HELP!
My Student Doesn’t
Speak English
An Orientation into the World of
English as a Second Language
November 3, 2011
Today’s Objectives
Content Objectives:
Learners will be able to:
 Be aware of the ESL policies & procedures of ALSDE and USDE.
 Utilize the ACCESS for ELLs Teacher Report, WIDA ELP Standards,
Can Do Descriptors, and Performance Definitions to appropriately
accommodate ELLs in the classroom.
 Recognize the impact of culture on comprehension.
 Understand the importance of parental involvement in learning of
ELs.
Language Objectives:
Learners will be able to:
 Discuss the impact of culture on comprehension with a partner.
 Explain the WIDA English Language Proficiency Levels to a
colleague.
What
is ESL?
English as a
Second
Language
English Language Learners &
No Child Left Behind (NCLB)
NCLB: Title III
• High standards of learning and instruction for all students;
• English Language Learners one of five areas of
concentration to advance student achievement;
• Increased awareness of the academic needs and
achievement of ELLs;
• Schools, districts, and states held accountable for teaching
English and content knowledge to ELLs.
Legal Responsibility to ELs

Title VI Civil Rights Act of 1964

Health, Education & Welfare Memorandum – May 25, 1970

Lau vs. Nichols – 1975

Castañeda Vs. Pickard – 1981

Plyer vs. Doe – 1982

Department of Education Memorandum – 1985

Department of Education memorandum Update – 1991

Alabama State Department Compliance Agreement with
OCR (Office of Civil Rights) – 1999

NCLB – 2002

ALSDE – Policy for Service to ELLs – 2003, 2008, currently
being revised

Currently - Many lawsuits pending
“…students who do not understand the
language of instruction are effectively
foreclosed from learning. We must do
more than provide the same textbooks,
classrooms, teachers, and lessons for
these students.”
We MUST provide appropriate instruction
& accommodations.
Lau vs. Nichols (1974)
Terms
to
Know

ACCESS for ELLs

AMAO









ELL
EL
ELD
ELP
LEP
L1
L2
NELB
NOMPHLOTE



SLA
W-APT
WIDA
Accessing Comprehension & Communication
in English State to State
Annual Measurable Achievement
Objectives
English Language Learner
English (Language) Learner
English Language Development
English Language Proficiency
Limited English Proficient
First Language
Second Language
Non-English Language Background
National Origin Minority Primary
Home Language Other Than English
Second Language Acquisition
WIDA – ACCESS Placement Test
World-Class Instructional Design &
Assessment
Terms to Know
State Code
Definition
JefCoEd Code
LEP1
Limited English Proficient
Year One (First Year in US
school)
Active (x)
LEP2
Limited English Proficient
Year Two or More
Active (x)
LEP-Waived
Services
FLEP1
Limited English Proficient,
Waived Title III
Supplemental Services
Refusal (x-ref)
Former Limited English
Proficient, Monitor Year One
Monitor1 (mon1)
Former Limited English
Proficient, Monitor Year Two
Monitor2 (mon2)
Former Limited English
Proficient
Track
National Origin Minority
Primary Home language
Other Than English
NENELB
FLEP2
FLEP
NOMPHLOTE
Official State EL Codes
Program
Models
•Sheltered
Instruction
SIOP/SDAIE
•Pull
Out
•Push
In
•Structured
Immersion
Quick
Facts
Who are ELs?
• National-origin-minority students with limited
proficiency of English
• Heterogeneous – US born, immigrant, foreign
exchange, refugee, migrant, all socialeconomic & educational levels
• Membership defined by limited proficiency
in English language use, which directly
affects learning and assessment;
• Membership is expected to be temporary.
Growth of ELL Populations
(
U.S. Department of Education, NCELA, 2007
Funded by U.S. Department of
Education
What’s the Big Idea?
1. ELs are the fastest growing
demographic in US schools.
2. Mainstreaming ELs is the most
common method of instruction.
3. Teachers need to feel confident with
ELs because of both Number 1 and
Number 2.
Learning Challenges for ELLs
ELLs face unique learning challenges:
•to develop the content-related knowledge and
skills defined by state standards
• while simultaneously acquiring a second (or third)
language;
• at a time when their first language is not fully
developed (e.g., young children)
•to demonstrate their learning on assessments
in English, their second language.
http://www.centeroninstruction.org/resources.cfm?category=ell
Academic Performance Indicators
for ELLs
On 4th grade National Assessment of
Educational Progress (NAEP), ELLs were:
•only1/4 as likely
to score proficient or above in
Reading as their native English speaking peers
and
•only 1/3 as likely
to score proficient or above in
Math as their native English-speaking peers.
http://www.centeroninstruction.org/resources.cfm?category=ell
Basic
Info
Program
Entry/Exit
Assessment
Accountability
Home
Language
Survey
IDENTIFICATION OF
ELs
& ELIGIBILITY FOR ESL
SERVICES
A non-English language background
W-APT
AND
W-APT test score below fluent
or
Active enrollment in an ESL program
elsewhere
Qualify
For Services
or
A score below level III on the ARMT
or
Other assessment that shows LEP
due to NELB
ELL
Committee
& Annual
Evaluations
ACCESS
for ELLs
LEP1,
LEP2 &
LEPRefusal
Score of
4.8 or
Higher
Monitor
for 2
Years
FLEP1 &
FLEP2
Complete
2 Yrs of
Monitor
FLEP
I-ELP:
Individual
English
Language
Plan
Purposes of ACCESS for ELLs

