1. WHO IS STEPHEN KRASHEN?

2. He is a linguist, educational researcher of sla in children, and political activist!

3. In LL it’s the law to…
promote equitable access to language support services for students from culturally and linguistically diverse backgrounds who have been identified as English Language Learners.
assist English Language Learners to become lifelong learners, able to contribute to and function in a multicultural and globally competitive world.

4. There are five levels of English language proficiency5
Level 5: Students are able to
work independently in content
area using English language.
BRIDGING 4
EXPANDING 3
DEVELOPING 2
BEGINNING 1
All teachers are responsible for moving kids to level 4.5 min.; teachers MUST make lessons comprehensible for English language learners.
ENTERING
The five proficiency levels derive from Wisconsin’s scale and definitions. The labels used here were created by the WIDA development team.

5. Language Proficiency Standards
Standard 1: English language learners communicate in English for social and instructional purposes within the school setting.
Standard 2: ….LANGUAGE ARTS
Standard 3: ….MATHEMATICS
Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE
Standard 5: ….SOCIAL STUDIES

6. Proficiency Indicators
Exemplars of what English language learners can do
Sample behaviors representative of the five English language proficiency levels
Developmental and additive; that is, they scaffold from lower to higher levels of language proficiency

7. The Cummins Model of ELL
BICS: Basic Interpersonal Communication Skills (the tip of the iceberg: grammar, pronunciation, vocabulary)
CALP: Cognitive Academic Language Proficiency (submerged part of iceberg: semantic meaning)
The distinction between BICS and CALP has exerted a significant impact on a variety of educational policies and practices in the USA in recent years.

8. 6 months to 2 years
5 to 7 years

9. Cristina
Cristina L1
CALP
ELL with formal academic education in L1 (literacy) and no social language in L2

10. Maria
Maria L1
ELL with no formal academic education in L1 (literacy) and no social language in L2

11. Pablo L1 L2
ELL with inconsistent academic education in either L1 or L2 (stunted literacy)

12. Maria Elena L1 L2
ELL with stunted development in social language in both L1 and L2 and little to no CALP development

13. Academic Language Proficiency is:
associated with language acquisition that, in large part, is tied to formal schooling
representative of social and academic contexts
driven by the language of content-based curriculum and instruction
grounded in a blending of language proficiency and academic content standards

14. Language Proficiency is Related to but Distinct from Academic Achievement
Language proficiency revolves around the language within the context of the core curriculum areas.
Academic achievement reflects the knowledge and skills associated with the content of the core curriculum areas.

15. Academic Language Proficiency is required for Academic Achievement
Social
Language
Proficiency
Academic
Achievement
Academic Language Proficiency

16. Working with ELL Students
Language domains
Language patterns
Multiple meanings
Teaching strategies
Lesson cycles
Cooperative learning

17. There are four language domains
Listening- process, understand, interpret, and evaluate spoken language in a variety of situations (receptive)
Speaking- engage in oral communication in a variety of situations for a variety of purposes and audiences (productive)
Reading- process, interpret, and evaluate written language, symbols, and text with understanding and fluency (receptive)
Writing- engage in written communication in a variety of forms for a variety of purposes and audiences (productive)

22. For example a teacher might say, “Count the boxes.”
Language Patterns
Imagine you are a first grader. What are some language patterns you need to use or recognize in order to solve this problem? = +
For example a teacher might say, “Count the boxes.”

23. Did you think of any other math sentences?
How many altogether?
How many in all?
How much is 3 and 2?
What is the sum of….?
What is 2 plus 3?
Add the two numbers.
Three squares and two more are….
Three plus two equals….
Which of these are BICS; which of these are CALP?

24. Multiple Meanings in English
Think about the word “table;” how might one use this word in the context of:
English language arts?
Mathematics?
Science?
Social Studies?
Think about the word “cell;” how might one use this world in the context of:
English language arts?
Mathematics?
Science?
Social Studies?

25. undemanding demanding
Range of Contextual Support and
Degree of Cognitive Involvement in Communicative Activities
Cognitively
undemanding
Total physical response;
Demonstrations, illustrations
Following directions
Art, music, physical education
Face-to-face conversation
Simple games
Telephone conversation
Note on a refrigerator
Written directions
(without diagrams or examples)
Context embedded
Context reduced A C
(less language
dependent)
(more language
dependent) B D
Mathematics computations
Science experiments, social studies projects (map activities, etc.)
Subject content explanation
(Without diagrams or examples) Mathematics word problems. (Without illustrations) Explanations of new abstract concepts
Cognitively
demanding

26. Lesson Cycle

27. Cooperative Learning Mix ELL students with native speakers of English
Pair bilingual students with monolingual students, but require primarily English language usage
Be certain cooperative efforts are concrete at the start so that language, experiences, and concepts can be linked
Ensure full engagement of ELL students

28. Other Suggestions Reading Writing Think-Pair-Share Reciprocal teaching
Engaged Learning
Graphic organizers - semantic maps - using one of the following: Inspiration/Kidspiration/CMapTools

29. CLOSED WORD SORTS Directions:
1. Choose important words from the selection.
2. Have the students work in pairs or small groups.
3. List the categories for the students.
4. Have the students discuss the words and place them under the categories. (The words and categories could be written on slips of paper so that they could be moved around.)
5. Be sure that the students discuss their reasons for the categorizing with each other and with another group.
6. Have the entire class discuss the categories.
7. Have the students read the selection.
8. Have the students revise their categories and express their learning through a graphic organizer, a story retelling, or role playing.
Directions for the students:
Below is a list of words from the unit that we have been studying. Place each word under the proper category and be ready to justify your choices.
Average Velocity Instantaneous velocity
Distance Speed
Displacement Position
Acceleration Time
Categories:
Scalar
Vector

30. OPEN WORD SORTS (concept or semantic maps)
Directions:
1. Choose important words from the selection, say “Energy.”
2. Have the students work in pairs or small groups.
3. Have the students discuss the words and then categorize them.
(The students will develop their own categories.)
4. Be sure that the students discuss their reasons for the categorizing with each other and with another group.
5. Have the entire class discuss the categories.
6. Have the students read the selection.
7. Have the students revise their categories and express their learning through a graphic organizer, a story retelling, or role playing.
Words:
mass spring
velocity equilibrium position
PE height
KE conservation
g gravity
distance acceleration
k displacement
work energy

31. In the End
Just like working with students with disabilities, working with English Language Learners constitutes nothing more than best practice.
All students benefit from ELL accommodations.