ELLs Can Succeed! Presented by Maxine Drazenovic, Elementary ESOL Teacher Van McKenna, Elementary ESOL Teacher Laura Hook, Elementary ESOL Resource Teacher Goals: To identify characteristics that impact language acquisition To describe ESOL services and appropriate instructional strategies to support English language learners

What do you understand when you know a language? The music The sounds The correct sequence of sounds in a word How to use and interpret intonation How to change the time of a sentence The order of words The music The sounds The correct sequence of sounds in a word How to use and interpret intonation How to change the time of a sentence The order of words Formal v. informal language Idiomatic expressions A wealth of vocabulary The variety in meaning of words Language nuances The gestures How to ask for information How to persuade How to enter a conversation without interrupting How to take turns in conversation How to use language to build relationships Connections between language and culture How to ask for information How to persuade How to enter a conversation without interrupting How to take turns in conversation How to use language to build relationships Connections between language and culture

Key Differences: L 1 and L 2 Acquisition First Language: Learned through total immersion Learned at home Learned by young children Learned in order to communicate with loved ones Largely an unconscious process No time pressure to learn Must learn developmental concepts as well as language First Language: Learned through total immersion Learned at home Learned by young children Learned in order to communicate with loved ones Largely an unconscious process No time pressure to learn Must learn developmental concepts as well as language Second Language: Learned through partial immersion Hampered by emotions Learned at an older age Learned to communicate in less personal situations such as schools or work Very conscious and often methodical Great time pressures Acquire while learning academic concepts already acquired in the L 1

Cultural Adjustment Adjustment Mental Isolation Honeymoon Initial Adjustment Culture Shock

Cultural Adjustment Adjustment Mental Isolation Initial Adjustment Culture Shock

Cultural Adjustment Adjustment Mental Isolation Initial Adjustment

Cultural Adjustment Adjustment Mental Isolation

Cultural Adjustment Adjustment

Cultural Adjustment

Things said on a playground

Things said in a Science class

BICS and CALP Basic Interpersonal Communication Skills  BICS:  Are necessary for everyday functioning.  Are very context sensitive and depend on nonverbal cues.  Can typically be achieved in the classroom with good contextual support. Basic Interpersonal Communication Skills  BICS:  Are necessary for everyday functioning.  Are very context sensitive and depend on nonverbal cues.  Can typically be achieved in the classroom with good contextual support. Cognitive Academic Language Proficiency  CALP:  Is very context reduced and depends more on cognitive capabilities.  Depends on the relationship between the native language and new language since it is best if both are sufficiently developed.

ELLs in Our Schools  In HCPSS  Over 2,200 ELLs in ESOL Program  78 languages  88 countries  At Longfellow ES:  20 students  Languages: French, Haitian Creole, Korean, Mandingo, Singhalese, & Spanish  Beginning level: 8 ells  Intermediate level: 11 ells  Advanced level: 1 ell  In HCPSS  Over 2,200 ELLs in ESOL Program  78 languages  88 countries  At Longfellow ES:  20 students  Languages: French, Haitian Creole, Korean, Mandingo, Singhalese, & Spanish  Beginning level: 8 ells  Intermediate level: 11 ells  Advanced level: 1 ell

Sympathy vs. Empathy  The imaginative placing of ourselves into another’s shoes (Milton Bennett)  The imaginative intellectual & emotional participation in another person’s experience. (Milton Bennett)  The ability of individuals to communicate an awareness of another person’s thoughts, feelings, & experiences. (Lustig and Koester)

Cultural Empathy Seeing the world through another’s eyes, hearing as they might hear, and feeling and experiencing their internal world. (Ivey, Ivey, and Simek-Morgan as quoted by Chung and Bemack, 2002)

5 Key Principles in Working with ELLs  Increase Comprehensibility  Increase Interaction  Increase Thinking/Study Skills  Increase Academic Language and Fluency  Make Connections  Increase Comprehensibility  Increase Interaction  Increase Thinking/Study Skills  Increase Academic Language and Fluency  Make Connections

STILL Need Help? Ask the ESOL Team for suggestions. Access Culture Grams to learn about students’ culture. Use only HCPSS approved documents, many of which are found on the DR under the Translation Bank.

If All the Trees Were Oaks What if all the trees were oaks. How plain the world would seem; No maple syrup, banana splits, And how would orange juice be? Wouldn’t it be a boring place, If all the people were the same; Just one color, just one language. Just one family name! What if all the trees were oaks. How plain the world would seem; No maple syrup, banana splits, And how would orange juice be? Wouldn’t it be a boring place, If all the people were the same; Just one color, just one language. Just one family name! But… If the forest were the world, And all the people were the trees; Palm and pine, bamboo and willow, Live and grow in harmony. Aren’t you glad, my good friend, Different though we be; We are here to help each other, I learn from you, and you, from me.

Questions & Answers & Answers