1. Redesigning English-Medium Classrooms: Using Research to Enhance English Learner Achievement David Dolson & Lauri Burnham-Massey Presented by Terry Barron, Coordinator, San Diego County Office of Education

2. English-Medium Classrooms Classrooms where the principal language of instruction is English. Instruction is provided overwhelmingly in English. (p. 1)

3. Is an SEI classroom an English-medium classroom? Is an English mainstream classroom an English- medium classroom? Does your school/district have English-medium classrooms?

4. Question With a partner, answer this question. Write your answer on a white board. Wait for the signal to show the group your answer. What percentage of English learners are educated through English-medium programs in California?

5. Today’s Format Focus on Chapters 1 & 2 Only a listing of topics in Chapters 3 & 4 Working in dyads & triads Table Talks

6. Why this book? Supplementary extension of Improving Education for English Learners: Research-Based Approaches Focuses on the practical applications of the research Specifically addresses English-medium classrooms

7. Why this book? Provides professional guidance on: – Identifying the practical implications of existing research – Understanding the relationships among seemingly disparate and sometimes conflicting reports – Suggesting programmatic options that are the most closely aligned with findings of related research and with theoretical underpinnings

8. Introduction (pp. 1-10) Set the Scene, Emergent Messages, Conflict of Research & Law, Rationale, Background

9. Introduction Research vs. The Law (pp. 6-8) Length of time to acquire language proficiency Support of dual language programs Testing ELs’ academic knowledge in a language in which they are not proficient

10. Chapter 1 Overview of Program Models

11. Two Models of English Learner Programs Bilingual Education p. 13 English-Medium- Education p. 14 Review these two pages. Share with a partner the kinds of EL models in your school/district.

12. Submersion “…[is when] English learners are enrolled in a program designed originally for native speakers of English and where the English learners are not provided with any significant differentiated instruction or specialized services.” p. 12 Does your school/district have ELs who are submersed? If so, why is it occurring?

13. See page 19, Figure 2.

14. 14 Organizing the Program Research-Based Recommendations for English-Medium Classrooms CELDT Level BEIIEAA Instructional Time SEIELMC Program Phase ELD L1L1 SDAIE Mainstream

15. Discussion Groups of 3 How similar is your program to the program outlined on page 19? How different is your program? Are there changes you would like to make to your program? If so, what are the changes? Why make these changes? 15

16. Check it out! English Learner Profiles Elementary Grade Levels, K-5 Table 6 pp. 26 & 27 Secondary Grade Levels, 6-12 Table 7 pp. 28 & 29

17. Comments about the profiles?

18. Please grab your book. Stand Up, Hand Up, Pair Up

19. Stand Up, Hand Up, Pair Up Important Points in Chapter 1 Of the three points outlined on pp. 32 & 33, which one is most meaningful given your school’s/district’s current EL program?

20. Chapter 2 Delivery of Instructional Services

21. Chapter 2 Delivery of Instructional Services The authors describe how these services can be combined and infused with other supportive instructional components to develop a comprehensive English- medium program for English learners. Instructed ELDSheltered ContentPrimary Language Instruction

22. Instructed ELD Direct, systemic, and explicit ELD instruction

23. “Although instructed ELD may be integrated with mainstream English-language arts instruction at the more advanced levels, teachers must be vigilant to set aside time to address the specific second-language needs of English learners to enable them to reach full academic proficiency in English.” p. 36

24. Interface of ELD with ELA p. 37 Levels of English Proficiency Proportions of Instructional time Devoted to ELD & ELA Percent of Time Allocated to Approaches B75/12.5/12.5 EI50/25/25 I25/50/25 EA25/25/50 A12.5/12.5/75 Instructed ELD setting Sheltered English Language Arts setting - Instruction designed, modified, and delivered to meet the second-language needs of ELs Mainstream English Language Arts setting

25. Pair discussion How does your school’s/district’s ELA and ELD instruction align with the authors’ recommendations?

26. Topics to explore in Chapter 2 Scheduling (pp. 38-39) Time allocation (pp. 39-40) Staffing (p. 40) Instructed ELD

27. Topics to explore in Chapter 2 Sheltered Content Instruction Goals: provide access to core curriculum, meaningful & understandable instruction concurrently develop English language (academic) proficiency

28. Topics to explore in Chapter 2 Functions (p. 41) Debunking myths (p. 42) Selecting Content Areas (p. 42) Grouping (pp. 42-44) Materials (p. 44) Teachers (pp. 44-45) Primary language (p. 45) Beyond Good Teaching (p. 45) Sheltered Content Instruction

29. Grouping pp. 42-44 Scan these pages, compare the authors’ ideas about grouping with how ELs are grouped in your sheltered classrooms. Share with your table.

30. Topics to explore in Chapter 2 Primary Language Instruction & Support The law allows, and research supports, the strategic use of primary language in English-medium classes

31. Topics to explore in Chapter 2 Primary Language Instruction & Support Advantages of usage of L1 (pp. 45-48) L1 Development (p. 48) L1 as an adjunct to sheltered English (pp. 48-49) Support for ELD (pp. 49-50) General supplementary support (p. 50) Expanded instructional opportunities (p. 50) Enrichment (pp. 50-51) Home-school activities (p. 51) Community support (pp. 51-52)

32. Mainstream English When can mainstream English instruction be a complementary and supportive element for ELs? (pp. 52-55) When there is: 1) Strategic integration 2) Adequate facilitation 3) Appropriate monitoring

33. Warning!!!

35. “For English learners there is a risk that mainstream English instruction, in excessive amounts, might prematurely displace needed instructed ELD, sheltered content, or primary language instruction in the English-medium program or that it could be employed without essential safeguards…” p. 55

36. Chapter 3 Enhancing the Core Components

37. Cooperative Learning (pp. 57-59) Global Learning Networks (pp. 59-60) Cross-Cultural Competency (pp. 60-63) Supplementary Opportunities (pp.63-66) Family-School-Community Partnerships (pp. 66-70) Chapter 3 Enhancing the Core Components

38. Chapter 4 In Conclusion – Other Considerations

39. Chapter 4 In Conclusion- Other Considerations Program Evaluation (pp. 72-74) Equity (pp. 75-75)

40. “Administrators and teaching staff must plan creatively; allocate human and material resources strategically; seek district, community, and other support relentlessly; and work cooperatively to develop an educational environment that empowers English learners to meet the English proficiency, academic, psychosocial, and cross-cultural challenges of school.” p. 10

41. What’s your last word about this book?