1. HELP! My Student Doesn’t Speak English
An Orientation into the World of English as a Second Language
November 3, 2011

2. Today’s Objectives Content Objectives: Language Objectives:
Learners will be able to:
Be aware of the ESL policies & procedures of ALSDE and USDE.
Utilize the ACCESS for ELLs Teacher Report, WIDA ELP Standards, Can Do Descriptors, and Performance Definitions to appropriately accommodate ELLs in the classroom.
Recognize the impact of culture on comprehension.
Understand the importance of parental involvement in learning of ELs.
Language Objectives:
Discuss the impact of culture on comprehension with a partner.
Explain the WIDA English Language Proficiency Levels to a colleague.

3. What is ESL?
English as a
Second
Language

4. English Language Learners & No Child Left Behind (NCLB)
NCLB: Title III
High standards of learning and instruction for all students;
English Language Learners one of five areas of concentration to advance student achievement;
Increased awareness of the academic needs and achievement of ELLs;
Schools, districts, and states held accountable for teaching English and content knowledge to ELLs.
The No Child Left Behind Act focuses on high standards of learning and instruction with the goal of increasing academic achievement—in reading and math in particular—in all identified subgroups in the K-12 population. One of these subgroups is the growing population of English Language Learners (ELLs), the focus of these documents.

5. Legal Responsibility to ELs
Title VI Civil Rights Act of 1964
Health, Education & Welfare Memorandum – May 25, 1970
Lau vs. Nichols – 1975
Castañeda Vs. Pickard – 1981
Plyer vs. Doe – 1982
Department of Education Memorandum – 1985
Department of Education memorandum Update – 1991
Alabama State Department Compliance Agreement with OCR (Office of Civil Rights) – 1999
NCLB – 2002
ALSDE – Policy for Service to ELLs – 2003, 2008, currently being revised
Currently - Many lawsuits pending

6. “…students who do not understand the language of instruction are effectively foreclosed from learning. We must do more than provide the same textbooks, classrooms, teachers, and lessons for these students.” We MUST provide appropriate instruction & accommodations.
Lau vs. Nichols (1974)

7. Terms to Know

8. ACCESS for ELLs. Accessing Comprehension & Communication
ACCESS for ELLs Accessing Comprehension & Communication in English State to State
AMAO Annual Measurable Achievement Objectives
ELL English Language Learner
EL English (Language) Learner
ELD English Language Development
ELP English Language Proficiency
LEP Limited English Proficient
L1 First Language
L2 Second Language
NELB Non-English Language Background
NOMPHLOTE National Origin Minority Primary Home Language Other Than English
SLA Second Language Acquisition
W-APT WIDA – ACCESS Placement Test
WIDA World-Class Instructional Design & Assessment
Terms to Know

9. Official State EL Codes
State Code
Definition
JefCoEd Code
LEP1
Limited English Proficient Year One (First Year in US school)
Active (x)
LEP2
Limited English Proficient Year Two or More
LEP-Waived Services
Limited English Proficient, Waived Title III Supplemental Services
Refusal (x-ref)
FLEP1
Former Limited English Proficient, Monitor Year One
Monitor1 (mon1)
FLEP2
Former Limited English Proficient, Monitor Year Two
Monitor2 (mon2)
FLEP
Former Limited English Proficient
Track
NOMPHLOTE
National Origin Minority Primary Home language Other Than English
NENELB
Official State EL Codes

10. Sheltered Instruction
Program Models
Sheltered Instruction
SIOP/SDAIE
Pull Out
Push In
Structured Immersion

11. Quick Facts

12. Who are ELs?
National-origin-minority students with limited proficiency of English
Heterogeneous – US born, immigrant, foreign exchange, refugee, migrant, all social- economic & educational levels
Membership defined by limited proficiency in English language use, which directly affects learning and assessment;
Membership is expected to be temporary.
US born, immigrant

13. Growth of ELL Populations
SAY:
Here we see where the greatest growth in numbers of LEP students has taken place.
States that have not historically had large LEP populations, such as those in the Midwest and Southeast, are seeing the greatest growth in LEP student numbers.
DISCUSSION:
Where does our state fall in terms of growth? What are the implications of this growth for our state’s educational system?
(U.S. Department of Education, NCELA, 2007
Funded by U.S. Department of Education

14. What’s the Big Idea?
1. ELs are the fastest growing demographic in US schools. 2. Mainstreaming ELs is the most common method of instruction. 3. Teachers need to feel confident with ELs because of both Number 1 and Number 2.

