The World is in Our Hands
Rose Tree
Media
School
District
ESOL
Program
2007-08
But what does all that mean in
Rose Tree Media?
ESOL Instruction
• 102 ESOL students
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new students enter often throughout the year
Indian Lane Elementary – 9
Glenwood Elementary – 18
Media Elementary – 16
Rose Tree Elementary – 14
Springton Lake Middle – 16
Penncrest High School - 29
• Students with 29 different languages
• Students from 34 different countries
World Languages
Western Languages
 Spanish
 French
 Russian
 Swedish
 Romanian
 Italian
 Portuguese
 Albanian
 Greek
 Ukrainian
 Dutch
 Swiss German
 German
African Languages
Tonga
Swahili
Asian Languages
 Gujarati
 Malayalam
 Marathi
 Oriya
 Hindi
 Cantonese
 Mandarin
 Burmese
 Tagalog
 Korean
 Vietnamese
 Persian (Farsi)
 Pashtu
 Thai
Countries of Origin
Europe:
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Belarus
France
Italy
Latvia
Romania
Russia
Sweden
Ukraine
Greece
Netherlands
Germany
Switzerland
Asia:
 South
Korea
 Taiwan
 Vietnam
 China
 Iran
 Myanmar
 Pakistan
 Philippines
 Uzbekistan
 Hong Kong
 India
Latin
America:
Brazil
Colombia
Argentina
Puerto Rico
El Salvador
Mexico
Venezuela
Africa:
Liberia
Tanzania
Ghana
Zambia
Identification of Students
• Registration packet includes a “Home
Language Survey” with 3 questions about
language and 1 question about schooling:
• What is/was the student’s first language?
• Does the student speak a language(s) other than
English? If yes, what?
• What language(s) is/are spoken in your home?
• Has the student attended any US school in any 3
years during his/her lifetime?
The Typical Process of
Identification
• HLS indicates student speaks another language or it is spoken in
the home
• Student is tested
– No parental permission
– NCLB requirement
• Parents are notified if student qualifies for ESOL (NCLB
requirement)
• We now notify parents if students do not qualify (not an NCLB
requirement)
ESOL Testing Instruments
W-APT – Wida-ACCESS Placement Test
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Pennsylvania requirement
Placement test for new students whose HLS lists any other language
Individual administration in one sitting (with short breaks)
Similar to PSSAs
– Tests English Language Proficiency in listening, speaking, reading and writing across the
curriculum
• Administration window – within 2 weeks of entrance into RTMSD (30 days at beginning
of year)
ACCESS for ELLs – Assessing Comprehension and Communication in English
State to State for English Language Learners
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Pennsylvania requirement to meet NCLB
Annual test given to ALL ESOL students (including any just arrived in US)
Not given to monitored students
Similar to PSSAs
– Tests English language proficiency in listening, speaking, reading and writing across the
curriculum
• Administration window – January, 2008
English Language Acquisition
101
Second Language Acquisition is
similar to first language
acquisition…but different!
BICS & CALPS
Basic Interpersonal
Communicative Skills
•
Universal aspects of language
proficiency that are normally acquired by
all native speakers of any language
•
Usually by ages 5-6, all children have
developed BICS in their first language
•
Language skills needed for every face-toface communication (personal and social
situations)
•
Contexts are clear and generally
concrete
•
Not necessarily related to academic
success
•
May take up to 2 years to develop in a
second language (L2)
Cognitive Academic Language Proficiency
•
Those language skills associated with
literacy and cognitive development
•
Language skills required to go beyond
ordinary social communication
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Cognitively demanding, decontextualized
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Language skills needed for reasoning,
problem solving, or other cognitive
processes required for academic
achievement in subject matter
•
CALP development in a first language
(L1) contributes to the development of
CALP in a second language (L2)
•
May take 5-7 years to develop in a
second language (sometimes 9-11 years,
depending upon L1 CALP, age and other
variables)
CAN DO Descriptors for the Levels of
English Language Proficiency
The characteristics within each box are target skills. For the given level of English language proficiency, English language learners can…
Language
Domain
P
R
O
D
U
C
T
I
V
E
Listening
Reading
Level 2
Beginning
Level 3
Developing
Level 4
Expanding
Level 5
Bridging
 Point to stated
pictures, words or
phrases
 Follow one-step oral
directions
 Match oral statements
to objects, figures or
illustrations
 Sort pictures and/or
objects according to
oral instructions
 Follow two-step oral
directions
 Match information
from oral descriptions
to objects and/or
illustrations
 Locate and classify
information
 Identify facts and
explicitly stated
messages
 Select language
patterns associated
with facts
 Locate, select and
order information from
oral descriptions
