Some gems from the convention
FRAN MURRAY TESOL CONFERENCE 2015, CANADA
IDENTIFICATION/NAMES/LABELS
In USA and Canada:
- English Second Language students are in ESL classes
and are mainly ‘Newcomers’ (our New Arrivals)
- English Language Learners (ELL) students are those
ESL students in mainstream classes
- What do we think about our English Additional
Language/Dialect (EAL/D) label and the students it may
apply to?
FRAN MURRAY TESOL CONFERENCE TORONTO 2015
Explore…
University of Michigan Teacher Training and Applied Linguistics resources at
www.press.umich.edu/elt/
Texts such as
-
Keys to teaching Grammar
-
The ART of Teaching Speaking
-
Understanding Cultural Narratives
and many more…….
Don’t Myth a Volume series
Assessment myths, Pronunciation Myth, Second Language Acquisition
Myths, vocabulary Myths, Listening Myths, Writing Myths
FRAN MURRAY TESOL CONFERENCE TORONTO 2015
We could teach them a thing or two about….
Task based teaching 
Finland is moving to ‘Topic-based teaching’ away from
subjects and content…….
In other words – backward design or outcomes-based
teaching
- Plan end task, the outcome, the criteria, write the
rubric, plan the process (teaching and learning)
FRAN MURRAY TESOL CONFERENCE TORONTO 2015
CENTRE FOR APPLIED LINGUISTICS PRESENTATION
Principles of effective instruction for English Language Learners
1. Learn about, value and build on the languages, experiences, knowledge and
interest of each student to affirm each student’s identity and to bridge to new
learning
2. Use multiple tools and sources of information to continually learn about and
observe student performances, using the knowledge gained to teaching.
3. Involve every student in authentic, challenging, and engaging and academic
experiences, including tasks that prompt them to use critical thinking skills and that
relate to their lived experiences.
4. Plan for and develop all four language domains (listening, speaking, reading and
writing) through meaningful, task-based content instruction.
5. Involve every student in academic interaction with peers who represent a variety of
proficiency levels and with proficient speakers and writers, including the teacher
6. Scaffold instruction so that every student is able to participate in academically
challenging grade level content instruction while developing academic language and
literacy
7. Engage and communicate with all stakeholders of students’ success, especially
with students’ families and communities.
FRAN MURRAY TESOL CONFERENCE TORONTO 2015
CAL: factors beyond instruction that affect students’
success
Teachers backgrounds and the way in which they relate to students
and to English learners in particular
At the school level ……. program design
How is diversity viewed?
Not just on bulletin boards but in every interaction between
administrators, teachers and students.
-
Do students feel their cultural and linguistic backgrounds are
valued?
-
What is the availability and accessibility of appropriate services
and extracurricular activities?
-
Does the school strive to reduce barriers to these?
-
Is the school aware of them?
-
Empowering parents to participate in their child’s education and
promoting family literacy can be invaluable in promoting ELL’s
F R A N M U R R A Ydevelopment.
TESOL CONFERENCE TORONTO 2015
academic achievement and personal
MORE FROM CAL
Understanding Literacy in Academic Contexts
-
What is literacy?
-
A Brief History of Literacy
-
Literacy as a Social Practice
-
Literacy as Power
-
Multimodal Literacy (language, visuals, sound, gesture, action,
space).
-
Apply the above to subject content. It looks different in different
fields
FRAN MURRAY TESOL CONFERENCE TORONTO 2015
MAJOR ORIENTATIONS TO LITERACY
Autonomous orientation (an individual’s ability to read and write)
Social Practices orientation (something a person does with oral or
written texts)
Ideological Orientation (literacy is considered a tool of power; literacy
practices are associated with institutional power)
Multiliteracies/multimodal orientation (an ability to understand and
use an array of sign systems to convey meaning; it goes beyond
reading, writing and language)
FRAN MURRAY TESOL CONFERENCE TORONTO 2015
CAL: STRATEGIES/ACTIVITIES FOR DEVELOPING
ACADEMIC LITERACY LANGUAGE
Inside/outside circles
Sentence Stems
Numbered Heads Together
Most Important Words Together
Snowballs
Talking Chips
Video Observation Guide
Visual Puzzle Activity
Sentence Generation
Domino Discussion
Soundgrams
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Workshop: Strategies for developing Key Uses of
Academic Language Workshop Outcomes
Genre-based explanation – praised the work of Systemic
Functional Linguists in Australia 
