Implementing the English Language Learner Framework (ELLF) at the California School for the Blind
PART 1 of a 2 workshop series
Cheryl Kamei-Hannan, Ph.D., Assistant Professor, CSULA
Sharon Sacks, Ph.D., Director of Curriculum, Assessment & Staff Development, CSB
Marsha Silver, Speech and Language Assessment Specialist, CSB
Background
Almost 50% of students who attend CSB are from culturally & linguistically diverse backgrounds
Almost 30% of students are considered English Language Learners
State teacher certification required training in English Language Development
training
CSB’s underwent a year long project of faculty development
TVI’s responsibilities in serving EL Learners
Understanding of typical language development and second language development
Understanding of effective assessment & teaching strategies for EL learners
No Child Left Behind requires Sheltered English Immersion (SEI)
Goals of Today’s Session
PART 1
Discuss language development and proficiency
Review the CA English Language Standards
Identify appropriate assessments tools
Determine levels of language proficiency of particular students using case studies
PART 2
Apply the ELL Framework (ELF)
Examine effective teaching strategies
Present case studies in which practices were implemented to enhance instruction and language
learning
Focus on English Language Learners
Language Development
Language Proficiency
Typical Early Language Acquisition
0-3 months: fussing, crying, cough, sneeze, burps
3-4 months: laughing, chuckling
4-6months: babbling sounds like speech of native language
Exponential Vocabulary Growth
3 years - children know about 525-1,116 words
8 years - children know about 6,000 words
18 years - children know about 175,000 words.
Children learn approximately 800-1200 root words per year, and about 2,000 to 3,000 new words
per year throughout high school
*Hart and Risley, (1995); Biemiller, (2006); Biemiller, (2004), as cited in Echevarria, Vogt, & Short,
2008, pg. 39; Dale & O’Rourke, (1981), as cited in Echevarria, Vogt, & Short, 2008, pg. 39; Nagy &
Anderson, (1993).
Stages in Second Language Development
Pre-Production (silent period): Minimal comprehension; no verbal production
Early production stage: Limited comprehension one-two word responses; random errors
Emergent stage: increased comprehension; simple sentences; unable to correct errors; possible
backsliding (plateau in language development)
Intermediate fluency stage: Very good comprehension; more complex sentences; complex errors in
speech; able to correct errors when they are pointed out.
Stabilization stage: No problem with fluency and intended meanings; able to self-correct errors;
possible fossilization (carry L1 into L2 permanently)
BICS vs. CALPS
BICS - Basic Interpersonal Communication Skills
The conversational language that children and adults use in daily face-to-face interaction.
CALPS - Cognitive Academic Language Proficiency Skills
The language used in academic settings, sometimes referred to as “academic language.”
The BICS/CALPS quadrants
Cognitively Undemanding
Context Embedded
Cognitively Demanding
Context Reduced
Academic Language Functions
To describe complex concepts as clearly as possible
To describe higher-order thinking
To describe abstraction
Academic Language Features
Figurative expressions
Non-repetitive vocabulary
Inexplicit terms
Emphasis on factual information and evidence
Use of qualifiers
Unfamiliar prosody
Prosody
Native English speakers do not decode the spoken stream one word at a time from “left to right” in
a sequential fashion. Instead, “the stressed syllable is picked out of the speech stream and is used to
search the mental lexicon. Feasible candidates are selected from the mental lexicon on the basis of this
syllable, and are then judged by how well they fit with the unstressed syllables that appear to their left
and right” (Dalton & Seidlhoffer, 1994, pg. 39)
Prosody
Native English speakers do not decode the spoken stream one word at a time from “left to right” in
a sequential fashion. Instead, “the stressed syllable is picked out of the speech stream and is used to
search the mental lexicon. Feasible candidates are selected from the mental lexicon on the basis of this
syllable, and are then judged by how well they fit with the unstressed syllables that appear to their left
and right” (Dalton & Seidlhoffer, 1994, pg. 39)
Prosody
Native English speakers do not decode the spoken stream one word at a time from “left to right” in
a sequential fashion. Instead, “the stressed syllable is picked out of the speech stream and is used to
search the mental lexicon. Feasible candidates are selected from the mental lexicon on the basis of this
syllable, and are then judged by how well they fit with the unstressed syllables that appear to their left
and right” (Dalton & Seidlhoffer, 1994, pg. 39)
Academic Language Characteristics
Long sentences
Passive/Impersonal voice
Nominalizations
Bricks and Mortar
Bricks – content-specific vocabulary used in academic subjects, each discipline has it’s own set of
vocabulary.
