1. TNTESOL 20041 ESL Teachers as Educational Consultants

2. TNTESOL 20042 ESL Teachers as Educational Consultants Clara Lee Brown, Ed. D., Asst. Prof. Autumn Jennings, Research Asst. ESL Education The University of Tennessee, Knoxville

3. TNTESOL 20043 Session Objectives  To identify rationale and concepts behind ESL teachers as educational consultants (ECs)  To be able to implement the “ESL teachers as ECs” Model in one’s own school.

4. TNTESOL 20044 The session procedures  A brief presentation on the theoretical concepts behind ECs  An example of what ESL teachers can do to “enlighten” their fellow mainstream teachers  Discussion with the session participants and Q + A

5. TNTESOL 20045 ESL teachers’ roles  Curriculum designers  Instruction providers  Students advocates  Technical assistance providers

6. TNTESOL 20046 What are the characteristics of the mainstream teachers? 1. 2. 3. 4. 5. 6.

7. TNTESOL 20047 Educational consultants model in bilingual special education  Technical assistance is needed from Biling SPED teachers  To solve problems identified in CLD students’ learning difficulties  To share information, to plan a set of actions, to implement interventions strategies, to assess implementation  A collaborative process

8. TNTESOL 20048 ESL expertise  Second language acquisition theories  Krashen’s Input hypothesis  Cummins’ BICS and CALP  Content-based ESL models & Sheltered Instructions  Chamot & O'Malley's CALLA  SIOP

9. TNTESOL 20049 ESL expertise cont’d  Pedagogical knowledge:  How to differentiate instructions  How to provide appropriate scaffolding  How to accommodate English proficiency levels in assessment  How to differentiate SLAAP vs. true language disabilities

10. TNTESOL 200410 ESL expertise cont’d  Cross-cultural knowledge and communication

11. TNTESOL 200411 Ways for ESL teachers to become ECs: self-initiated 1. Keep close communications with the mainstream teachers  Volunteer to provide direct services  Volunteer to provide indirect services 2. Volunteer to provide school- wide in-service workshops

12. TNTESOL 200412 -The mainstream teachers are -In the mainstream classes -Who is really responsible for ELLs? -Where do ELLs spend a great majority of their time?

13. TNTESOL 200413 An example of providing of EC is coming right up by Autumn!

14. TNTESOL 200414 Points to remember  ESL students are just like all other kids!  They need support, guidance, and understanding.  They need to know that you are aware of their needs.  They need to know you care!

15. TNTESOL 200415 Accommodation  Accommodating students is not “dumbing down” material.  Accommodating students is making the same material more accessible to ELLs.

16. TNTESOL 200416 Verbal Accommodations  When you speak in class...  Repeat key words  Paraphrase difficult meanings more than once  Use clear pronunciations  Speak in a slow but natural manner  Avoid slang or unclear terms  Use intonation thoughtfully; emphasize key words

17. TNTESOL 200417 Non-Verbal Accommodations  In addition to speaking clearly...  Use hand signals and gestures to convey meaning  Use pictures and visual aids to illustrate  Use appropriate facial expressions  Write important information on the board

18. TNTESOL 200418 Always Remember To...  Involve ELLs in the lesson without pressuring them  When asking a question of opinion, let other students answer first to provide a model for ELLs.  Allow wait time for the students  Give ELLs 10 to 15 seconds to answer; discourage other students from waving their hands and saying “Ooh! Me, me!”

19. TNTESOL 200419 Helpful Hints  Use lower grade-level materials to teach content  Wording, not content, should be simplified  Use straightforward language  Ask questions directly and appropriately

20. TNTESOL 200420 More Helpful Hints  Give students an outline of the chapter or lesson to study  Students can better understand the important points if they are clearly laid out  Show the same information in many different ways  Appeal to different learning styles

21. TNTESOL 200421 “But I Already Do That!”  Many classroom teachers will insist that they already use the accommodations listed here...  However, many teachers will repeat a word once and feel they have done their job.  What do you say??

22. TNTESOL 200422 Tactful responses  Ask the teachers to be mindful of all of these tips, all of the time  Follow up on teachers  Ask how students respond to a certain technique  Offer teachers continual encouragement  When a student shows true progress, praise the teacher for their hand in it

23. TNTESOL 200423 ESL Teachers as Consultants for ESL Teachers  Remember to collaborate with other ESL teachers  Ask others for tips on working with classroom teachers  Share ideas about what works and what doesn’t  Find a network of support, and be a network of support

24. TNTESOL 200424 It’s Your Turn!  Share some of your tips with others!

25. TNTESOL 200425 A final thought!

26. TNTESOL 200426