15. Learning Challenges for ELLs
ELLs face unique learning challenges:
to develop the content-related knowledge and skills defined by state standards
while simultaneously acquiring a second (or third) language;
at a time when their first language is not fully developed (e.g., young children)
to demonstrate their learning on assessments in English, their second language.
Drop out

16. Academic Performance Indicators for ELLs
On 4th grade National Assessment of Educational Progress (NAEP), ELLs were:
only1/4 as likely to score proficient or above in Reading as their native English speaking peers and
only 1/3 as likely to score proficient or above in Math as their native English-speaking peers.
Compared with native English-speaking peers, ELLs with a formal LEP designation are less likely to score “proficient” on state tests.

17. Basic Info
Program Entry/Exit
Assessment
Accountability

18. IDENTIFICATION OF ELs & ELIGIBILITY FOR ESL SERVICES
Home Language Survey
W-APT
For Services
Qualify
A non-English language background
AND
W-APT test score below fluent or
Active enrollment in an ESL program elsewhere
A score below level III on the ARMT
Other assessment that shows LEP due to NELB

19. ELL Committee & Annual Evaluations
ACCESS for ELLs
LEP1, LEP2 &
LEP-Refusal
Score of 4.8 or Higher
Monitor for 2 Years
FLEP1 & FLEP2
Complete 2 Yrs of Monitor
FLEP
I-ELP:
Individual English
Language Plan

20. Purposes of ACCESS for ELLs
On an annual basis, monitor the progress of ELLs’ English language proficiency in grade levels K-12
Establish when ELLs have attained English language proficiency (ELP) according to state criteria – In Alabama, P = 4.8 Overall
Inform classroom instruction and assessment
Provide a reliable and valid data source for accountability and aid in decision-making 20

21. Demographic Information About the Student
Comprehension Score
Student’s ELP Level by Domain
Overall Score
Description of the ELP Levels 21

22. Teacher Report Demographic Information About the Student
Student’s Scale Score by Domain
Student’s ELP Level by Domain
Student’s Scale Composite Scores
Student’s Composite Scores
Student’s Speaking Performance by Standard
Student’s Comprehension by Standard
Student’s Writing Performance by Standard
Description of the ELP Levels 22

23. Teacher Report (top) 23

24. Teacher Report (bottom)
Raw Scores by Standard
In this section of the report, raw scores are provided for the different parts of the test. Raw scores cannot be compared across grade level clusters or across tiers within a grade level cluster.
Writing tasks are given a proficiency level score, by standard and by area of the WIDA Writing Rubric (Linguistic Control, Vocabulary Usage, and Language Control). The writing scoring rubric was based directly on the six proficiency levels of the WIDA Standards, scores on the writing tasks do reflect a common meaning across tiers and grade levels (though developmental differences across grade level clusters are taken into account).
Speaking Tasks receive a raw score for each part, by standard. 24

25. Accountability of English Language Learners
Under NCLB, state education agencies are held accountable for the progress of ELLs in two ways:
Adequate Yearly Progress (AYP) expectations for reading and mathematics under Title I, and
Annual Measurable Achievement Objectives (AMAO) under Title III, demonstrating satisfactory progress in learning English and attaining English proficiency.

26. TITLE III Annual Measurable Achievement Objectives (AMAOs)
How Do We Measure AMAOs?
TITLE III Annual Measurable Achievement Objectives (AMAOs)
Assessments
Percent of ELLs making Adequate Progress in Language Acquisition (APLA)
ACCESS for ELLs
Percent of ELLs attaining English language proficiency
Meeting AYP requirements for the ELL Subgroup at LEA Level
95% Participation Rate
%Proficient in Reading & Math
Attendance & Dropout rate

27. APLA: Adequate Progress in Language Acquisition (AMAO-A)
Two data points are needed (i.e. two consecutive years of ACCESS testing)
In order to make APLA, an EL MUST make minimal +0.5 gain on the ACCESS for ELLs ELP test.