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THREE TYPES OF ASSESSMENT :O
Diagnostic Assessment: A
for L
Formative assessment :
A as L
Summative Assessment –
A of L
e.g. assessment of
planned RICH TASKS
Occurs before learning
Occurs during learning
Occurs after learning
Identifies students’
strengths and needs prior
to instruction
Identifies where students
are in terms of their
learning progress
Measures students’
achievement in relation to
curriculum expectations
Allows teachers to tailor
Allows teachers to monitor
their instruction to
each student’s learning
individual students’ needs progress and to reflect on
and adjust their teaching
program as necessary
Informs initial planning
and teaching decisions
Informs instruction to
meet the needs of
individual students
FRAN MURRAY TESOL
Allows teachers to
measure student learning
and to determine the
effectiveness of their
program
Assists teachers in the
determination of a
summary statement of
CO
N F E R E N C E achievement
TORONOT 2015
students
STEM & ELLS
SCIENCE TECHNOLOGY ENGINEERING MATHEMATICS
MOVING FROM SILOS TO INTEGRATION
Evaluate
solution
Designing
solutions to a
problem
Test design
Design
Identify academic
language of
science and
mathematics
Create a
design
Predict
Brainstorm
solutions
Task
WHY? ELLs didn’t
identify with
Science/scientist
s
FRAN MURRAY TESOL CONFERENCE TORONTO 2015
STEM & ELLS
SCIENCE TECHNOLOGY ENGINEERING MATHEMATICS
MOVING FROM SILOS TO INTEGRATION
Trans-disciplinary approach to inquiry and problem-based learning that fosters creativity and
innovation with all students, inclusive of ELLs
Facilitated the change in the role of ESL Specialists as school leaders
ESL specialists as the STEM specialists or teachers could or work with/inform the Science and
Maths teachers
All kids to do STEM
Resources:
kids books (Omnivores Dilemma, That’s a Possibility, Mr Ferris and hi Wheels,
film: the boy who harnessed the wind – TED talk
Technology: foodmiles.com
Informative texts: manuals, information on food labels
Media: television, internet
TASK e.g. develop a commercial/advertisement on a topic of relevance
FRAN MURRAY TESOL CONFERENCE TORONTO 2015
CAL AND THE SIOP MODEL
Eight interrelated concepts
1. Lesson preparation
2. Building background
3. Comprehensible input
4. Strategies
5. Interaction
6. Practice/application
7. Lesson delivery
8. Review-assessment
www.cal.org/solutions/seven
FRAN MURRAY TESOL CONFERENCE TORONTO 2015
JIM CUMMINS - KEYNOTE
HTTP://WWW.SOFTCONFERENCE.COM/TESOL/2015_WEBCAST/EVIDENC
E.HTML
Don’t believe everything you are told! Developing a healthy
skepticism about “scientifically proven” policies
Two examples:
Interpreting low ELL performance after 1 year of learning English as
an indicator of “bad teaching”
Failure to acknowledge that systematic phonics teaching is largely
unrelated to reading comprehension after grade 1.
FRAN MURRAY TESOL CONFERENCE TORONTO 2015
EVIDENCE-FREE POLICY MAKING: READING (1)
The (US) National Reading Panel (NRP) (2000) adopted a narrow focus
regarding what constituted legitimate research (only experimental and
quasi-experimental research was considered)
 A major finding of the NRP was that there is “strong evidence
substantiating the impact of systematic phonics instruction on learning to
read” (p. 2-132)
 The $6 billion Reading First program predominantly funded programs
that incorporated an intensive phonics focus in the early grades
 The role of print access and literacy engagement was ignored despite
extensive research documenting its impact on reading comprehension
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EVIDENCE-FREE POLICY MAKING (2)
Evidence-free Policy Making: ELL
ELL students typically require at least 5 years to catch up academically to
native-speakers; by contrast, basic conversational fluency is usually
acquired within 1-2 years.
For example: After three years of English-only instruction, a mere 12 percent
of English language learners in California had acquired sufficient
academic
 English to be re-designated as English-proficient
Parrish, T., Merickel, A., Perez, M., Linquanti, R., et al. (2006).
 Effects of the implementation of Proposition 227 on the education of
English learners, K-12: Findings from a five year evaluation (final report).
Palo Alto and San Francisco: American Institutes for Research and
WestEd.
 Therefore, it is unbelievably stupid and irresponsible to interpret low ELL
performance after 1 or 2 years of learning English as indicative of
inadequate instruction.
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EVIDENCE-FREE POLICY MAKING: READING (1)
Evidence-free Policy Making: Reading (3)
$6 Billion largely wasted because research was ignored
Reading First Impact Study: Final Report (November 2008)

