1. English Learners and Language Acquisition
David Irwin
Language Development Opportunities
Materials: blank lesson plan; vocab cards; Icebreakers: Zip Zap Zop, Enemy Defender

2. Participant Goals Objectives
Understand the process of second language acquisition and the implications for academic learning in English
Make connections between the process and components of language acquisition and the ELP Standards.

3. What Factors Do You Believe Affect Second Language Acquisition?
Discuss at your table and be ready to share in whole group. (3 minutes)
Purpose: Build background of L2A
Procedures: Partners or teams discuss and list. Name a scribe & reporter
Materials: paper, pens
Time: 5 mins
Language Development Opportunities

4. Conversational Fluency
Usually takes between 1 – 2 years to acquire
Typically this language provides context and
is not cognitively challenging
Also called BICS
(Basic Interpersonal Communication Skills)
Link to proficiency levels and standards
Cummins 1979

5. Cummins: Conversational Fluency
Formerly BICS: Basic Interpersonal Communication Skills
“Playground English” - conversation in casual settings
High frequency words Anglo-Saxon based
Relies on facial expressions, gestures, etc.
Have it in L1 by age 5
Students have it in L2 in 1 or 2 years
Purpose: Cover the difference between conversational and academic language
Procedures: lecture**
Materials: packet
**is there a better way?
Cummins, J. (1981).

6. Academic Language Proficiency
Usually takes between years to achieve
Discourse is cognitively demanding, often lacks context clues, and is required for literacy and success in content learning
Also called CALP
(Cognitive Academic Language Proficiency)
Discuss with your table group why the distinction between social and academic language is important in the teaching of English Language Learners. And how it is reflected in the proficiency levels.
Cummins 1979

7. Cummins: Academic Language Proficiency
Formerly CALP
Low frequency words Graeco-Roman (Latin) based
Complex written and oral language
Technical, specialized language
Discourse, grammar and vocabulary
5-12 years
The Norman Conquest in 1066
Purpose: Cover the difference between conversational and academic language
Procedures: lecture**
Materials: packet
**is there a better way?
Cummins, J. (1981)
Corson, DJ (1985)
Thomas & Collier (1997)

8. The Quantity of BICS v. CALP
Conversational Fluency (BICS)
Academic Language Proficiency (CALP)
Not ‘surface’ language.
The iceberg represents the quantity of “BICS words” v. “CALP words” in English. The iceberg will look different for individual students.
Cummins
Cummins 1979

9. The Iceberg Model With 2 Languages
Conversational
Academic L1 L2
Purpose: Illustrate how a person can have differing levels of competence in L1 & L2 Conversational and Academic language
Procedures: Explain the concept
Materials: packet
Time: 2 mins

10. Alexander Lukin
Alexander is 15 and was born and raised in Moscow. He attended public school from the ages of His family then moved to Spokane, Washington. His parents were professors at Moscow University. He went to Shaw Middle School for 1 ½ years. He has been at Lewis & Clark HS since the beginning of the year.
Purpose: Illustrate how a person can have differing levels of competence in L1 & L2 Conversational and Academic language
Procedures: Read to the Ps
Materials: packet
Time: 2 mins

11. Teresa Gallegos
Teresa grew up in the city of San Salvador and went to school there until she was 12. She has basic literacy in Spanish. She moved with her family of six to Othello when she was 16. She attends Othello HS but both of her parents work in the hotel industry, so she is responsible for her siblings after school until 6pm. She works at McDonald’s from 6:30- 10:30 five nights a week.
Purpose: See slide 18
Procedures:
Materials:

12. Teresa Conversational Academic L2 L1 Purpose: See slide 18 Procedures:
Materials:

13. Stages of Language Acquisition ELP Standards
Level 1 Beginning
Level 2 Advanced Beginning
Level 3 Intermediate
Level 4 Advanced
Level 5 Transitional
We use Krashen’s levels of language acquisition
NOTE: These terms were developed by Krashen in 1982 and provide loose descriptions of the levels. They are not seen in the ELP Standards.
Krashen (1982) and (2003); WELPA numerical levels

14. Characteristics of Level 1
“Silent period”
Uses little or no English.
May or may not connect words with objects or pictures.
Student watches carefully.
Student follows lead of others.
Student repeats language heard in and out of appropriate context.
Needs to see and uses words connected to gestures and actions
Responds to simple academic content and directions
Begins to correct speech in group activities
Needs visual and social academic supports
Example of extended silent period from Reading and Writing in English.

