1. ESOL Uncovering Myths Tina Reynolds, Sarah Sheneman, Melanie Steinle and Anna Stubblefield

2. Myth 1 MYTH: Learning a second language is an entirely different proposition from learning one’s own native language. MYTH: Learning a second language is an entirely different proposition from learning one’s own native language. REALITY: There are many parallels between learning a first and second language. REALITY: There are many parallels between learning a first and second language.

3. Language Acquisition Preproduction Preproduction L1- 0-1 months - noises, cooing, babble L1- 0-1 months - noises, cooing, babble L2- 0-6 months - silent period (500 word vocab) L2- 0-6 months - silent period (500 word vocab) Early Production Early Production L1- 2-18 months - words L1- 2-18 months - words L2- 6 months to 2 years - 1-2 word responses (1,000 word vocab) L2- 6 months to 2 years - 1-2 word responses (1,000 word vocab) Speech Emergence Speech Emergence L1- 18 months-2 years - tiny sentences L1- 18 months-2 years - tiny sentences L2- 1-3 years - simple sentences in connected speech (3,000 word vocab) L2- 1-3 years - simple sentences in connected speech (3,000 word vocab) Intermediate Fluency Intermediate Fluency L1- 2-7 years - increasing sentence length L1- 2-7 years - increasing sentence length L2- 3-5 years - complex sentences in extended speech (3,000+ word vocab) L2- 3-5 years - complex sentences in extended speech (3,000+ word vocab) Advanced Fluency Advanced Fluency L1- 7 and up - proficiency L1- 7 and up - proficiency L2- 5-7 years - near native speech L2- 5-7 years - near native speech

4. Myth 2 MYTH: Once second language learners are able to speak reasonably fluently their problems are likely to be over in school. MYTH: Once second language learners are able to speak reasonably fluently their problems are likely to be over in school. REALITY: The ability to speak a second language (especially in conversational settings) does not guarantee that a student will be able to use the language effectively in academic settings. REALITY: The ability to speak a second language (especially in conversational settings) does not guarantee that a student will be able to use the language effectively in academic settings.

5. BICS VS CALPS Basic Interpersonal Communication Skills Basic Interpersonal Communication Skills Conversational, everyday, context-imbedded language used inside and outside school Conversational, everyday, context-imbedded language used inside and outside school Examples: stating preferences, giving compliments, greeting, responding to non-verbal clues Examples: stating preferences, giving compliments, greeting, responding to non-verbal clues Develops in about 2 years Develops in about 2 years Cognitive Academic Language Proficiency Cognitive Academic Language Proficiency Content-specific, often abstract language used on academic tasks Content-specific, often abstract language used on academic tasks Examples: compare, diagram, equation, timeline, species, evaluate Examples: compare, diagram, equation, timeline, species, evaluate Develops in about 5-7 years Develops in about 5-7 years

6. Language Proficiency Cognitive Process Knowledge Comprehension Application Analysis Synthesis Evaluation Language Process Pronunciation Vocabulary Grammar Semantic Meaning Functional Meaning Conversational Proficiency Academic Proficiency

7. Myth 3 MYTH: Learning academic English is equally challenging for all second language learners. MYTH: Learning academic English is equally challenging for all second language learners. REALITY: The challenge of learning English for school varies tremendously from learner and depends on many factors. REALITY: The challenge of learning English for school varies tremendously from learner and depends on many factors.

8. Influencing Factors Age of students at time of initial exposure to second language Age of students at time of initial exposure to second language Previous schooling in the first language Previous schooling in the first language Type of instruction provided in the second language Type of instruction provided in the second language

9. Myth 4 MYTH: If we focus on teaching the English language, learning in all areas will occur faster. MYTH: If we focus on teaching the English language, learning in all areas will occur faster. REALITY: Language learning is a developmental process; while learning a language will not occur in absence of exposure to the language, increased exposure to the language (particularly in academic settings) does not guarantee quicker learning. REALITY: Language learning is a developmental process; while learning a language will not occur in absence of exposure to the language, increased exposure to the language (particularly in academic settings) does not guarantee quicker learning.

10. Reaching National Norms Students schooled in two languages with solid cognitive academic instruction in both- 4-7 years Students schooled in two languages with solid cognitive academic instruction in both- 4-7 years Students arriving at ages 8-12 with at least 2 years of prior schooling- 5-7 years Students arriving at ages 8-12 with at least 2 years of prior schooling- 5-7 years Young arrivals with no schooling- 10 years Young arrivals with no schooling- 10 years Adolescent students with no previous exposure to L2- not enough time – need extra support Adolescent students with no previous exposure to L2- not enough time – need extra support Consistent development in all subjects is more important than # of hours of instruction in L2 Consistent development in all subjects is more important than # of hours of instruction in L2