28. Did they make APLA? ACCESS SCORE 2009 ACCESS SCORE 2010
DID STUDENT MAKE APLA?
1.9
3.0
YES
2.4
2.9
4.6
4.8 NO
3.2
n/a
4.2
3.7

29. an EL is considered proficient with a composite score of
In Alabama,
an EL is considered proficient with a composite score of
4.8 or higher
(AMAO-B)

30. What I Must Know

31. Essential Questions How do I teach ELLs in my classroom?
–What can I expect my ELLs to be able to do?
–How do I help ELLs learn language and content?
–How do I adapt instruction in a meaningful way?

32. What Every Teacher Must Know About ELs:
All classroom teachers are required to:
1. Be knowledgeable of Alabama Course of Study (ACOS) content standards and WIDA English Language Proficiency Standards.
2. Provide content objectives and language objectives for every lesson taught.
3. Know the ELL’s level of proficiency for each language domain.  

33. 5. Communicate regularly with the ESL staff.
What Every Teacher Must Know About ELs A Classroom Teacher’s Responsibilities    
4. Provide appropriate instruction and accommodations based on ELL’s level of proficiency.
5. Communicate regularly with the ESL staff.
6. Communicate with the parents of ELLs in a language they can understand.
7. Notify the ELL, the ESL staff or ELL Committee, and the ELL’s parents if there are any problems/concerns.
8. Inform the ELL Committee of any issues with the ELL. The ELL Committee is responsible for ALL academic decisions regarding the student. This includes, but is not limited to, referral to special education, retention, accommodations, and grading.

34. What Every Teacher Must Know About ELs A Classroom Teacher’s Responsibilities    
ASK IF YOU DON’T KNOW!
Contact an administrator or the ESL office if they need any type of assistance in meeting the needs of ELLs in their classroom.  

35. Culture

36. Stand Up and Be Counted

37. What is culture?
Culture is a set of common beliefs and values shared by a group of people and that binds them together in a society.
All people are members of at least one culture.
The norms of a culture define roles and provide a framework that makes people’s behavior predictable and understandable to one another.

39. Goals of Second Language or Multicultural Education
Teach ELLs to understand US culture.
Help ELLs achieve a personal accommodation between their two cultures.
Teach ALL students to value language and cultural diversity.
Equitably educate diverse learners.
Jameson (1998)

40. Culturally Responsive Pedagogy
Acknowledge students’ differences as well as their commonalities
Validate students’ cultural identity in classroom practices & instructional materials
Educate students about the diversity of the world around them
Promote equity and mutual respect among students
Assess students’ ability & achievements validly
Foster a positive interrelationship among students, their families, the community, and school
Motivate students to become active participants in their learning
Encourage students to think critically
Challenge students to strive for excellence as defined by their potential
Assist students in becoming socially and politically conscious
-Richards, Brown, and Ford (2004)

41. The Alamo

42. How will you teach? Will you be culturally responsive?
So I can just give students texts in native language, learn a little about their history, and that’s it? No – we must do these things – be culturally responsive because culture impacts learning

43. How does culture affect comprehension in the classroom?
So I can just give students texts in native language, learn a little about their history, and that’s it? No – we must do these things – be culturally responsive because culture impacts learning

44. En quelle classe est Jean?
Jean et André
Jean et André sont frères. Jean est l’aîné. Les deux vont au lycée qui se trouve à moins de cinq kilomètres de leur maison à Paris. Bien qu’il y ait une différence d’âge de trois ans entre les deux frères, leurs niveaux scolaires ne sont séparés que par deux années. André est en sixième.
En quelle classe est Jean?

45. Jean and Andre
Jean and Andre are brothers. Jean is older. The two go to a school which is located less than five kilometers from their home in Paris. Although there is a difference in age of three years between the two brothers, their grade levels are only two years apart. Andre is in sixth grade. What grade is Jean in?