15. Characteristics of Level 2
Mostly silent.
Watches carefully.
Mimics what others do.
Points frequently while communicating.
Repeats words and simple phrases uttered by others but not always with understanding.
Begins to recognize words in the classroom written in English.
Participates in academic discussions with words and phrases
Begins to use content related vocabulary

16. Characteristics of Level 3
Speaks simplified English.
Demonstrates frequent grammatical and word choice errors.
Uses simple sentences with inconsistent grammatical forms
Follows simple directions especially when accompanied by gestures.
Uses a few well-chosen English words and phrases to communicate.
Relies on non-linguistic cues for meaning.
Participates in social discussions on familiar topics.
Tells and retells simple stories and content.
Has problems understanding nuances of deeper meaning.
Doesn’t understand many jokes.
Uses word parts to determine meaning of new words (grades 3 to 12)
Reads scaffolded (adapted) text

17. Characteristics of Level 4
Speaks clear but simplified English.
Communicates with most speakers on many topics with some ease.
Influence of home language phonology and sentence structures evident.
Begins to self monitor.
At times frustrated due to lack of vocabulary. “Knows what she doesn’t know.”
May mix home language with English when trying to communicate ideas.
Relies on literal meanings.
Attempts descriptive sentences in academic discussions
Uses common grammatical forms with some errors
Reads at close to grade level with support
Uses simple figurative and idiomatic language (grades 3 to 12)
Create a handout with characteristics.

18. Characteristics of Level 5
Uses and understands more complex speech.
Communicates effectively with some language errors.
Jokes and teases easily in English.
May still be confused by idioms.
Speaks clearly and comprehensibly using standard forms.
Applies content related vocabulary in various contexts.
Reads at grade level.

19. What might a Level 1 student understand?
______ the ____ game __ the ______ball ______, Fernando ___ ______ a _____ __ 73 ______. He ______ 20 ______ in the ____ game, ______ ___ ______ _______ 15.5 ______ ___ game. To ____ the _____ ______ __ games he ______, _____ ____ the ___ __ 73 and 20 and the_
___ the ___ to 15.5
________ 15.5 ____ 73
________ the ___ __ 15.5
______ the ___ __ 15.5
Only numerals and repeated simple sight words, recognized

20. What might a Level 2 student understand?
______ the last game __ the basketball ______, Fernando had ______ a _____ of 73 points. He ______ 20 points in the last game, ______ his ______ _______ 15.5 points ___ game. To find the _____ number of games he ______, first find the ___ of 73 and 20 and then
___ the ___ to 15.5
________ 15.5 ____ 73
Multiply the ___ by 15.5
______ the ___ by 15.5
Comprehends about 30%; not enough info to solve problem

21. What might a Level 3-4 student understand?
Before the last game of the basketball season, Fernando had ______ a total of 73 points. He ______ 20 points in the last game, making his season _______ 15.5 points per game. To find the total number of games he played, first find the sum of 73 and 20 and then
Add the sum to 15.5
Subtract 15.5 from 73
Multiply the sum by 15.5
Divide the sum by 15.5
The only words missing are KEY to solve the problem! Academic language instruction essential.

22. What’s so important about language?
Before the last game of the basketball season, Fernando had scored a total of 73 points. He scored 20 points in the last game, making his season average points per game. To find the total number of games he played, first find the sum of 73 and 20 and then:  
Add the sum to 15.5
Subtract 15.5 from 73
Multiply the sum by 15.5
Divide the sum by 15.5

23. ELP Standards focus on function
tied to the Washington State Learning Standards
assessed with ELPA 21
language objectives in content areas
Next: Aida Walqui on language function

24. New ELPA21 Website: http://www.elpa21.org/

25. Language Across Content
Mathematics
Language Arts
Science
History/ Social Studies
Technology
Language
These common language demands are not limited to the three content areas addressed in the Common Core and Next Generation Science Standards. Any content area has similar demands in language that students need to able to use and understand in order to successfully participate in the classroom.

