(You can use your notes from today for part of the evaluation in class on Wednesday.) CARD Q: What is one way teachers can build on the language ELL students bring to the classroom? Stages of Culture Shock Connecting with Latino Learners Concepts: Culture shock Achievement Gap TESOL Cognates Cultural funds of knowledge ed

 Be on time for next class—very important because fast-paced, in-class graded activity

 SC Ell population has grown 688% between 1995 and  Public schools are required (Title III) to provide academic and language supports to ELL students (see link to information on this law following the RH schools link posted on the online schedule.)

 6.4% of students are Hispanic/Latino & they comprise the largest non-English language group  In RH schools, ELL students represent 12 different language groups  RH has over 1000 ESOL students

 Not all ELL students are Spanish=speakers  Not all Spanish-speakers are from Mexico  ELL students go through stages when they learn English  ELL students also go through emotional adjustment stages  Emotional adjustment and language stages both affect learning  Strong learning prior to coming to the US results in stronger learning once in the US

 Both short-term and long-term underachievement:  High drop out rates (53.2% graduate)  6/10 qualify for Free & Reduced Lunch  Must take end of grade tests (PASS) after 2 years in US, although learning academic language takes up to 7 years (even longer in some cases).

 ELL = English Language Learners  Also used is ESOL (English as a Second Language Learner) – Rock Hill uses this term  LEP—limited language proficiency  Culturally responsive teaching—  using ideas and experiences from the student’s culture regularly in teaching  Culture shock and stages  TESOL= Teachers of English Language to other language speakers—guidelines for the teaching of Ell students  SC TESOL Standards online, also links from RH school district

 There is a big difference between conversational language skill and academic language skill  Just as Ell students go through stages of language development, they also go through stages of emotional adjustment to the new culture

 BICS: Basic Interpersonal Communication Skills (easier, less formal)  CALPS: Cognitive academic language proficiency (more difficult, more formal)  General Goals in Schools  Move beyond interpersonal communication so can speak in academic settings  Develop oral and written skills extending beyond simple the word level to paragraphs and more

 Just as Ell students go through stages of language development, they also go through stages of emotional adjustment to the new culture

 Cultural funds of Knowledge  Close family relationships  Collaboration vs competition

StageCharacteristicsWhat teachers should do Honeymoon stage/ Excitement stage Rejection stage Regression stage Integration stage Acceptance stage