46. Educational System U.S. vs. France
United States
France
GRADE LEVELS 6 7 5 8 4 9 3 10 2 11 1 12
terminal

47. How can I be culturally responsive?
Be conscious of choice of language
Be conscious of images presented
Engage in critical & reflexive thinking
Learn history & culture of ELLs
Collaborate with & visit teachers who are culturally responsive
How can I be culturally responsive?
Gay’s (2000) principles of culturally responsive pedagogy

48. LANGUAGE IS NEVER NEUTRAL
Everything we do, say, think. Present impacts learning and comprehension. Most of what we do and say in the classroom is based on our own prior knowledge and cultural perspective. In the classroom – that’s pretty much an educated, white, middle class point of view. Most language learners are not any of these things.

49. Always Remember:
“Culturally diverse students are empowered or disabled as a direct result of their interactions with educators in schools.” -Jim Cummins

50. SLA
Second
Language
Acquisition

51. The Four Language Domains
Listening- process, understand, interpret, and evaluate spoken language in a variety of situations
Speaking- engage in oral communication in a variety of situations for a variety of purposes and audiences
Reading- process, interpret, and evaluate written language, symbols, and text with understanding and fluency
Writing- engage in written communication in a variety of forms for a variety of purposes and audiences

52. Language Acquisition is a PROCESS
Preproduction
Early Production
Speech Emergence
Intermediate Fluency
Advanced Fluency

53. Second Language Acquisition
Basic Interpersonal Communication Skills
(BICS)
Social Language
1-3 years to attain
Example words/phrases: table, What’s up?
Cognitive Academic Language Proficiency
(CALP)
Academic Language
3-7 years to attain
Example words: –New meanings: table, solution
General academic words: act upon, attach, inquiry
Content words: atom, molecule
Second Language Acquisition

54. Implications for Teachers
Both BICS and CALP need to be taught
Different subjects require different types of language
Subject area teachers must be aware of the language demands of their content
All teachers are language teachers
Lesson plans for ELLs need to include both content and language objectives

55. Stages of Language Acquisition
hp?video_id=51369&title=Stages_of_Lan guage_Acquisition_ESL
Stages of Language Acquisition

56. WIDA
World-Class
Instructional
Design &
Assessment

57. WIDA ELP STANDARDS •Are anchored in academic standards
•Focus on academic language proficiency
•Illustrate progression of language acquisition
•Contain model indicators of language incorporated with content
•Incorporate high levels of cognitive engagement, even at low proficiency levels

58. The WIDA ELP Standards
Standard 1 – Social & Instructional Language (SIL)
English language learners communicate for social and instructional purposes in the school setting.
Standard 2 – Language of Language Arts (LoLA)
English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
Standard 3 – Language of Mathematics (LoMA)
English language learners communicate information, ideas and concepts necessary for academic success in the content area of Math.
Standard 4 – Language of Science (LoSC)
English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science.
Standard 5 – Language of Social Studies (LoSS)
English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies. 58

59. Language vs. Content
Language proficiency revolves around the language associated with the content areas
Academic achievement reflects the knowledge and skills associated with the content.
WIDA ELP standards focus on academic language; Academic standards focus on academic content.

60. Content Objectives vs. Language Objectives
Academic Achievement
Academic Language
Based on Alabama Course of Study (ACOS)
Based on WIDA ELP Standards
Focuses on what you will learn in content areas (math, science, social studies, etc.)
Focuses on how you will use listening, speaking, reading, and writing in your learning.

61. Performance definitions frame the levels of English Language Proficiency5
BRIDGING 4
EXPANDING 3
DEVELOPING 2
BEGINNING 1
Native-like
Proficiency
ENTERING
The five proficiency levels derive from Wisconsin’s scale and definitions. The labels used here were created by the WIDA development team. 6

62. What are Language Objectives?
 Language Objectives are the language demands of the content class. They state how a student will be able to express in English what he/she has learned. Language objectives focus on:
Language functions: Such as - define, describe, explain, classify, compare, summarize, etc.
Language structures: Such as - questions, tense, writing a simple sentence (compound/complex), writing a paragraph, etc.
Academic vocabulary : Such as - discipline specific, word forms

63. Language Objectives
Language Objectives answer the questions:
“What language do students need to complete the assigned task?”
“Where are the learners relative to the language expectation? Ex. Is the ELL a novice, has some experience? How much scaffolding is necessary?
“What strategies will help make this language accessible?” Ex. Advanced organizers, use of cognates, cooperative groups, peer teaching, etc.