26. ELPS are organized 5 ways:
Ten Standards with Form and Function
Cross referenced to ELA with the Matrix pages (Content in grades 6-12)
Modalities
By grade and proficiency level
By grade, proficiency level, ELA standards and Practices: Convergences

27. Standards 1-7: Content-Area Practice Focus Standards 8-10: Language Specific Focus
construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing 2
participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions 3
speak and write about grade-appropriate complex literary and informational texts and topics 4
construct grade-appropriate oral and written claims and support them with reasoning and evidence 5
conduct research and evaluate and communicate findings to answer questions or solve problems 6
analyze and critique the arguments of others orally and in writing 7
adapt language choices to purpose, task, and audience when speaking and writing 8
determine the meaning of words and phrases in oral presentations and literary and informational text 9
create clear and coherent grade-appropriate speech and text 10
make accurate use of standard English to communicate in grade-appropriate speech and writing
Function
Page 6. Here are the 10 ELP Standards. Point out – for people who are familiar with CCSS they will recognize the concept of “anchor standards” – that there are 10 ELP Standards common to all grade levels (on page 6).
The ELP Standards address areas that are central to more rigorous college-and-career-ready standards:
Standards 1 through 7 involve the language necessary for ELLs to engage in the content-specific practices associated with ELA & Literacy, mathematics, and science. In other words, FUNCTION. In other words, they build on each other so the depth at which a student can “do” these standards increases.
Standards 8 through 10 home in on some of the more micro-level linguistic features that are undoubtedly important to focus on but especially in the service of the other seven standards. In other words, FORM. Note: 8-10 are more reminiscent of the previous WA ELD Standards.
Form

28. Verify Your Prediction of Language Function
Turn to the glossary that begins on page 211.
How does your prediction of term “language function” compare?
How does your prediction of term “language form” compare?
Form and Function

29. Functions: How Language is Used
Social Functions
Academic Functions
Classifying
Comparing
Giving/Following Directions
Describing
Questioning
Evaluating
Explaining
Hypothesizing
Planning/Predicting
Reporting
Sequencing
Asking permission
Asking for assistance
Asking directions
Denying
Promising
Requesting
Suggesting
Wishing/Hoping
These are just examples of types of language functions. There are certainly more.
Adapted from Gibbons, 1999 in Herrell & Jordan, 2012)

30. Review of Functions: Social Functions
Social FORMS: List of Ways to Ask Permission
Asking Permission
Asking for Assistance
Asking Directions
Denying
Promising
Requesting
Suggesting
Wishing/Hoping
Review that a language function is how language is used to accomplish a particular task.
For example, one social function is “Asking Permission”.
Direct participants to work with their group to jot down all of the different phrases you can use to ask permission. Give them 2-3 minutes to write down their ideas.
Poll the group: How many had just 1 way? 2 ways? 3? 4? More than 4? How many?
These examples of ways to use language to “ask permission” are the language structures or sentence frames.
Asking Permission is the Function and the specific phrases to perform this function are the language structures or sentence frames (aspects of Form).
(Adapted from Gibbons, 1997/ In Herrell & Jordan, 2012)

31. ELA Standards Matrix
More useful probably than using the “English Practices” on the K-12 Matrix that we just went over – Use the ELA Standards Matrix to identify an ELA CCSS and its corresponding ELP Standard(s). This is an example for Kindergarten. Give example of how to use for kindergarten on page 37.
Where ELA Standards matrixes can be found Before each grade for K-5 there is a new ELA Standards Matrix so that it can be hyperlinked within that grade level. AWESOME (see next slide for grades 6-12)

32. 7th Grade ELA Standards Matrix

33. 7th Grade Literacy in Content Area Standards Matrix

34. Modalities and Domains
The differences between the terms “modality” and “domain” may be brought up. These labels are often used interchangeably. In the ELP standards, “Modality” is used as the broader term and “Domain” is used for the more focused and traditionally recognized areas of reading, writing, listening, and speaking.
The interactive modality is one that is considered new to the field. The WIDA and TESOL standards do not include interactive modalities.
Page 5