 Follow multi-step oral
directions
 Categorize or
sequence oral
information using
pictures and/or objects
 Sequence pictures,
events or processes
 Identify main ideas
 Use context clues to
determine meaning of
words
 Compare and contrast
functions, relationships
from oral information
 Analyze and apply oral
information
 Identify cause and
effect from oral
discourse
 Draw conclusions from
oral information
 Construct models
based on oral
discourse
 Make connections
from oral discourse
 Interpret information or
data
 Find details that
support main ideas
 Identify word families
and/or figures of
speech
 Conduct research to
glean information from
multiple sources
 Draw conclusions from
explicit and implicit
text
 Name objects, people
or pictures
 Answer WH questions
 Ask WH questions
 Describe pictures,
events, objects or
people
 Restate facts
 Formulate hypotheses
and/or make
predictions
 Describe processes
and/or procedures
 Retell stories or events
 Engage in debates
 Explain phenomena,
give examples and
justify responses
 Express and defend
points of view
 Label objects, pictures
or diagrams
 Draw in response to
oral directions
 Produce icons,
symbols, words or
phrases to convey
messages
 Make lists
 Produce drawings,
phrases, short
sentences or notes
 Give information
requested from oral or
written directions
 Produce simple
expository or narrative
texts
 Compare and contrast
information
 Describe events,
people, processes or
procedures
 Discuss stories, issues
and/or concepts
 Give speeches and/or
oral reports
 Offer creative
solutions to issues
and/or problems
 Summarize
information from
graphics or notes
 Edit and revise writing
 Create original ideas
or detailed responses
 Match icons and
symbols to words,
phrases, or
environmental print
 Identify concepts
about print and text
features
Speaking
Writing
 Apply information to
new contexts
 React to multiple
genres and discourses
 Author multiple forms
of writing
Level 6- Reaching
R
E
C
E
P
T
I
V
E
Level 1
Entering
Reading Comprehension
For
English Language Learners
Brogalat Nubisch
Ruguloma gildinks with tobrich brogalat nubisch for gablotson
to hiont. Kondlik, klirtms of gablotson snrlug binkili in a deslotrm to
brogal nubisch. A deslotrm brugoldun many nubisch before it
gildinks brogalat something. For skartns, a hirlkuta deslotrm
brugoldun what toget and gibig its hirlkutas will be.
Txen, gablotson dnik to be tlagas to brogal the hirlkutas. A
deslotrm dniks flugila to pay these lezotum. The deslotrm also dniks
flugila to hiont slutikas, brgunud se lobmns for the hirlkuta wligns
and zelong for the fogurelta. Tlirgen, the lezotum have to drilig the
lobmns and zelong into the lugnes dlotkkers. Grelli, the lezotum put
the dlotkkers binkili to brogal hirlkutas.
Source: Hiebert, E.H. (2002). QuickReads: A Research-Based Fluency Program. Modern Curriculum Press: Parsippany, NJ. Level C, Book 2.
Comprehension Check
• What was this story
mostly about?
• What does the word
“deslotrm” mean?
• Tell me this story in
your own words.
Comprehension Check
• What was this story
mostly about?
• What does the word
“deslotrm” mean?
• Tell me this story in your
own words.
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50% English vocabulary
Few BICS
No CALPS
Language Level: 0 to 2.0
–Entering
Making Nubisch
Ruguloma starts with tobrich making nubisch for
gablotson to buy. Usually, groups of gablotson work
together in a deslotrm to make nubisch. A deslotrm
brugoldun many nubisch before it starts making
something. For example, a bike deslotrm brugoldun what
size and color its bikes will be.
Next, gablotson need to be hired to make the bikes.
A deslotrm needs flugila to pay these lezotum. The
deslotrm also needs flugila to buy slutikas, such as steel
for the bike frame and rubber for the tires. Then, the
lezotum have to drilig the steel and rubber into the right
parts. Finally, the lezotum put the parts together to make
bikes.
Source: Hiebert, E.H. (2002). QuickReads: A Research-Based Fluency Program. Modern Curriculum Press: Parsippany, NJ. Level C, Book 2.
Comprehension Check
• What was this story
mostly about?
• What does the word
“deslotrm” mean?
• Tell me this story in your
own words.
Comprehension Check
• What was this story
mostly about?
• What does the word
“deslotrm” mean?
• Tell me this story in your
own words.
•
•
•
•
80% English Vocabulary
All of BICS
Some CALPS
Language Level: 2.7 –
3.9 Developing
Making Things
Ruguloma starts with someone making things for
gablotson to buy. Usually, groups of gablotson work
together in a deslotrm to make things. A deslotrm
decides many things before it starts making something.
For example, a bike deslotrm decides what size and
color its bikes will be.
Next, gablotson need to be hired to make the bikes.
A deslotrm needs money to pay these lezotum. The
deslotrm also needs money to buy materials, such as
steel for the bike frame and rubber for the tires. Then,
the lezotum have to shape the steel and rubber into the
right parts. Finally, the lezotum put the parts together to
make bikes.
