CLD extras
• English as a Second Language (ESL)
teachers must have special preparation to
teach English to non-native speakers;
being a fluent speaker or an effective
teacher of English to native speakers is
not enough. Just as teaching mathematics
or French requires special knowledge and
skills, teaching English as a Second
Language does also (Kreidler, 1986)
Urban Institute Report (2005)
• ELL students increased from 2.8 million in
1993 to over 4 million in 2003
• It is estimated that 10% of elementary
schools have LEP populations of 25% or
more and 69% of the total US LEP
population
• These same elementary schools average
47% of their school enrollment as LEP
• Only about 43% of all elementary schools
have no LEP students
More from the Urban Institute
Report (2005)
• Schools with high concentrations of LEP
students exist in large urban areas. These
schools also have large concentrations of
African American students.
• Schools with low concentrations of LEP
exist in rural and suburban areas. These
schools have high concentrations of White
Americans.
Urban Institute Report (2005)
continues
• Highly concentrated LEP schools are more likely
to adapt and accommodate instruction for ELL.
• More standardized procedures are used for
identification in high-LEP schools.
• High LEP schools are more likely to have parent
outreach and support activities.
• High LEP schools have more difficulty hiring
qualified teachers and credentialed principals
than other schools.
• More diverse and less experienced teaching
population in high-LEP schools
Overview of TESOL courses
•
•
•
•
•
•
•
•
•
Early Childhood Development
Toddler through Age 5
Elementary Age Development
Ages 6-9
Junior High Age Development
Ages 10-13
High School Age Development
Ages 14-17 II. Overview of Second
Language
Acquisition and Teaching Levels
III. Learning Styles for Different
Intelligence Types
IV. Discipline in the Classroom
V. Teaching Approaches
1. Rassias Method
2. Total Physical Response
3. Content-Centered Language
Learning
4. Lexical Approach
5. Whole-Language Approach
6. Communicative Approach
• VI. Lesson Planning
• 1. Circle Time/Transitions
2. Site Words
3. Music in the Classroom
4. Fun with Science
5. Game Playing
6. Role-Playing
7. Artworks
8. Drop Everything and Read
9. Debate Teams
• VII. Review
• Rassias Method: Fundamentals,
Why it Works, Classroom
Functions
• Other Models
• Online Time with Instructor
• Teacher Placement
Idyllwild Arts ESL academy
distinctions
ESL Department Curriculum
Placement of ESL students is based on the SLEP Test and a personal interview with the
ESL faculty. Faculty monitor placement and make appropriate changes as students
progress. All changes are designed to enable international students to mainstream as soon
as soon as possible and to score well on the TOEFL Test before they graduate.
• Beginning ESL
Beginning ESL students have four or five hours of classroom instruction each day focusing
on basic reading, literature, writing, listening and speaking skills as well as essential
grammar, vocabulary and study skills. A one semester course in math language proficiency
is included.
• High-Beginning ESL
High-Beginning level ESL students have a proficiency in basic English skills. A student at
this level is scheduled for four hours of ESL each day and might also attend a math class
appropriate to his/her mathematical ability. Instruction focuses on the same skills as
Beginning ESL but is given at a faster pace and in more depth. Also included is a formal
study of world history and geography.
• Intermediate ESL
Intermediate ESL consists of two or three hours of ESL instruction each day. Typically,
students at this level are also enrolled in both math and science classes. At this level the
concentration is on developing vocabulary and writing skills as well as strengthening
grammar. Reading comprehension is improved through studying literature, and readings in
U.S. History are introduced.
• Advanced ESL
Advanced level students may enroll in a sheltered American literature class, a sheltered U.S.
history class, and/or an advanced grammar class.
CLD and disabilities
• There is difficulty in identifying language
acquisition difficulties versus disabilities
(Zehler et al, 2003)
• There is still too much subjectivity in the
testing format; apparent in high-incidence
testing (Harry et al, 2002)
• Only 7% of LEP and 32% of non-LEP 4th
grade students scored at or above
proficiency in reading
ELL Challenges by Keller-Allen (2006) of the
National Association of State Directors of Special Education
• Concentration in some states is greater than others
• Cultural and environmental factors pose challenges for
involving parents in the sped process
• “There is a lack of adequate training in second language
acquisition, cultural sensitivity, ESL instruction and bilingual
education, and pre-referral interventions in both special and
general education” (page 12).
• Lack of bilingual speech pathologists, school psychs, and ed
diagnosticians who are trained in multilingual assessment
• Lack of sound resources, materials, and assessments
Recommendations by Keller-Allen (2006) of
the National Association of State Directors of Special
Education
• Deeper and more sustainable communication
and collaboration between Sped and ELL at
state and local levels
• Language proficiency should be measured at
the preferral stage of identification
• No ELL timelines; removing policies that no ELL
can be referred for two years until their language
proficiency is a certain score.
• All Speducators be trained in ELL strategies
(policy suggestion)
Questions
•
•
•
•
Your suggestions?
Your concerns?
Should we all be trained?
Who feels comfortable implementing ELL
and LEP strategies?