35. Standards
Here is the first ELP Format
Refer participants to page 8 for an example and then walk them through as you click
Click 1 and 2– Note Standards column and labeling we just addressed.
Click 3 – Note labeling and that this also serves as a link on electronic versions for grades K and 1’s ELPS with correspondences in Supporting Tools. This hyperlinking system could not be done for 3-12 because of the grade band organization.
Click 4 – Note the level descriptors
SHOULD WE? Have participants work with a neighbor to compare grade level descriptors
Click 5- Note that these are END of level Descriptors and that the standards are designed in a linear progression; however, actual second language acquisition does not necessarily occur in a linear fashion, thus students may demonstrate a range of abilities within each ELP level. If you want to read more about this, refer to page 6’s last two paragraphs… which we looked at earlier with Design Features
Note the corresponding WELPA level (levels 1-2= WELPA 1; level 3= WELPA 2; level 4= WELPA 3; level 5= WELPA 4). While these serve as a way to look at the levels as we transition to the new standards, there is not necessarily a direct correspondence due to the different nature of the new ELP standards.
K-12: pages 6-29; K-1: pages 6-13; 2-3: pages 6-9; 4-5: 6-21; 6-8: pages 22-25; 9-12: pages 6-9

36. Horizontal progressions
Choose one standard at your grade level and read is across the page. Fill in notes on page 15 of the packet about the increase in academic demand:
Standard _____
Level 1
Level 2
Level 3
Level 4
Level 5

37. Vertical Progression
Track that one level downward through all the ELP standards on page 16 in the packet. What’s the same, what’s different?
Standard
Level _______ (your choice) 1 2 3 4 5 6 7 8 9 10

38. See Page 38 Correspondences to Practices
Click 1 – Let’s look at an example of ELP Standards with Correspondences page. These are the tools we’re really excited about.
Click 2 – Here are the correspondences to the English, Math and Science Practices
Click 3 – This is what changes with each grade level – the CCSS ELA Correspondences
Click 4 – Because the CCSS ELA Correspondences change with each grade level, it is important that you are always using the ELP Standards for a specific grade level regardless of grade bands.
Correspondences to ELA Standards
See Page 38

39. What are Content Practices?
Common Core: Standards of Mathematical Practice
Next Generation Science Standards (NGSS): Science and Engineering Practices
Processes and proficiencies with long- standing importance, aka “educational habits” within a content area. They are the same across all grade levels.
Explain that the math and science practices were developed concurrently with their respective standards.

40. Content Practices Math Practices Science Practices
MP1: Make sense of problems and persevere in solving them. MP2: Reason abstractly and quantitatively. MP3: Construct viable arguments and critique the reasoning of others. MP4: Model with mathematics. MP5: Use appropriate tools strategically. MP6: Attend to precision. MP7: Look for and make use of structure. MP8: Look for and express regularity in repeated reasoning.
SP1: Ask questions and define problems. SP2: Develop and use models. SP3: Plan and carry out investigations. SP4: Analyze and interpret data. SP5: Use mathematics and computational thinking. SP6: Construct explanations and design solutions. SP7: Engage in argument from evidence. SP8: Obtain, evaluate, and communicate information.

41. K-12 Practices Matrix See Page 36
Have participants turn to page 36 to see the K-12 Practices Matrix. Usefulness of this matrix is to identify a practice (Math and Science primarily since those are explicitly connected to Math CCSS and NGSS) and its corresponding ELP Standard. The Matrices help teachers design lesson plans that leverage the strongest correspondences between the ELP Standards and the CCSS and NGSS. Briefly model how to read the chart – for example, if I want to see which standards address MP1, I will look at ELP Standards 1, 2, 3, 5, 6, 8, and 9
For ELA Correspondences there is another Matrix on the following slide is an example of the ELA Correspondences for Kindergarten so there we will see how the ELPS intersect with CCSS for ELA . (Reminder: the “ELA Practices (EP)” do not link to CCSS but were rather created through the ELPD Framework)
See Page 36

42. References
Cummins, J. (1979) Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, No. 19, Joos, M. (1967) The Five Clocks: A Linguistic Excursion in the Five Styles of English Usage. Harcourt, Brace & World: New York. Krashen, S. (1982) Principles and practice in second language acquisition. Hayward, CA: Alemany Press.