Presented by: Mrs. Marcia Vega The Basics of English Language Learners

Who are ELLs? ELLs are: English Language Learners Students receiving ESL services Students no longer in need of ESL services Students whose first language is a language other than English and who are in the process of learning English

Who are LEP students? LEP students are: Students with a Limited English Proficiency This is also a category used in desegregation of standardized assessment data Describes the level of English acquisition Students who have insufficient English skills in all domains

USDE English Learner Fact s 1 in 9 students come from a home where a language other than English is spoken. There are 5 million English language learners in US public schools. The number of ELLs has grown 65% in 10 years. There are 425 different languages spoken in US public school classrooms. 43% of Hispanic students born outside the US dropped out of school compared to 15% for first generation Hispanics.

Demographic Trends Total Number of ELLs

What is SLA? SLA is: Second Language Acquisition Subconsciously knowing the second language through social encounters The process is similar in acquiring the first and second language

Value Line To dispose or confirm myths related to ELLs and second language acquisition, participants will play “Value Line”.  Review several statements regarding ELLs.  Using a value line decide how strongly you believe in each of the statements (5 being the strongest and one being the lowest).  Then, discuss your beliefs about each statement.  After, you will be asked to stand on the number on the value line that best represents your beliefs.  Be prepared to justify your answers (using the sentence frame “I believe____ because____.)

SLA Beliefs English language learners (ELLs) will learn English easily and quickly by simply being exposed to and surrounded by English. It is necessary to know about the culture of a language in order to speak it. Young children learn a second language better and faster than older children. In earlier times immigrant children learned English rapidly and assimilated easily into American life. When ELLs converse comfortably in English, they have developed proficiency in the language.

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

What is the difference between language acquisition and language learning? Language Acquisition A process Similar process in first and second language “Picking up” a language Subconscious Implicit knowledge Not helped by formal teaching Language Learning Formal knowledge- takes place within a course “Knowing about” a language Conscious Explicit knowledge Helped by formal instruction

Dimensions of Language Proficiency BICS Basic Interpersonal Communicative Skills Usually by age 5-6 all children develop in first language Skills needed for everyday talk Not necessarily related to academic success May take 2 yrs to develop in L2 CALP Cognitive Academic Language Proficiency Skills associated with literacy and cognitive development Goes beyond social Needed for reasoning, problem solving & HOT May take 5-7 yrs. To develop in L2

12 Context Reduced Cognitively Demanding A. Art, music, P.E. Following simple directions Face-to-face conversations Cognitively Undemanding Context Embedded C. Telephone Conversations Note on refrigerator Written directions B. Demonstrations A-V assisted lesson Hands-on Science/ S.S. experiments or projects D. Reading a textbook Lecture with few visuals Math concepts & application

13 Cummins’ Quadrant Activities Points to classroom item. Describes classroom objects according to size, color and shape. Follows along during oral reading activity and takes his or her turn. Recites vocabulary from a word wall. Expresses reasons for his/her opinion. Distinguishes main ideas supporting details. Carries out common classroom procedures. Describes the actions depicted in a picture. Reads for comprehension. Copies an object such as a simple map or cell.

English Learners, Programs, & No Child Left Behind Requirements NCLB definition: the learner is –between ages 3-21 and is enrolled or preparing to enroll in an elementary or secondary school. –Does not have English as a native language or comes from an environment where English is not dominant –Lacks sufficient proficiency in reading, writing, listening and speaking in English so that the individual is not able to meet the proficient level of achievement on state content assessments and is not able to achieve in the classroom where instruction is in English w/o language supports.

Level 1 Entering – Student does not speak or understand English. Student is new to the schools in the United States. Level 2 Emerging – Student begins to demonstrate receptive and productive English skills. Level 3 Developing – Student communicates with increasing ease to more varied communication tasks. Level 4 Expanding – Student begins to communicate more effectively in most social and academic situations. Level 5 Bridging – Student is able to use English in complex and cognitively demanding situations. Proficiency Levels

What are the goals of instruction for ELLs? Providing ELLs with the instruction and support necessary for the development of English language proficiency in Listening, Speaking, Reading and Writing Providing ELLs with strategies and skills necessary to meet PDE academic standards Providing ELLs with the supports and scaffolds necessary to successfully complete high school and enter intuitions of higher education or begin a career

What are the goals of instruction? (cont.) Complying with state and No Child Left Behind regulations Encouraging pride in cultural and linguistic diversity Orientating students to the cultural patterns of American life, to enable them to participate fully in the school and community Providing outreach to parents to encourage them to become partners in education

What are some ELL best practices? 1.) A non- English speaking student enrolled in my class yesterday, how can I make him feel comfortable? 2.) Some of my ELL students rarely participate in classroom discussions. One student never speaks even when encouraged to do so. Is this to be expected? 3.) Are there any specific things I can do to foster communication in my classroom? 4.) I don’t know my students’ native language. How can I communicate with them? 5.) In what ways can I adapt my lessons to meet the needs of second language learners? 6.) How can I facilitate language learning in the classroom?