On an annual basis, monitor the progress
of ELLs’ English language proficiency in
grade levels K-12

Establish when ELLs have attained English
language proficiency (ELP) according to
state criteria – In Alabama, P = 4.8 Overall

Inform classroom instruction and
assessment

Provide a reliable and valid data source for
accountability and aid in decision-making
Demographic
Information
About the
Student
Student’s
ELP Level by
Domain
Description of
the ELP Levels
Comprehension
Score
Overall Score
Teacher
Report
Student’s
Scale Score
by Domain
Student’s
Scale
Composite
Scores
Student’s
Comprehensio
n by Standard
Student’s
Writing
Performance
by Standard
Demographic
Information
About the
Student
Student’s
ELP Level by
Domain
Student’s
Composite
Scores
Student’s
Speaking
Performance by
Standard
Description of
the ELP Levels
Teacher Report (top)
Teacher Report (bottom)
Raw Scores
by
Standard
Accountability of
English Language Learners
Under NCLB, state education agencies are held
accountable for the progress of ELLs in two ways:
•Adequate Yearly Progress (AYP) expectations
for reading and mathematics under Title I, and
•Annual Measurable Achievement
Objectives (AMAO) under Title III,
demonstrating satisfactory progress in learning
English and attaining English proficiency.
How Do We Measure AMAOs?
TITLE III Annual Measurable
Achievement Objectives (AMAOs)
Assessments
A.
Percent of ELLs making
 ACCESS for ELLs
Adequate Progress in
Language Acquisition (APLA)
B.
Percent of ELLs attaining
English language proficiency
 ACCESS for ELLs
C.
Meeting AYP requirements
for the ELL Subgroup at
LEA Level
 95% Participation Rate
 %Proficient in Reading & Math
 Attendance & Dropout rate
APLA:
Adequate Progress in Language
Acquisition (AMAO-A)
 Two
data points are needed (i.e. two
consecutive years of ACCESS
testing)
 In
order to make APLA, an EL
MUST make minimal +0.5 gain on
the ACCESS for ELLs ELP test.
Did they make APLA?
ACCESS SCORE
2009
ACCESS SCORE
2010
DID STUDENT
MAKE APLA?
1.9
3.0
YES
2.4
2.9
YES
4.6
4.8
NO
3.2
n/a
3.7
NO
4.2
In Alabama,
an EL is considered
proficient with a
composite score of
4.8 or higher
(AMAO-B)
What
I Must
Know
Essential Questions
How do I teach ELLs in my classroom?
–What can I expect my ELLs to be able to do?
–How do I help ELLs learn language and content?
–How do I adapt instruction in a meaningful way?
What Every Teacher Must Know
About ELs:
All classroom teachers are required
to:
1.
Be knowledgeable of Alabama Course of Study
(ACOS) content standards and WIDA English
Language Proficiency Standards.
2.
Provide content objectives and language
objectives for every lesson taught.
3.
Know the ELL’s level of proficiency for each
language domain.
4.
Provide appropriate instruction and
accommodations based on ELL’s level of
proficiency.
5.
Communicate regularly with the ESL staff.
6.
Communicate with the parents of ELLs in a
language they can understand.
7.
Notify the ELL, the ESL staff or ELL
Committee, and the ELL’s parents if there are
any problems/concerns.
8.
Inform the ELL Committee of any issues with
the ELL. The ELL Committee is responsible
for ALL academic decisions regarding the
student. This includes, but is not limited to,
referral to special education, retention,
accommodations, and grading.
ASK IF YOU DON’T
KNOW!
Contact an administrator or
the ESL office if they need
any type of assistance in
meeting the needs of ELLs
in their classroom.
Culture
Stand Up and Be
Counted
What is culture?