“Reading First did not produce a statistically significant impact on student reading
comprehension test scores in grades one, two or three.” (2008, p. xv)

“Reading First produced a positive and statistically significant impact on decoding
among first grade students tested in one school year (spring 2007).” (2008, p. xvi)

“Reading First had no statistically significant impacts on student engagement with
print.” (p. xxii)
FRAN MURRAY TESOL CONFERENCE TORONTO 2015
WHAT IS THE NATURE OF ACADEMIC LANGUAGE AND HOW DOES IT
RELATE TO LITERACY DEVELOPMENT?
We need to distinguish between:
 Conversational fluency
 Discrete language skills
 Academic language proficiency
What Is English Language Proficiency?
Conversational Fluency
 The ability to carry on a conversation in familiar face-to-face situations
 Developed by the vast majority of native speakers by the time they enter
school at age 5
 Involves use of high frequency words and simple grammatical
Constructions
 ELL students typically require 1-2 years to attain peer appropriate
levels.
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EVIDENCE-FREE POLICY MAKING: READING (2)
What the NRP Actually Found
 Policy-makers and many researchers ignored the fact that for normally
achieving and low achieving readers, systematic phonics instruction
showed no relationship to reading comprehension beyond Grade 1.
Ehri, Nunes, Stahl, and Willows (2001) acknowledge this pattern as
Follows:
“Among the older students in 2nd through 6th grades . . . phonics
instruction was not effective for teaching spelling (d = 0.09) or
teaching reading comprehension (d = 0.12)” (p. 418).
“[R]eaders in 2nd through 6th grades classified as low achieving (LA)
revealed no overall effects of phonics instruction…” (p. 418).
FRAN MURRAY TESOL CONFERENCE TORONTO 2015
WHAT IS ENGLISH LANGUAGE PROFICIENCY?
DISCRETE LANGUAGE SKILLS
Refers to the rule-governed aspects of language (phonological awareness, phonics,
spelling, grammar, punctuation, etc.)
Can be developed in two independent ways:
(a) by explicit instruction, and
(b) through immersion in a literacy-rich home or school environment where meanings
are elaborated through language and attention is drawn to literate forms of language
(e.g. letters on the pages of books)
 ELL students can learn these specific language skills concurrently with their
development of basic vocabulary and conversational fluency. However, there is little
direct transference to other aspects of language proficiency (e.g. vocabulary).
FRAN MURRAY TESOL CONFERENCE TORONTO 2015
WHAT IS ENGLISH LANGUAGE PROFICIENCY?
Academic Language Proficiency
 Includes knowledge of the less frequent vocabulary of English as well as
the ability to interpret and produce increasingly complex written
language
 ELL students typically require at least 5 years to attain grade
expectations in language and literacy skills
 In order to catch up to grade norms within 6 years, ELL students must
make 15 months gain in every 10-month school year
 Because academic language is found primarily in books, extensive
reading is crucial in enabling students to catch up
 Frequent writing, across genres, is also crucial in developing academic
writing skills.
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What teaching strategies are most effective for
developing bilingual/ELL students’ language and
literacy competencies?
Key insight:
If academic language is found primarily in printed text, then it is
not surprising that print access and literacy engagement are of
central importance in promoting academic language proficiency.
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Understanding Literacy Development in Multilingual School Contexts: What the
Research Is Saying
↑
Literacy Achievement
↑
Print Access/Literacy Engagement
↑
Scaffold Meaning
(input and output)
↔
Connect to students’
lives
↔
Affirm
Identity
↔
Extend
Language
↔
(activate prior
knowledge)
FRAN MURRAY TESOL CONFERENCE TORONTO 2015
THE CENTRALITY OF LITERACY ENGAGEMENT
 Amount and range of reading and writing
 Use of effective strategies for deep understanding of text
 Positive affect and identity investment in reading and writing
Guthrie notes that in all spheres of life (e.g. driving a car, doing
surgery, playing golf, gourmet cooking, etc.) participation is key to
the development of proficiency. He notes that “certainly some
initial lessons are valuable for driving a car or typing on a
keyboard, but expertise spirals upward mainly with engaged
participation” (2004, p. 8).
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LITERACY ENGAGEMENT PLAYS A KEY ROLE IN
PROMOTING READING COMPREHENSION
OECD’s PISA Study
Data on the reading attainment of 15-year olds in 27 countries
showed that “the level of a student’s reading engagement is a
better predictor of literacy performance than his or her
socioeconomic background, indicating that cultivating a
student’s interest in reading can help overcome home
disadvantages” (OECD, 2004, p. 8).
