ELL Training for Primary Teachers December 16, 2015

Reflection on Language Learning Experiences Reflect on the questions about your first language and foreign language learning experiences. In what order did you acquire your first language? How was foreign language taught when you were in high school or college? Was it an effective way of learning a new language? What language domain/skill was the hardest to learn? Which language domain/skill was retained over the years?

Acquisition vs. Learning (case of first language) Learning Subconscious process Conscious process Unaware of grammatical rules Result of direct instruction of rules “Feel” for what is and isn’t correct Language production is not emphasized Emphasis on function, not form More emphasis on form (grammar) Judie Haynes, everthingESL.net

Factors that Affect Second Language Acquisition Motivation and attitude Anxiety level Access to the language (e.g. immersion, EFL) Personality and learning style Age and 1st language development Quality of instruction (meaningful and authentic?) Cognitive ability Cultural background Acculturation to the new culture

BICS vs. CALP

Elementary ELL Student Profiles Island Park: 48 students (19 new / 29 continuing) West Mercer: 29 students (21 new / 8 continuing) Lakeridge: 9 students (3 new / 6 continuing) 17 languages spoken (Mandarin, Korean, Japanese, Cantonese, Russian, Spanish, French, German, Dutch, Portuguese, Hebrew, Vietnamese, Tegulu, Tamil, Malayalam, Icelandic, Urdu)

ELL Program Goals To develop ELL student’s proficiency in English so he/she can participate more fully in the regular classroom setting Help new students adjust to the new school environment (academically, emotionally, socially)

Program Model: Supportive Mainstream Students are in mainstream classrooms most of the day ELL teachers provide supplemental English language support (push-in or pull-out) Use of specific strategies to foster English language development and making grade- level content meaningfully accessible ELL teachers collaborate with classroom teachers

Support Time and Delivery Amount of service and delivery of support are determined by: Student proficiency level Grade level Classroom teacher observations/assessments ELL teacher observations/assessments Self assessment by the students

Celebrate Native Language and Culture Many words in English are borrowed from other languages. Can you guess the origin of these words? Algebra, spinach, cotton, coffee, magazine, sherbet Essay, table, opinion, family, quarter, bacon, waste Alphabet, cinnamon, apron, cider, sapphire, aloe Coconut, zebra, cougar, breeze, junk, embarrass Canoe, chocolate, tomato, plaza, canyon, patio, coyote Snack, wagon, bundle, sketch, roster, waffle, dollar

from Framework for ELP Standards Summary Double Challenge ELLs must simultaneously learn how to acquire enough of a second language to participate in an academic setting while gaining an understanding of the knowledge and skills in multiple disciplines through that second language. from Framework for ELP Standards Summary

General Strategies for Comprehensible Input Speech appropriate for proficiency level Enunciate clearly Slow your speech Take frequent pauses Simplify sentence structure

General Strategies for Comprehensible Input Gestures, body language Visuals, graphics, realia Model processes and tasks Demonstrations Hands-on activities Multimedia/technology Chunk information into smaller bits Graphic organizers

General Strategies for Comprehensible Input Clear explanations of academic tasks Step-by-step instructions Provide a model or example Think-alouds Oral (and written) directions Check for comprehension (re-phrasing)

General Strategies for Comprehensible Input Use of multiple modes of communication Verbal (give instructions) Visual (show what you mean) Vocal (let students process/talk about it) Color coding to make concepts/directions clear Create flow charts or graphic organizers to conceptualize thinking

Challenges as Listeners Requires active processing of the sounds, stresses, intonations, grammar, and meaning of the message being conveyed One of the more difficult demands of learning a new language Listening is used nearly twice as much as speaking, 4-5 times as much as reading and writing Listening is exhausting for newcomers Difficult to listen while trying to copy from the board when words are just symbols, not meaningful

Listening Strategies Point out purpose for listening (e.g. listen for main idea, listen for the character’s feeling) Seating arrangement (student facing the front of room) Demonstrate rather than explain (show, not tell) Total Physical Response (TPR) - demo Give a copy of the notes afterward so students can focus on listening rather than copying from the board

