2. Objectives: Staff will have a better understanding of the English Language Learners they work with Staff will have a better understanding of second language acquisition Staff will leave with a tool box of strategies for working with English Language Learners

3. Understanding English Language Learners (ELLs) at our school LanguageSpanishBurmeseArabicTagalog RegionMexico, El Salvador, Cuba BurmaYemenThe Philippines ReligionCatholicChristian, Roman Catholic MuslimCatholic (I think, I would find out for sure before doing the P.D.) Reason for being here Jobs, Education, Better Life Refugee, Jobs, Better Life, Education Education Again, it is becoming evident I don’t know as much about this student, I will have to find out. OtherLarge population of our students Majority of our students, number of dialects spoken, hierarchy of status Handful of students Only one student, often mistakenly viewed as a Burmese student.

4. Things to Know About Our Students Student Arrivals: Typically we get Burmese students in chunks; some start at the beginning of the year and others start in January/February. Home Life: Students are the primary care takers of the home since parents have to work. Language Spoken at Home: Typically, the student’s first language is spoken at home by family members Within the Burmese students, there are a number of languages spoken: Burmese, Chin, Mara, Tedim, Haka, Falam, as well as others Educational Background: Many of our students come to us with limited to no educational background

5. Things to Know Continued: Religion and Holidays: Our Burmese students are very religious and attend church regularly. It is important to them that the people they care about (teachers) are Christian. Our Yemen students are practicing Muslims, a major holiday they celebrate is called Eid-Festival of Sacrifice. It will be celebrated this year from November 6-9. Our Yemen students do not eat food at school, they have permission to go home to eat during the school day. Music and the Arts: The Burmese students are very musically driven. A number of the ELLs have a passion for drawing and creating hands on projects

6. Things to Know Continued: Conferences: Some parents do show up for conferences. Sometimes they bring their own translator, other times they use the ones provided by the school. Reasons why parents do not show up for conferences: Lack of English fluency Do not feel welcome Do not have childcare Do not have transportation Conflicting work schedule Parents show their concern for academic success in other ways. Work as a life lesson Work as a lesson in the value of doing well in school Work as a life skill

7. People to Know: Services: Ann Solovey-Bilingual Support Specialist and Spanish Translator/Interpreter Dalia Tucker-Spanish Translator/Interpreter Mr. Pau-Burmese Translator/Interpreter Mrs. Nang-Burmese Translator/Interpreter Sarah Runkel-English as a Second Language Teacher

8. Partner Talk With a partner, discuss what it has been like for you to work with an ELL, what were some of your challenges, successes, or ah-ha moments? ChallengesSuccessesAh-Ha Moments

9. Instructional Myths Myth Teachers should not allow students to use their native language as this will retard their English Language Development. When ELLs speak in their native language, they are likely to be off-task. Reality Allowing students to use their native language facilitates cognitive and academic growth. Such students are about as likely to be off-task as monolingual English speakers.

10. Myths about second language acquisition Myth Once second language learners are able to speak reasonably fluently, their language problems are likely to be over in school. Learning academic English is equally challenging for all second language learners. Reality The ability to speak a second language does not guarantee that a student will be able to use the language effectively in academic settings. The challenge of learning English for school varies tremendously from learner to learner and depends on many factors

11. Tips for Teaching ELLs Use manipulatives, objects, videos, visuals, gestures, and demonstrations Group students for collaborative study and problem solving Build on the knowledge and interests of the students Teach content words and terms Modify their speech Use a variety of print material (books, magazines, brochures, websites) Mediate complex texts through paraphrasing or restating, drawing key ideas, and using more common vocabulary and more high frequency grammatical structures Engage students in meaningful writing Take students on content- related field trips

12. Tips Continued Vocabulary Instruction Highlight academic words Teach multiple word meanings Teach cognates Teach strategies for figuring out word meanings from context Writing Instruction Reflective Writing Dialogue Journals Writing workshop Create authentic writing activities for students to engage in. Maintain High Expectations

13. Questions or Comments? Please take 5 minutes to fill out the exit slip that is being passed around. Your feedback is helpful in assessing the needs of the staff. Information taken from Myths and Realities: Best Practices for English Language Learners by Katherine Davies Samway and Denise McKeon

14. Getting Involved Chin National Day February 2012 Lutheran Social Services http://www.lssm.org/LSS M/Page.aspx?pid=304 http://www.lssm.org/LSS M/Page.aspx?pid=304 Hispanic Club Advisors: Greathen Dereene and Sarah Runkel