64. Language Objectives – WHY?
Support students’ language development
Teach all students to meet the academic language requirements specific to the content area
Promote differentiated teaching
Required by ALSDE

65. Academic Language: The Key to Academic Success
ACADEMIC LANGUAGE: the vocabulary and semantics of a particular content-area literacy.
Fundamental to academic success in all domains;
A primary source of ELLs’ difficulties with academic content across grades and domains;
Often still a challenge after students achieve proficiency on state language proficiency tests;
Influences ELLs’ performance on all assessments.
Proficient use of—and control over—academic language is the key to content-area learning (not only for Language Arts, but for other content areas as well).

66. Components of Academic Language
Vocabulary used across academic disciplines:
Breadth – knowing the meanings of many words, including many words for the same, or related, concepts;
Depth – knowing multiple meanings, both common and uncommon, for a given word;
Understanding complex sentence structures and syntax typical of formal writing styles;
Written vocabulary (distinct from oral vocabulary);
Understanding the structure of argument, academic discourse, and expository texts (how to participate in a debate, or how to organize a lab report).
For a detailed introduction to the concept of Academic Language please see Scarcella, R. (2003). Academic English: A Conceptual Framework. UC Linguistic Minority Research Institute Technical Report #

67. Components of Academic Language
Other aspects of academic language relate to the text:
Organization of expository paragraphs;
Function of connectives (such as therefore and in contrast);
Wide range of vocabulary that appears far more often in text than in oral conversation;
Specific academic vocabulary—the words necessary to learn and talk about academic subjects (analyze, abstract, estimate, observe).

68. Why do students fail to acquire academic language?
Lack of exposure to appropriate books and to people who use academic language;
Lack of opportunities to learn and use academic language;
Lack of systematic, explicit instruction and sufficient and supportive feedback.
(Scarcella, 2003)

69. Performance Definitions
Performance Definitions help to interpret the WIDA English language proficiency levels. They are descriptive of the levels of English Language Proficiency for WIDA’s ELP Standards and show, at each level, the language that English language learners process, understand, produce or use. However, they are not domain-specific (to L, S, R, or W).
Note: At each level of the WIDA proficiency scale, we have defined the language that English language learners process, understand, produce, or use. These general descriptors apply to all four language domains and are also available by grade level clusters. The general “CAN DO” Descriptors are available in the WIDA English Language Proficiency Standards and Resource Guide (available at Grade level cluster specific CAN DO Descriptors are available at

70. Sample Grade Level Cluster
Levels of Language
ELP Standard
Sample Grade Level Cluster
General Language
Specific Language
Technical Language
The language of
Mathematics
K-2
in all
total
sum
Language Arts
3-5
person
character
protagonist
Science
6-8
knee
kneecap
patella
Social Studies
9-12
people
population
demographics

71. Performance Level Definitions & Model Performance Indicators
Language Proficiency
(Performance Level Descriptions)
1 Entering
2 Beginning
3 Developing
4 Expanding
5 Bridging
PLs
L 1
L 2
L 3 L4
L 5
Linguistic Complexity
Vocabulary Usage
Language Control
This graphic illustrates how the breadth and depth of academic language (across the criteria of linguistic complexity, vocabulary usage, and language control) that students are expected to comprehend and produce increases as they advance in proficiency level.

72. CAN DO Descriptors
The Can Do Descriptors were derived from WIDA’s Performance Definitions (previous slide). They show what English language learners can do in a particular language domain (L, S, R, or W) for the given level of English language proficiency. 72

73. How Can the WIDA Standards Help Me Write Language Objectives?
What is the Format of a language objective?
Language function + content stem + language support
Language function
content stem
language support
Point
ACOS
Using pictures
Label
Parts of a cell
Using a word bank
Summarize
Plot
Graphic organizer
Compare
Mitosis/Meiosis
Venn diagram
Match
Food chain
With a partner
Invent
Multi-step equations
In a small group

74. Strategies that Work
Supports
Scaffolds
Best Practices
English Noise

75. T: Who can name one of the three types of rocks we studied yesterday
T: Who can name one of the three types of rocks we studied yesterday? S: Igneous. T: Right. Igneous rock comes from volcanoes. Who can tell me another type? S: Sed-,sedi-, sedimentary. T: That’s right. This type of rock is a result of little bits of rocks and sand pressing together in layers over time.
What’s Wrong Here?

