Free, Innovative, Multimedia,
Online Resources to Support
Professional Learning
Communities in Becoming
Linguistically Responsive
Kara Mitchell Viesca
University of Colorado Denver
eCALLMS
e-Learning Communities for Academic Language Learning in Math &
Science
Overarching Goal:
Support teachers and teacher educators in developing linguistically
responsive practices that support multilingual learners language and
content development as well as bilingualism/biliteracy
development.
$1.9 million dollars over 5 years (2011-2016)
U.S. Dept. of Education, Office of English Language Acquisition
More than “just good teaching”
“Because ELLs are still developing proficiency in
English, and because success in school depends on
successful use of English, it is not appropriate for
teachers to teach ELLs as they would teach
students already proficient in English. Teachers
must have special knowledge and skills to teach
ELLs well” (Lucas, 2011, p. 6).
eCALLMS: Guiding Frameworks
• Linguistically Responsive Teaching
• Standards of Effective Pedagogy
Linguistically Responsive Teaching
1. Orientations of Linguistically Responsive Teachers
2. Knowledge and Skills of Linguistically Responsive Teachers
(Lucas & Villegas, 2011)
Linguistically Responsive Teaching
1. Orientations of Linguistically Responsive Teachers
a.
Sociolinguistic consciousness
1)
2)
b.
c.
Understanding the connection between language, culture, and identity.
Awareness of the sociopolitical dimensions of language use and language education.
Value for linguistic diversity
Inclination to advocate for bilingual students
(Lucas & Villegas, 2011)
Linguistically Responsive Teaching
1. Knowledge and Skills of Linguistically Responsive Teachers
a.
b.
c.
Learning about bilingual students’ language backgrounds, experiences,
and proficiencies.
Identifying the language demands of classroom tasks.
Applying key principles of second language learner
1)
2)
3)
4)
5)
d.
Conversational language proficiency is fundamentally different from academic language
proficiency.
Bilingual students need comprehensible input just beyond their current level of proficiency.
Social interaction for authentic communicative purposes fosters bilingual students’ learning.
Skills and concepts learned in the first language transfer to the second language.
Anxiety about performing in a second language can interfere with learning.
Scaffolding instruction to promote bilingual students’ learning.
(Lucas & Villegas, 2011)
Standards of Effective Pedagogy
• Mainly Latino multilingual learners spent more time on-task, perceived greater
cohesion in the classroom, and perceived themselves as better readers as
compared to classrooms that did not use the standards (Padron & Waman,
1999).
• Teachers’ use of standards in literacy instruction was related to higher reading
and language scores on SAT-9 (Estrada 2000).
• Teachers’ use of JPA during language arts reliably predicted students’ selfreported use of effective cognitive reading strategies, which in turn predicted
achievement gains on standardized tests of comprehension (Doherty & Pinal,
2002).
• Students had improved attitudes towards mathematics and evidenced more
conceptual learning on tests at the end of a math unit as well as higher
retention of unit content two weeks later (Hilberg,Tharp, and DeGeest,
2000).
Standards of Effective Pedagogy
• Students taught using Instructional Conversation were found to demonstrate
greater understanding of story theme than students taught using direct
instruction (Saunders & Goldenberg, 2003).
• Large scale study (with 15 teachers and 266 students) in a public elementary
school serving predominantly low-income Latino multilingual learners found
that:
– higher use of the standards by teachers reliably predicted student achievement gains on SAT9 tests of comprehension, reading, spelling, and vocabulary as well as English language
achievement when English was the language of instruction (Doherty, Hillberg, Pinal, &
Tharp, 2003)
– Achievement gains in comprehension, reading, spelling, and vocabulary were greatest for
students whose teachers had transformed both their pedagogy and the organization of
instructional activities as specified by the Standards for Effective Pedagogy model (Doherty,
Hillberg, Pinal, & Tharp, 2003)
Critical Stance
“This exploratory study examined whether teacher use of critical sociocultural
practices improved student performance on a criterion-referenced
English/Language Arts exams or the LAS Links assessment of English language
proficiency for English Language Learners. Fifteen urban elementary teachers
participated in a year of professional development, which used an instructional
coaching model to increase teacher use of critical sociocultural practices. Using a
new continuum called Critical Stance, observers measured the degree of fidelity
teachers exhibited in using critical practices. Teachers’ Critical Stance postintervention and growth scores were significantly and positively correlated
with increased student performance on the English/Language Arts exam
as well as on five LAS Links assessments. Both native and non-native
English speakers benefited from increased teacher use of Critical Stance.
Teacher use of Critical Stance was also a stronger predictor of ELLs’
gains in English proficiency than teacher use of higher order thinking”
(Teemant & Hausman, 2013).