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SCAFFOLD LANGUAGE
Scaffolding refers to the provision of instructional supports that enable learners to
carry out tasks and perform academically at a higher level than they would be
capable of without these supports.
 Graphic organizers
 Visuals in texts
 Demonstrations
 Hands-on experiences
 Collaborative group work
 Encouraging L1 use (e.g., writing) as a means of transferring knowledge and skills
from L1 to L2
 Learning strategies (planning tasks, visualisation, grouping/classifying, notetaking/summarising, questioning for clarification, making use of multiple
resources fortask completion)
 Language clarification (explanation, dictionary use, etc.)
FRAN MURRAY TESOL CONFERENCE TORONTO 2015
WHAT DO WE KNOW ABOUT LEARNING?
Bransford, Brown, & Cocking (2000) How People Learn
Engaging prior understandings
“new understandings are constructed on a foundation of existing understandingsand
experiences” (Donovan & Bransford, 2005, p. 4).
Integrating factual knowledge with conceptual frameworks
“deep understanding of subject matter transforms factual information into usable
knowledge” (Bransford et al. p. 16).
Using metacognitive strategies to take active control over the learning process
“a ‘metacognitive’ or self-monitoring approach can help students develop the ability
to take control of their own learning, consciously define learning goals, and
monitor their progress in achieving them” (Donovan & Bransford, 2005, p.
10)
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LEARNING= THE INTEGRATION OF NEW INFORMATION
AND SKILLS WITH EXISTING INFORMATION AND SKILLS
Snow, Burns and Griffin (1998: 219) express the centrality of background
knowledge as follows:
Every opportunity should be taken to extend and enrich children’s
background knowledge and understanding in every way possible, for the
ultimate significance and memorability of any word or text depends on
whether children possess the background knowledge and conceptual
sophistication to understand its meaning.
FRAN MURRAY TESOL CONFERENCE TORONTO 2015
The importance of the affective dimension (identity
investment) in determining students’ academic
engagement
Key insight:
Devaluation of identity is a cause of underachievement.
Gloria Ladson-Billings:
“The problem that African-American students face is the constant
devaluation of their culture both in school and in the larger
society” (1995, p. 485).
FRAN MURRAY TESOL CONFERENCE TORONTO 2015
FACTORS IMPACTING ON LOW ACHIEVEMENT AND
LEARNING DISADVANTAGE
Student
Background
Linguistically
Diverse
Low SES
Marginalised
status
Source of potential
disadvantage
Failure to understand
instruction due to
home/school language
differences
Inadequate pre-natal care
Inadequate nutrition
Lack of cultural and
material resources in the
home due to poverty
Limited range of language
interaction
Inadequate access to
print at home and at
school
Societal discrimination
Low teacher expectations
Stereotype threat
Identity devaluation
Evidence-based
Instructional reponse
Scaffold comprehension
and production of
language across the
curriculum
Maximise literacy
engagement
Connect instruction to
students’ lives
Reinforce academic
language across the
curriculum
Affirm students’ identities
in association with literacy
engagement
“Inadequate access to print at home for academic language development, therefore the school has to do it.”
FRAN MURRAY TESOL CONFERENCE TORONTO 2015
DEVALUATION OF IDENTITY AS A CAUSE OF
UNDERACHIEVEMENT
Extensive evidence from both the sociological/anthropological
and
psychological research literature demonstrates the impact of
societal power relations on minority group achievement
 Students who come from social groups whose identities (culture,
language, religion, etc.) have been devalued in the wider society
tend to experience disproportionate academic failure.
FRAN MURRAY TESOL CONFERENCE TORONTO 2015
THE DEEPER ROOTS OF UNDERACHIEVEMENT
ISIDRO LUCAS (1981): STUDY OF PUERTO RICAN DROP-OUT
STUDENTS IN CHICAGO:
“All my dropout respondents spoke good understandable English. They hadn’t learned
math, or social sciences, or natural sciences, unfortunately. But they had learned
English…No dropout mentioned lack of English as the reason for quitting. As it
evolved through questionnaires and interviews, theirs was a more subtle story—of
alienation, of not belonging, of being ‘push-outs’…
To my surprise, dropouts expressed more confidence in their ability to speak English
than did the stay-ins (seniors in high school). For their part, stay-ins showed more
confidence in their Spanish than did dropouts…I had to conclude that identity,
expressed in one’s confidence and acceptance of the native culture was more a
determinant of school stay-in power than the mere acquisition of the codingdecoding skills involved in a different language, English”. (p. 19)
FRAN MURRAY TESOL CONFERENCE TORONTO 2015
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WHAT IMAGE OF THE CHILD ARE WE SKETCHING IN
OUR INSTRUCTION?