11. Classroom Application 1 Setting Objectives Setting Objectives Focus instruction on the goals Focus instruction on the goals Encourage students to personalize the goals Encourage students to personalize the goals Set goals that aren’t too specific Set goals that aren’t too specific Add a language goal to the content goal for ELLs such as use vocabulary to write and answer questions, or orally express opinions about.... Add a language goal to the content goal for ELLs such as use vocabulary to write and answer questions, or orally express opinions about.... Providing Feedback Providing Feedback Provide corrective feedback Provide corrective feedback Provide feedback in a timely manner Provide feedback in a timely manner Provide feedback that is criterion-referenced Provide feedback that is criterion-referenced Allow students to provide feedback through reflection and self-evaluation Allow students to provide feedback through reflection and self-evaluation Focus on meaning not form, pronunciation, or grammar. Language acquisition is developmental and if error correction is oppressive, untimely or intimidating, the student may easily shut down. Focus on meaning not form, pronunciation, or grammar. Language acquisition is developmental and if error correction is oppressive, untimely or intimidating, the student may easily shut down.

12. Classroom Application 2 Using Nonlinguistic Representations Using Nonlinguistic Representations Use graphic organizers to represent knowledge Use graphic organizers to represent knowledge Use symbolic representations such as pictures, pictographs, maps and diagrams Use symbolic representations such as pictures, pictographs, maps and diagrams Help students generate mental pictures Help students generate mental pictures Make physical models Make physical models Encourage students in kinesthetic activities that represent knowledge Encourage students in kinesthetic activities that represent knowledge ESL Gold ESL Gold

13. Classroom Application 3 Using Cues, Questions and Advance Organizers Using Cues, Questions and Advance Organizers Use explicit cues to access prior knowledge Use explicit cues to access prior knowledge Ask questions that elicit inferences Ask questions that elicit inferences Use analytic questions Use analytic questions

14. Classroom Application 4 Utilizing cooperative learning Utilizing cooperative learning Cooperative learning groups should rarely be organized homogenously by ability Cooperative learning groups should rarely be organized homogenously by ability Cooperative learning groups should be small Cooperative learning groups should be small Cooperative learning groups should not be overused Cooperative learning groups should not be overused ELLs should be able to work often with a partner or in a group because it is much less intimidating to speak to 2 or 3 rather than a classroom. ELLs should be able to work often with a partner or in a group because it is much less intimidating to speak to 2 or 3 rather than a classroom. It is wonderful to allow ELLs to communicate in L1 for clarification or to discuss concepts in further depth. It is wonderful to allow ELLs to communicate in L1 for clarification or to discuss concepts in further depth. Cooperative Learning Chart Cooperative Learning Chart

15. Grouping NameDefinitionUsesBenefitsDrawbacks Pair-share2 students with one problem share their ideas or questions. Each person speaks, listens, & gives feedback. Content that requires discussion, reflection, or explanation +Increased engagement time +Helps those who are shy -Fewer perspectives and solutions JigsawEach member of the small group researches one part of the question /content for a certain amount of time. The members of the group come back together. Each member teaches his/her part to the rest of the group. Content with four or five parts to research. +Students gain teaching and research skills -Some students feel pressured by a time limit Split-class discussion The class is split into half. Each side discusses /debates their knowledge /beliefs, etc Debates or discussions +Students may change their opinion or develop a different perspective -Some students may speak less with such a large group Random groups of 3 Class is split into groups of 3. The groups discuss the topic Predicting what will happen, responding to a situation +Receive a variety of feedback + -Group members are accountable -Easy to leave out or team up against a shy student or one who has a different opinion

16. NameDefinitionUses BenefitsDrawbacks Ability/Interest/ Friendship Group Students are divided into groups based on some quality that they all have in common. Creating plays/skits or an activity in which students must work together outside of class. +Students can work at a pace that best suits them +Students are rarely bored and often motivated -It is unrealistic to find a completely homogeneous group -Weaker or unpopular students may be excluded Diversity Groups Students are formed into groups where they come from a wide variety of backgrounds, interests, etc Exploring geography, history, and diverse lifestyles +There are many opportunities to gain different perspectives -Minorities may become alienated Multi-aged groups Students are divided into groups in which there are a mixture of ages Older students teaching younger students (i.e. science experiments) +Older students- there is less pressure to compete with peers +Younger students- feel important that an older person is spending time with them -Older students may be a bad influence -Older students may not know how to work with a younger child or an "at risk" student Peer-led Conferences Students prepare and lead a discussion of material with parents, instructors, students, etc A major project in which students set up stations for several intelligences +Students get the opportunity to authentically teach +Students learn self- confidence -Students whose parents are inactive in the school may be alienated from those whose parents participate -Some students may not be involved in interactions

