1. ESL information and strategies Lucia Jordan ESL Teacher Scotland County Schools ESL Program

2. CONTENT: Second Language acquisition Basic Interpersonal Communication Skills (BICS) Cognitive Academic Language Proficiency (CALP) Acculturation Process Factors in acquiring a second language Reasons for language acquisition variations Strategies Grading Testing and instructional accommodations

3. Second Language Acquisition The ability to learn another language and use it to communicate with other targeted language speakers (English speakers). Two main stages: 1. Basic Interpersonal Communication Skills (BICS) 2. Cognitive Academic Language Proficiency (CALP)

4. Basic Interpersonal Communication Skills (BICS) Oral communication skills needed to understand and respond verbally in social settings. Takes an average of 1-2 years to acquire them. Instruction and support must be provided to develop social and academic skills. Avoid assumptions. Use yes/no questions to assess understanding. Silent period to get used to the language and routines. Do not force them to speak at this time.

5. Cognitive Academic Language Proficiency (CALP) Academic English language proficiency in listening, speaking, reading, and writing. It takes an average of 5-7 years to acquire the CALP. ESL instruction is required as well as the use of mandated standards used in the state to assure they are acquiring the grade level concepts along with language skills. Students literate in their first language have transferable skills. The language acquisition will occur much faster.

6. Acculturation Process The ability to function effectively in two cultures. No right or wrong culture! Students will bring and incorporate their native culture until they learn the new rules of their new culture. Schools must set rules and expectations. Model respect for all cultures especially in the non-speaking stages. They visualize and internalize everything they see.

7. Important Factors in Second Language Acquisition and Instruction 1. Second/target language proficiency How much English do they already know? Do they have any social and/or academic language skills? Language proficiency assessments can determine their language knowledge.

8. 2. Level/proficiency of their first language Former education Grade level completed in first language 3. Age/gender of the learner Differences in elementary, middle, and high school based on social and physical factors. 4. Cultural factors and family expectations Importance and value of education Parents education

9. 5. Affective Domain/Motivation Aptitude Personality and willingness to learn the language. First impression will vary as school year goes on. Interaction with target language speakers will influence their own responses. 6. Learning styles Same as any other child in the classroom. Culture may influence their learning at least at the beginning.

10. 7. Teacher Activities and instruction Is the teacher familiar with second language acquisition? Does he/she know what to do? Do they see the situation as an opportunity to grow professionally or an unnecessary situation? Is he/she willing to ask and accept help? Is he/she willing to invest extra time in preparing/modifing lessons/materials?

11. Reasons why Language acquisition may vary No knowledge or incorrect expectations of US culture and way of life Different experiences and exposures to schools and academics Fear and insecurities of new environment

12. Need time to process new language skills before demonstrating concept knowledge One or more language domains may develop before the other ones and create confusion about overall proficiency Native social/academic vocabulary can determine/influence the transferable skills Age and gender Personality

13. Classroom Strategies Label objects Speak calmly and slowly. Do not yell/shout. They have a language barrier not a hearing problem. Do not say “do you understand?” Provide numbered steps or use yes/no questions. Develop a routine Introduce vocabulary in meaningful ways

14. Use Scaffolding (graphic organizers, pictures, charts, maps, etc.) Use the students’ prior knowledge and culture for your lessons Adapt the lesson and activities. Four or five math problems instead of ten. Two or three sentences instead of five. Then increase the number based on student’ performance. Use alternate programs for more complex instructional time. For example, let them work on a computer reading program for 30-40 minutes while the class is working on a comprehension activity. They may get the overall idea of the story but will benefit more from the vocabulary and pronunciation acquisition.

15. Do not allow them to stay on the programs too long (long hours during school day). It becomes a security blanket and they need to be part of the class and be exposed to the rest of instruction. Allow them to fully participate in Math, Science, and Social Studies classes if possible. They can follow by looking at the materials and will be able to internalize more than we think. Sit them where they can comfortably see the board and you. They will watch/follow your movements.

16. Use simple words at the beginning and incorporate academic grade level vocabulary along the way. For example, use “say” and then move on to “explain”. Dictionaries. Some students will be able to use an electronic dictionary for classes and testing sessions. Bilingual picture dictionaries can be used if available. Create an affective environment. Do not break down in front of them! Use materials for kinesthetic learners. Use their native language if you want to. And allow them to write in their native language. Make a Survival word list/chart. Bathroom, lunch, name, etc. can be taught first.

17. Grading You have already modify the instruction and now it is time to modify the grading. Develop a system/rubric to use for ESL students. Do write on the paper/project/etc. that the assignment was modify and so was the grade. For example, if you ask them to write two sentences and provide a partner for help, write down that it was a modified activity and assessment to avoid confusion about higher grades given to non-language speakers.

18. Allow more time to complete the work at school and home projects. Use what grades you have for the report card and write a note in the comments section stating why they are most likely low. Most parents understand the situation. If it is a language issue only, there will be a steady progress along the year.

19. Instructional and testing accommodation They must be used in the classroom in order to be validated for testing. ESL students are eligible to accommodations based on their reading test during their initial (W-APT) or annual (ACCESS) assessment. The ESL program will send home the form to be sign by the parents and will keep a copy in each student’s cum folder for future use. Accommodations will be placed in PowerSchool for school access.

20. They can have NCDPI approved accommodations such as extended time, multiple test sessions, separate room, read aloud (math/science), and/or dictionary/electronic translator. To comply with the hierarchy program chart: If they are also EC students, the EC program will provide the accommodations except for the translator. That will be added to the IEP during the meeting. 504/LEP students will received accommodations from the ESL Department.

21. Resources: Contact information: Lucia Jordan (910)280- 6655 or (910) 384-3135. Central Office: (910)277-4459 ext. 332 ljordan@scotland.k12.nc.us This is a DPI website with additional information http://eldnces.ncdpi.wikispaces.net/Home+% 28ELD%29 http://eldnces.ncdpi.wikispaces.net/Home+% 28ELD%29 www.wida.us