Capable of becoming bilingual and biliterate?
 Capable of higher-order thinking and intellectual accomplishments?
 Capable of creative and and imaginative thinking?

Capable of creating literature and art?

Capable of generating new knowledge?
 Capable of thinking about and finding solutions to social issues?
FRAN MURRAY TESOL CONFERENCE TORONTO 2015
AFFIRM STUDENT IDENTITIES
 Newcomer students are often in a vulnerable position – they are unable to show their
intelligence, personality, sense of humour, etc. to teachers and peers.
 They may have gone from a school situation where they were very competent academically to
one where they now feel incompetent.
 When newcomer students feel welcomed in the school and classroom by teachers and peers,
they will engage academically much more actively and effectively.
 Identity Texts: a tool for literacy engagement and identity investment
 Identity texts refer to artefacts that students produce. Students take ownership of these
artefacts as a result of having invested their identities in them.
 Once produced, these texts (written, spoken, visual, musical, or combinations in multimodal
form) hold a mirror up to the student in which his or her identity is reflected back in a positive
light.
Students invest their identities in these texts which then become ambassadors of students’
identities. When students share identity texts with multiple audiences (peers, teachers,
parents, grandparents, sister classes, the media, etc.) they are likely to receive positive
feedback and affirmation of self in interaction with these audiences.
FRAN MURRAY TESOL CONFERENCE TORONTO 2015
Segment 5
Getting on the same page – a whole-school
approach
Segment 5
Getting on the same page – a whole-school approach
Key insight:
Research evidence matters!
If policy-makers are promoting evidence-free policies that
simultaneously hinder learning among bilingual/ELL students and
damage teacher effectiveness and morale, then educators within
schools must develop school-based policies that reflect the
empirical evidence and express the collective educational identity
of the school.
FRAN MURRAY TESOL CONFERENCE TORONTO 2015
PLANNING INSTRUCTIONAL CHANGE WITHIN SCHOOLS:
ARTICULATING CHOICES AND TAKING COLLECTIVE ACTION
Instructional Options
Current
Realities
Where Are
We?
Content
How do we adapt curriculum materials to link with students’ prior knowledge and cultural background (e.g.
purchase dual language books) and also to promote critical thinking about texts and issues (e.g. whose
perspectives are represented in a text)?
Cognition
How can we modify instruction to evoke higher levels of literacy engagement and critical thinking?
Tools
How can we use tools such as computers, digital cameras, camcorders, web pages, etc?
Assessment
How can we complement mandated standardized assessments in order to present to students, parents, and
administrators a more valid account of student progress? (e.g. a role for portfolio assessment?)
Language/Culture
What messages are we giving students and parents about home language and culture? How can we enable
students to use their L1 as a powerful tool for learning? Can we increase students’ identity investment by means
of bilingual instructional strategies (teaching for transfer)?
Parental Involvement
How can we engage parents as co-educators in such a way that their linguistic and cultural expertise is harnessed
as fuel for their children’s academic progress?
FRAN MURRAY TESOL CONFERENCE TORONTO
2015
Vision for the
Future
Where Do We
Want To Be?
Getting it
Done
How Do We
Get
There?
ELL Students’ L1 as a Resource Within the Classroom
Invite students to:
 Complete dual-language assignments such as a bilingual advertisement (e.g. to attract