76. Our teachers come to class, And they talk and they talk,
Til their faces are like peaches,
We don’t;
We just sit like cornstalks.
A classroom described by a Navajo child

77. What Works With ELs Knowing your students Active Learning Environment
Effective Scaffolding
Comprehension Checks (OFTEN)
Cooperative Learning/Flexible Grouping
Developing L1 and L2 skills
Supportive Learning Environment
Differentiate Instruction: “Equal isn’t Fair”
Peer Support
What Works With ELs

78. Comprehensible Input
i + 1

79. SPEAKING LISTENING READING WRITING Language Objectives
Provide opportunities for ALL students to use academic language everyday, in all four language domains.
SPEAKING
LISTENING
READING
WRITING
Language Objectives

80. All you need is a little more
GrouViMoMaMu
GROU: Group Work
VI: Visual Support
MO: Movement
MA: Manipulatives
MU: Music

81. Order of Operations http://www1. teachertube. com/viewVideo. p hp
Order of Operations hp?video_id=9684&title=Cheer_for_the_O rder_of_Operations
Movement

82. Lab Safety Video - Visual
hp?video_id=5987&title=lab_safety
Lab Safety Video - Visual

83. Learning with Music & Visuals
Circle Song hp?video_id=38335&title=Circle_Song_2 Photosynthesis Song hp?video_id=49549&title=Photosynthesis _Song
Learning with Music & Visuals

84. Video of teachers in NJ teaching
Video of teachers in NJ teaching

85. http://www. sheppardsoftware
content/animals/kidscorner/animald iet/carnivore.htm
Food Chain Game

86. Parent Involvement

87. The Home-School Connection
Research shows that small group instruction by highly competent specialist does not produce reading gains comparable to those that result from parental involvement programs.
(Catherine Brown, 2008)

88. According to a review of recent research published by the Southwest Development Laboratory (2002), students whose parents are actively involved in their education – NO MATTER their income or background – are more likely to:
Attend school regularly
Earn higher grades/test scores & enroll in higher level classes
Be promoted, pass their classes/earn credits
Have better social skills, show improved behaviors, and adapt to school
Graduate and go on to post-secondary education
Did You Know?

89. Maximize Parental Involvement
Gather background and cultural information
Communicate openly & often
Be welcoming and informative
Give language and cultural support to parents
Provide programs that involve EL parents inside the classroom & school

90. TRANSACT

91. Translation Never use computer translation
Do not use students for translation
Transact
Remember confidentiality issues when using community resources for translation
Communicate with parents in a language they can understand
HICA is a supportive organization that can help –
Birmingham Islamic Society
Translation

92. Family Night for English Learners

93. Points to Consider: Translating invitations Advertising Location Food
Interpreters – How many?
Childcare
Time
Transportation
Cooperative Activities for parents and students

94. The solution to English Language Learner underachievement will come, in great part, from better mainstream classroom instruction. ELL support teachers must begin to see their role as supporting mainstream teachers as much as supporting English language learners.
(Adapted by Tim Boals, based on National Research Council conclusions, 1997)

95. QUESTIONS

96. “It is our professional obligation to find ways to address the needs of all students in our classrooms. We do not select our students and we cannot change them. Rather, we have to consider the influences of our own practices and change these practices if they do not adequately meet students’ needs.”
Kersaint, Thompson, Petkova, 2009

97. RESOURCES
Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York: Teacher’s College Press.
Jameson, J.H. (1998). Enriching content classes for secondary ESOL students (National Edition). Washington, DC: Center for Applied Linguistics and Delta Systems.
Kersaint, Gladis, Denisse R Thompson, Mariana Petkova. (2008). Teaching mathematics to English language learners. Routledge.
Richards, H. V., Brown, A. F., and Forde, T.B. (2004). Addressing diversity in schools: Culturally responsive pedagogy. Tempe, AZ: National Center for Culturally Responsive Educational Systems. Retrieved 12 July, 2010, from