolute growth of the foreign-born population were California (1,037,812), Texas (841,025), Florida (754,806), New York (310,829), and Georgia (282,317). Between 1990 and 2000, the five states with the largest percent growth of the foreign-born population were North Carolina (288.2 percent), Georgia (247.5 percent), Nevada (206.4 percent), Arkansas (198.5 percent), and Nebraska (183.0 percent). However, between 2000 and 2006, the five states with the largest percent growth of the foreign-born population were Delaware (53.1 percent), South Carolina (51.8 percent), Nevada (50.3 percent), Georgia (48.9 percent), and Tennessee (48.7 percent).

Populations Change

Numbers of ESOL Students in SC   ,653   ,049   ,005   ,685   ,543

Food for Thought!   Students need to feel good about themselves and their relationships with others in second language learning situations. (Rigg & Hudelson, 1986)   Students can learn to read and write in a second language while the develop their oral skills. (Rigg & Hudelson, 1986)   Second language competency develops most quickly when the learner focuses on accomplishing tasks rather than focusing on the language itself. (Rigg & Hudelson, 1986; Krashen & Terrell, 1983)   Learners acquire a second language through trial and error mistakes are part of the natural process. (Rigg & Hudelson, 1986; Krashen & Terrell, 1983)

Methods of Instruction MUST Be Changed  Animation and Drama  Sounds effects utilized  Illustrations and examples  SIOP (Sheltered Instruction Observation Protocol)  SDAIE (Specially Designed Academic Instruction in English)  Cooperative Learning groups  Partners in learning, Peer tutoring, Business Partners  Interpretation through Students Ambassadors  After school program  Fine Arts programs-Drama, Band, Art, Chorus, Orchestra  Extracurricular Activities (sports)  Media to illicit language development-TV, Radio, Movies  Hands on Learning- Experiments and Demonstrations  Computer Programs-to reinforce but also for creating presentations  Technology usage- WebQuest, Ipods, Active Votes, DVD’s, Cameras  Creative Inquiry-Clemson University-community based projects

Basics Needed by ESOL Students  Opportunity to interact with native English speakers meeting learning content and language objectives.  Engage with native English speakers while still preserving their first language.  Modifications and accommodations to allow them time to grow with their second language acquisition.

Accommodations For ESOL Students  eral-and-State- Accountability/old/fp/documents/ESOLMod ifications.DOC eral-and-State- Accountability/old/fp/documents/ESOLMod ifications.DOC eral-and-State- Accountability/old/fp/documents/ESOLMod ifications.DOC  Shared with ALL teachers…….

Writing/Vocabulary Modifications  Note taking  Word to word dictionary  Word walls, “tickets out”  Journal writing  Technology opportunities

Illustrations  A picture is worth a thousand words!  Show me and I will understand better! Hurricane Definition: a large storm that begins over the ocean that has violent winds,

Cooperative Science Labs Using Owl Pellets

Dissections and Exploration

Utilizing Classification Charts

Student Generated Projects

Contact information  Connie Banks  ESOL teacher- Chesnee Middle and Chesnee High Schools- Spartanburg District 2   Or  Home  School