Challenges as Speakers On-demand production of language Sentence structure Limited vocabulary Pronunciation Translation in the head first

Oral Language Practice Spoken language and literacy are inextricably linked You cannot write if you don’t have the language to express Oral rehearsal should precede writing on paper Instruction must be interactive and the focus must be on listening and speaking (e.g. turn and talk for processing) Many opportunities to test the rules of language with scaffolding provided by supportive adults from Mondo’s Let’s Talk About It! and Ballard Tighe’s Strategic Oral Language Instruction in ELD

Speaking Strategies Use pair or small group work to increase student talk time (10/2 rule) Consistently give sufficient wait time Provide explicit oral language practice Respect the silent period and know they are taking in language Create a relaxed, non-threatening environment where risk taking is encouraged Teach functional/content language Use sentence frames/starters Don’t overcorrect in speaking and give students the chance to correct themselves Model correct grammar; provide correct input in response

Chant

Chants for Oral Fluency and Concept Reinforcement GLAD chants (Google “pasco chants”) http://www.psd1.org/site/Default.as px?PageID=253

Challenges as Readers Vocabulary deficit Phonics vs. sight words Multiple meanings Fluency vs. comprehension Complex sentence structure Too many new words make the text impossible

Word Knowledge Rating How well do you know a word? Thumbs up – I know the meaning and can use it in a sentence Thumbs on the side – I have seen the word but not sure of its meaning Thumbs down – I don’t know the meaning sophomoric petulance urbane

Reading Strategies Illustrated vocabulary cards Vary the way you explain words Search images on the internet Build background knowledge Chunk reading into smaller sections Have students record reading passages and listen afterwards Have students listen to audiobooks Translator apps (e.g. Google Translate, Speak and Translate)

Story Map

Challenges as Writers Spelling Writing process (prewriting, draft, revising, editing, and final) Generating own ideas for writing “Writing in your words” or paraphrasing is difficult Show, not tell Different types of writing: narrative, expository (informational), persuasive (opinion), how-to May come from cultures where plagiarism is somewhat acceptable (individual ownership of words or ideas is not well understood, especially info on the internet)

Common Grammar Errors Mix up pronouns (e.g. he/she, him/her) Omit articles Omit word endings (-ing, -s, -es, -ly) Mix up word order Conjugation Prepositions Consistent tense use Negative statements and questions Plural nouns (regular ad irregular) Apostrophes (possessives)

Writing Strategies Sentence frames/starters Word bank Oral rehearsal Graphic organizer/mind map Signal words Interactive writing (cooperative paragraph) Sentence halves to build sentences Cloze sentences/passages Reading aloud of own writing for editing Color-coded sentence structure

Strategies in Content Areas Math Organize key info through drawing Act out math story problems Illustrated math vocabulary Science Create charts with labels Provide pictures for academic vocabulary Provide copies of teacher’s notes Social Studies Paraphrase key points Graphic organizers/flow charts

Input Chart

Process Grid

Cultural Differences in Behavior (workshop on Jan 27 4-5 at WM) Perceived Negative Behavior Avoids eye contact when interacting with teacher Calls the teacher “teacher” rather than by last name Doesn’t collaborate readily with peers on assignments Doesn’t ask for help when he/she doesn’t understand directions or instruction Doesn’t use quotations to cite sources Overly competitive

How We Can Support You Monthly workshops focused on different ELL topics K-5 ELL website with students resources and teacher resources Collaboration: planning units of study with grade level teachers iPad apps/support materials Translated books – give two week notice to search and order (if available) Easier non-fiction books in content areas

Writing Strategy Brainstorm Scenario: During independent writing, my ELL student doesn’t do anything or just copies instead of producing original work.   *What strategies can you use in your class that would support your ELL writer? Use the post-its at your table to record some strategies. Post the notes on the chart.

Some Writing Strategies Start with drawing with details to get ideas rolling Write in native language Provide a picture and a word bank Use a sentence starter Spin off of patterned picture books Use cloze writing activity Provide prompt or topic Explicitly model writing

Exit Survey Please take a few minutes to fill out the survey before you leave or later today. https://www.surveymonkey.com/r/FH L8JCJ Thank you!