2.  DON’T TALK…only write your responses.  What does ELL mean?  How does our school respond to ELL students?  What do we do to accommodate them?

3.  More English Language Learners enter our school each year  ELLs need to learn English while also existing within their cultures  ELLs also need to learn content area – leaving them to fend for themselves as long as they are not a “distraction” is not accommodating them.  Our school is not receptive to ELLs’ needs, nor are we reaching out

4.  “It is true that I would never forget the great change of my life, the diminished occasions of intimacy. But there would also be times when I sensed the deepest truth about language and intimacy: Intimacy is not created by a particular language; it is created by intimates.”  http://www.youtube.com/watch?v=34TAhGy gSQI&feature=related http://www.youtube.com/watch?v=34TAhGy gSQI&feature=related

5.  Rodriguez identifies the change in his home, the lack of familial intimacy…What does he mean by this?

6.  Integrated Classrooms ◦ Group discussion  How do we react when ELL students enter our classrooms?  What do we do to ensure that these students are learning?  Do we focus only on English language learning?  Do we focus on content?  Do we try to engage ELLs or do we just hope they aren’t a behavioral problem?

7.  We need to support ELLs because… ◦ “L2 learners should be exposed to meaningful experiences” in English from early on in their English learning (Edwards, 2011). ◦ “The acquisition of English alone in no way guarantees that L2 students will succeed academically” (Edwards, 2011). ◦ Lau v. Nichols requires “schools to teach ELLs so that they may have a ‘meaningful opportunity to participate in the public educational program’” (Goldenberg, 2010, p. 18).

8.  Think about Reading Apprenticeship training. ◦ What skills do we use to ensure reading comprehension for our English speaking students? ◦ How can we apply this to ELL students? ◦ This is NOT enough… ◦ “There are fundamental differences between literacy learning in an L1 and in an additional language” (Allison and Harklau, 2010, p. 133). ◦ So, what now?

9.  “Reading interventions need to be tailored for ELLs’ specific needs, such as developing cultural background knowledge, enriching and enhancing academic vocabulary, and developing a sense of academic genres” (Allison and Harklau, 2010, p. 133).  Much to discuss, but one particular focus for today…

10.  What is a multimodal presentation? ◦ “Multimodal support is provided through visual (maps, diagrams, pictures), gestural and actional cues” (Sharpe, 2006, p. 211). ◦ Reading/English should be supported with multiple visual and kinesthetic modes.  Discussion ◦ How is this beneficial? ◦ Do you use various modes of presentation in your lessons? ◦ Why/why not?

11.  How can we do this?  Read the article on your table (each table has a different article). How do they achieve it? ◦ Scaffolding ◦ Connecting to prior knowledge ◦ Use pictures to support vocabulary ◦ Indicate text features, clues ◦ Use video to support ideas (clips…this isn’t movie day) ◦ Use hands on projects to enhance meaning ◦ Move around, don’t just sit and lecture ◦ Integrate outside materials…not just pictures in the textbook, but authentic pieces of information for the individual lesson.

12.  Take the remaining time to review one of your lessons and consider how to make it multimodal

13.  Cary, S. (2007). Working with English Language Learners: Answers to Teachers’ Top Ten Questions. Portsmouth: Heinemann.  Edwards, P. and Li, Guofang. (2010). Best Practices in ELL Instruction. New York: Guilford.  Sharpe, T. (2006). ‘Unpacking’ Scaffolding: Identifying Discourse and Multimodal Strategies that Support Learning. Language and Education. 20. p. (211-231). Derived from: http://www.tandfonline.com.ezproxy.emich.edu/doi/pdf/10.10 80/0950078060866724 http://www.tandfonline.com.ezproxy.emich.edu/doi/pdf/10.10 80/0950078060866724