visitors to a country or region) or a dual language story or book;
 Work with same-language partners to discuss a problem and clarify information in the
L1 before reporting back in English (e.g. think, pair, share in L1)
 Create multilingual displays or signs (e.g., high school science teacher gives extra marks
for multilingual posters of bodily systems for presentation to younger students from
diverse backgrounds).
 Write first drafts, notes, journal entries, and outlines in L1;
 Provide bilingual support for newcomers (e.g. class partners or cross-grade
 tutors who speak the language of the newcomer can highlight or translate key
concepts).
(Based on Ontario Ministry of Education (2006) Many Roots, Many Voices.
http://www.edu.gov.on.ca/eng/document/manyroots/)
FRAN MURRAY TESOL CONFERENCE TORONTO 2015
CULTURAL DIVERSITY AS A RESOURCE WITHIN THE
CLASSROOM
Geography: Have students present a climate graph on their country of origin to use
their personal and previous experiences as a basis for information.
Physical education: Have students teach the class a game or activity from another
country – including key words and phrases related to the game.
English/language arts: Invite students to create poems in their two languages. If they
are newcomers they may write first in their L1 and then translate the poem to
English (with help from classmates, community volunteers, or bilingual teachers);
if they are more fluent in English than L1, they can write first in English and then
get help from classmates, parents, or teachers to translate the poem into the L1.
All subject areas: Ask English language learners and English-speaking students to
work together to create dual-language posters or brochures on topics being
studied.
(Ontario Ministry of Education (2006)Many Roots, Many Voices.
http://www.edu.gov.on.ca/eng/document/manyroots/)
FRAN MURRAY TESOL CONFERENCE TORONTO 2015
THE KNOWLEDGE BASE
The language of academic success in school is very different from the language we
use in everyday conversational interactions.
ELL students typically require at least 5 years to catch up academically
to native-speakers; by contrast, basic conversational fluency is usually acquired within
1-2 years.
Sustained growth in reading and writing skills is strongly related to students’ level of
literacy engagement.
All learning builds on a foundation of pre-existing knowledge and skills.
Students’ L1 is an important cognitive resource in scaffolding instruction – can be
mobilized as a stepping stone to English academic skills
FRAN MURRAY TESOL CONFERENCE TORONTO 2015
RESOURCES

www.multiliteracies.ca (Multiliteracies project)

Dual Language Showcase (http://www.thornwoodps.ca/dual/index.htm)

ell.stanford.edu (Understanding Language Project, Stanford University; highly relevant articles on the nature of academic language
and how to teach it)

Literacy, Technology and
& Bacon, 2007)

(http://www.allynbaconmerrill.com/bookstore/product.asp?isbn=020538935X&rl=1)

IdentityTexts: The Collaborative Creation of Power in Multilingual Schools (Edited by Jim Cummins and Margaret Early; Trentham
Books, 2011)
Diversity: Teaching for Success in Changing Times (Jim Cummins, Kristin Brown, & Dennis Sayers; Allyn
http://trentham.styluspub.com/Books/BookDetail.aspx?productID=2417
http://www.multiliteracies.ca/index.php/folio/viewProject/219
FRAN MURRAY TESOL CONFERENCE TORONTO 2015
Also go to this website for a good ppt to use when you are presenting PD to the staff at
your school 
http://www.gaelscoileanna.ie/assets/Language-Literacy-Development-among-EALPupils_Jim-Cummins.pdf
Cheers
Fran Murray
Education Consultant
www.walktalkteach.com.au
FRAN MURRAY TESOL CONFERENCE TORONTO 2015