Online Professional Development Modules
• 6-week, un-facilitated professional development
modules to be used by teams of teachers in flexible
ways
• Module Design Team:
– Lead PIs
– Content faculty from mathematics education, science
education, culturally & linguistically diverse education,
literacy, and education foundations
– Instructional design faculty consultant and GA
– Practicing Teacher
Module Design Process
Design: MLL
& Content
Critical
Friends
Review
Beta Test &
Revise
Full Launch
Currently Available Modules
Supporting
• 5E Planning Model (3-5)
Multilingual Learners
• Fully Charged (3-5)
in Science
Supporting
Multilingual Learners
in Mathematics
• Numbers & Operations (K-2)
• Fractions (3-5)
• Ratios (5-8)
Culturally &
• Second Language
Linguistically Diverse
Acquisition
(K-12)
Education
Connected to CO Teacher Quality Standards, WIDA, Common Core, and Next Generation Science Standards
Modules Being Tested This Fall (NOW FULL)
Supporting Multilingual
Learners in Science
• Science Inquiry (4-8)
Supporting Multilingual
Learners in
• Functions (8) - JANUARY
Mathematics
Culturally &
Linguistically Diverse
Education
• Language Grouping Strategies (K-12)
• Learning through Two Languages (K-12)
• Language & Concept Development (K-12)
Connected to CO Teacher Quality Standards, WIDA, Common Core, and Next Generation Science Standards
Modules in Development
Supporting Multilingual
Learners in Science
• Communicating Results and Conclusions (TBD)
• Transforming Space and Time (TBD)
Supporting Multilingual
Learners in Mathematics
• Geometric Measurement (3)
• Geomapping and Math (3-5)
• More in initial stages of development
Culturally & Linguistically
Diverse Education
•
•
•
•
•
Writing Development (3-5)
Equity for Bilingual Students (K-12)
Race in Education (K-12)
What is language? (K-12)
More in initial Stages of Development
Connected to CO Teacher Quality Standards, WIDA, Common Core, and Next Generation Science Standards
Modules at this Moment
Supporting Multilingual Learners in Science • Group of teachers in Colorado Springs (Cheyenne Mountain) are
getting set up to take 5E Model.
Supporting Multilingual Learners in
Mathematics
Culturally & Linguistically Diverse
Education
• 4 teachers in Aurora are getting set up to take Fractions.
• Second Language Acquisition is being taken by 8
teachers and a district administrator in Falcon
(District 49).
• Second Language Acquisition will begin with 3
practicing teachers and a teacher educator in Finland
next week. It is also being translated into Finnish
this fall.
• 3 middle school teachers in Aurora are testing
Learning Through Two Languages
• Brighton 27J is planning to run Second Language
Acquisition for a group of teachers early in 2015.
Connected to CO Teacher Quality Standards, WIDA, Common Core, and Next Generation Science Standards
Weekly 3-Step Learning Cycle
Connections to Teacher Evaluation
• CO State Model Evaluation System
• Danielson Framework
• LEAP (DPS)
Examples of Make It Work Activities
Examples of Make It Work Activities
Examples of Make It Work Activities
Tester Feedback
•
•
•
•
•
Enthusiasm for testing and learning
Collaboration for improvements to modules
Enhanced teacher reflection on instruction
Learning extended outside and beyond modules
Modules appear most beneficial when there are
opportunities to connect face-to-face as well
What were the strengths and weaknesses of participating and
collaborating in an online professional learning network?
“I think the strengths were moving through the module together, being able to
support each other and discuss what we learned, as well as seeing ways that we
implemented ideas. The weaknesses were only related to the links or technology
that sometimes didn't work. Overall, I would say the module was a success.”
“I really like being able to work at my own pace, having access to all of the
information/learning at any given time, and applying the new learning into my
instruction where I see it best fit.”
“It was nice to hear what other teachers had to say. It is good to collaborate
online because you can get ideas, see what works/doesn't, or get help.”
Would you recommend this module to other teachers?
“I would recommend this module to others as I felt it deepened my
understanding of second language acquisition. I walked away with more
knowledge and hands on strategies to meet my student's needs.”
“YES, I really will recommend this module!”
“I would recommend this module to other teachers, especially teachers
with limited training in teaching bilingual students. I do not think most
teachers realize how explicitly they have to teach content specific
vocabulary, nor have the teaching strategies to do so. It is a good way to
have teachers realize that we are all language teachers no matter what the
content.”
Free and Flexible!
•
•
•
•
Duration
Time of Start
Implementation
Local Support
Interested? Questions?
Contact: ecallms@ucdenver.edu or
kara.viesca@ucdenver.edu
Fill our the contact form on our website and we’ll
follow up with you! http://ecallms.ucdsehd.net/
Thank You!