Mortar – the words used in sentences to convey coherent thoughts with clarity.
Principles of second language development
Language development is influenced by a number of variables that interact in complex ways (e.g.
first language proficiency skills, culture, socioeconomic status)
Some primary language skills will transfer to second language skills (e.g. analysis, learning strategies)
Academic proficiency in primary language facilitates academic language in English
High-quality instruction for English Language Learners is similar to high-quality instruction for all
learners, but second language learners may need additional supports and instructional accommodations
English language learners need enhanced, explicit vocabulary development
*Echevarria, J., Vogt, M. , Short, D.J., (2008). Making Content Comprehensible: The SIOP Model. Pg. 12
CA Standards for English Language Development - Organization of the CA ELD Standards
Summary Areas:
Listening & Speaking
Reading
Writing
Summary Levels:
Beginning
Intermediate
Advanced
3 areas are divided into Substrands
Strategies & Application are given by grade level
ELD Levels are further broken down into:
Beginning
Early Intermediate
Intermediate
Early Advanced
Advanced
Assessment
CA ELD Student Observation Matrix
Design: The Matrix is modeled after the SOLOM (CDE, 1981). It incorporates CA ELD Standards from
grades 1-5 and arranges them into the 3 areas Listening & Speaking, Reading, and Writing.
Purpose: The purpose of the matrix is to assist teachers in determining ELD strategies and
applications by using observations.
Case Study #1 - Josselin
Josselin was diagnosed with bilateral retinoblastoma at 18 mos. Her left eye was removed at 2 years
of age; right eye at 4 years of age
She was born in El Salvador and moved to Guatemala to live with her grandmother while her
parents came to the U.S.
Josselin attended a school for the blind for 7 months, but her schooling was discontinued due to
transportation problems.
Josselin joined her parents in E.P.A. at 8 years of age and was enrolled in CSB at 8 years 9 months.
She is a bright, joyful young girl with fluent Spanish language skills.
Case Study #1 - Josselin
According to the CA ELD Observation Matrix
9/2010
Listening and speaking - beginning level
Reading and Writing - below beginning level
9/2011
Listening and speaking - between early intermediate and intermediate
Reading and Writing - early intermediate
Case Study #2 - Andres
Andres – 19 years old; learning functional skills; Spanish home language, but doesn’t read in
Spanish; in listening and speaking 2-3 range.
ELL Framework
Examples of Language Goals
Developing Key Vocabulary
Student will be able to define terms and use them in oral discussions.
Improving Language Function
Student will be able to formulate questions.
Student will make predictions about a story.
Improving Oral Listening Skills
Student will identify the main idea, characters, or setting of a story.
Examples of Language Goals
Focusing on Grammar or Language Structure
Student will recognize the difference between declarative sentences (telling sentences) and
interrogatory sentences (questions).
Given a sentence, student will be able to recognize adjectives that describe nouns.
Developing Language Needed for Tasks
Student will listen to the directions and identify needed materials to complete the task.
Applying the ELL Framework
Consider:
Student’s culture, prior home experiences, language ability, interest and motivation
Functional vision, accessibility needs, visual supports accommodations
Past instruction, academic history, content knowledge, cognitive ability
Recap - Goals of Today’s Session PART 1
Discuss language development and proficiency
Review the CA English Language Standards
Identify appropriate assessments tools
Determine levels of language proficiency of particular students using case studies
PART 2
Apply the ELL Framework (ELF)
Examine effective teaching strategies
Present case studies in which practices were implemented to enhance instruction and language
learning