17. Classroom Application 5 Using summarizing Using summarizing Teach students rule-based summarizing strategy Teach students rule-based summarizing strategy Use summary frames Use summary frames Instruct students in reciprocal teaching as an aid to understanding expository text Instruct students in reciprocal teaching as an aid to understanding expository text Using note-taking Using note-taking Give students teacher-prepared notes Give students teacher-prepared notes Teach students a variety of note-taking formats Teach students a variety of note-taking formats Use combination notes Use combination notes

18. Classroom Application 6 Giving effective homework Giving effective homework Establish and communicate a homework policy Establish and communicate a homework policy Design homework assignments that clearly articulate the purpose and outcome Design homework assignments that clearly articulate the purpose and outcome Vary the feedback provided on homework Vary the feedback provided on homework Making practice effective Making practice effective Ask students to chart their speed and accuracy Ask students to chart their speed and accuracy Design practice that focuses on specific elements of a complex skill or process Design practice that focuses on specific elements of a complex skill or process Plan time for students to increase their conceptual understanding of skills or processes Plan time for students to increase their conceptual understanding of skills or processes

19. Classroom Application 7 Reinforcing effort Reinforcing effort Explicitly teach students the importance of effort Explicitly teach students the importance of effort Track effort and achievement One needs to be very sensitive to comparing apples and oranges or to making an ELL stand-out in a demeaning way or in a way that views not being proficient in English as a deficit to be "remedied." Track effort and achievement One needs to be very sensitive to comparing apples and oranges or to making an ELL stand-out in a demeaning way or in a way that views not being proficient in English as a deficit to be "remedied." Providing recognition Providing recognition Personalize recognition Personalize recognition Use the pause-prompt-praise strategy (Remember wait-time for an ELL is double that of a native English speaker) Use the pause-prompt-praise strategy (Remember wait-time for an ELL is double that of a native English speaker) Use concrete symbols of recognition Use concrete symbols of recognition

20. Classroom Application 8 Generating and Testing Hypotheses Generating and Testing Hypotheses Explain inductive and deductive manners Explain inductive and deductive manners Encourage students to explain their hypotheses and conclusions Encourage students to explain their hypotheses and conclusions

21. Classroom Application 9 Identifying similarities and differences Identifying similarities and differences Remember to use different methods when asking students to identify similarities and differences Remember to use different methods when asking students to identify similarities and differences Model each method of identifying similarities and differences Model each method of identifying similarities and differences Begin with a familiar topic when modeling Begin with a familiar topic when modeling Use graphic organizers to represent the similarities and differences Use graphic organizers to represent the similarities and differences Guide through the process and lesson support as you repeat activities Guide through the process and lesson support as you repeat activities

22. “When we teach and assess in ways that respect different strengths, students learn and perform better.”

23. Bibliography Hill, Jane D. and Flynn, Kathleen M. (2006). Classroom Instruction that Works with English Language Learners. Alexandria, VA: Association for Supervision and Curriculum Development. Hill, Jane D. and Flynn, Kathleen M. (2006). Classroom Instruction that Works with English Language Learners. Alexandria, VA: Association for Supervision and Curriculum Development. Samway, Katharine D. and Denise McKeon. (1999). Myths and Realities: Best Practices for Language Minority Students. Portsmouth, NH: Heinemann. Samway, Katharine D. and Denise McKeon. (1999). Myths and Realities: Best Practices for Language Minority Students. Portsmouth, NH: Heinemann. Sternberg, Robert J. (2006) Recognizing Neglected Strengths. Educational Leadership, 64, 30-35. Sternberg, Robert J. (2006) Recognizing Neglected Strengths. Educational Leadership, 64, 30-35. Stuart-Campbell, Melanie. (2006) English to Speakers of Other Language (ESOL). Retrieved November 20, 2006 from http://www3.ksde.org/sfp/esol/contentpg.htm Stuart-Campbell, Melanie. (2006) English to Speakers of Other Language (ESOL). Retrieved November 20, 2006 from http://www3.ksde.org/sfp/esol/contentpg.htmhttp://www3.ksde.org/sfp/esol/contentpg.htm

24. Great Websites http://www.eslgold.com/vocabulary/words_phrases.html http://www.eslgold.com/vocabulary/words_phrases.html http://www.eslgold.com/vocabulary/words_phrases.html http://www.thirteen.org/edonline/concept2class/month5/ex plor_sub1.html http://www.thirteen.org/edonline/concept2class/month5/ex plor_sub1.html http://www.thirteen.org/edonline/concept2class/month5/ex plor_sub1.html http://www.thirteen.org/edonline/concept2class/month5/ex plor_sub1.html http://www.coe.uga.edu/epltt/images/cooplearningebook.g if http://www.coe.uga.edu/epltt/images/cooplearningebook.g if http://www.coe.uga.edu/epltt/images/cooplearningebook.g if http://www.coe.uga.edu/epltt/images/cooplearningebook.g if