Source: Hiebert, E.H. (2002). QuickReads: A Research-Based Fluency Program. Modern Curriculum Press: Parsippany, NJ. Level C, Book 2.
Comprehension Check
• What was this story
mostly about?
• What does the word
“deslotrm” mean?
• Tell me this story in your
own words.
Comprehension Check
• What was this story
mostly about?
• What does the word
“deslotrm” mean?
• Tell me this story in your
own words.
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90% English Vocabulary
All of BICS
Many CALPS
Language Level: 4 – 5.5
Expanding to Bridging
• Promotes from ESOL to be
monitored for two full years
Making Things
Economics starts with someone making things for
people to buy. Usually, groups of people work together in
a company to make things. A company decides many
things before it starts making something. For example, a
bike company decides what size and color its bikes will
be.
Next, people need to be hired to make the bikes. A
company needs money to pay these workers. The
company also needs money to buy materials, such as
steel for the bike frame and rubber for the tires. Then,
the workers have to shape the steel and rubber into the
right parts. Finally, the workers put the parts together to
make bikes.
Source: Hiebert, E.H. (2002). QuickReads: A Research-Based Fluency Program. Modern Curriculum Press: Parsippany, NJ. Level C, Book 2.
Comprehension Check
• What was this story
mostly about?
• What does the word
“deslotrm” mean?
• Tell me this story in your
own words.
• 100% English Vocabulary
• All of BICS
• CALPS (grade level/age
appropriate)
• Language Level: 5.6 – 6.0
Bridging to Reaching
• Near-native fluency
• Monitored status
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Strategies for Increasing
Comprehension of Content
Instruction
Paraphrase
Repeat
Slow Down
Explain
Demonstrate
Use visuals, realia, rich context
Provide meaningful practice
Use variety of techniques & materials
Use all modalities (learning styles)
Dr. Jim Cummins’ Quadrant
Cognitively Undemanding (BICS)
Initial levels ESL ( i.e., T.P.R.)
Following Directions
Face-to-Face Conversation
Getting Absence Excuse
Buying popcorn
Oral Presentations
Content Classes (Art, Music)
Context
Embedded
Demonstrations, Experiments
A-V Assisted Lessons
Basic Math Computations
Plane Geometry
Health Instruction
Social Studies
Science Experiments
Projects and Activities
Telephone Conversation
Note on the Refrigerator
Written Directions, Instructions
(No diagrams or illustrations)
A
C
B
D
Context
Reduced
Standardized Tests
CTBS, SAT9, CAP
Reading/Writing
Math Concepts and Applications
Explanations of New Abstract Concepts
Lecture with few Illustrations
Social Science Texts
Mainstream English Texts
Most Content Classes
Cognitively Demanding (CALP)
Academic Language
• Academic language
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Language that is used in academic situations
Classroom appropriate language
Specialized language
Highest level of language
• Vocabulary
• Sentence structure
There are MANY resources on the Internet in most
disciplines. Just google “Academic Language.”
Some Helpful Tools
• ESOL Department Website
– Many teacher resources and articles
– Activities for ESOL students
• NetTrekker
– Supplied to all schools in PA by PDE
– Internet search tool
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Readability levels
English Language Learners
Dictionary
Safe Internet sites for students
More Helpful Tools
• The Rosetta Stone Online Language
Learning
– Lower level students
– May be used during time independently after
student learns the program
• May need help from an aide or teacher
– All domains
– Student must be a registered user
– ESOL teacher gets reports on usage, success
AND…More Helpful Tools
• One More Story
– Children’s literature read aloud
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Useful for all primary students
Older students with learning difficulties
ELL students at lower levels
District currently has 100 seats for use with ELLs
Password protected
Academic Word Lists
• Academic Word List
• offers academic word lists of various types
to help instructors identify AL
• Web Vocabulary Profiler
– Web Vocabulary Profiler
– Type in text and find out the academic
language that is included
– Free!
Communication Tools
• Language Line
– A “conference call”
– District supplied through AT&T
– Place the call to LL, tell them the language of the
person, their name and phone number
– Explain what you will be talking about and any
specialized vocabulary you will be using
– Translator places the call to the parent
– Talk to the parent, giving time for the translator to
translate for you.
– IT’S EASY!!
Communication Tools
• TransACT
– A new data base coming to RTMSD soon
– Includes all required NCLB forms in many
languages
– Includes some “housekeeping” forms schools
often need
If you get nothing else…
• You MUST differentiate learning for ELLs (NCLB).
• Please think of your students as a RESOURCE for you
and your classes
• Students are not coming in with a DEFICIT just because
they do not speak English.
• Students come with a broader WORLD VIEW and
EXPERIENCES your native speakers most likely do not
have.
• American students can LEARN from the ESOL students
as they HELP the newcomers learn English.
• ELLs are the SHARED RESPONSIBILITY of all of us.
You are not alone in trying to help your ELLs succeed.