Culture is a set of common
beliefs and values shared by a
group of people and that binds
them together in a society.
All people are members of at least
one culture.
The norms of a culture define
roles and provide a framework
that makes people’s behavior
predictable and understandable to
one another.
Goals of Second Language or
Multicultural Education
Teach ELLs to understand US culture.
2. Help ELLs achieve a personal
accommodation between their two
cultures.
3. Teach ALL students to value language
and cultural diversity.
4. Equitably educate diverse learners.
1.
Jameson (1998)
Culturally Responsive Pedagogy
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Acknowledge students’ differences as well as their
commonalities
Validate students’ cultural identity in classroom practices
& instructional materials
Educate students about the diversity of the world around
them
Promote equity and mutual respect among students
Assess students’ ability & achievements validly
Foster a positive interrelationship among students, their
families, the community, and school
Motivate students to become active participants in their
learning
Encourage students to think critically
Challenge students to strive for excellence as defined by
their potential
Assist students in becoming socially and politically
conscious
-Richards, Brown, and Ford (2004)
The Alamo
How will you
teach?
Will you be
culturally
responsive?
How does culture
affect comprehension
in the classroom?
Jean et André
Jean et André sont frères. Jean est l’aîné.
Les deux vont au lycée qui se trouve à
moins de cinq kilomètres de leur maison à
Paris. Bien qu’il y ait une différence d’âge
de trois ans entre les deux frères, leurs
niveaux scolaires ne sont séparés que par
deux années. André est en sixième.
En quelle classe est Jean?
Jean and Andre
Jean and Andre are brothers. Jean is
older. The two go to a school which is
located less than five kilometers from
their home in Paris. Although there is a
difference in age of three years between
the two brothers, their grade levels are
only two years apart. Andre is in sixth
grade.
What grade is Jean in?
Educational System
U.S. vs. France
United
States
France
GRADE
LEVELS
6
6
7
5
8
4
9
3
10
2
11
1
12
terminal
Be conscious of
choice of
language
Collaborate with
& visit teachers
who are
culturally
responsive
Learn history &
culture of ELLs
Be conscious of
images
presented
Engage in critical
& reflexive
thinking
How can I be culturally
responsive?
Gay’s (2000) principles of
culturally responsive
pedagogy
LANGUAGE IS
NEVER
NEUTRAL
Always Remember:
“Culturally diverse
students are empowered
or disabled as a direct
result of their interactions
with educators in
schools.”
-Jim Cummins
SLA
Second
Language
Acquisition
The Four Language Domains

Listening- process, understand, interpret, and
evaluate spoken language in a variety of situations

Speaking- engage in oral communication in a variety
of situations for a variety of purposes and audiences

Reading- process, interpret, and evaluate written
language, symbols, and text with understanding and
fluency

Writing- engage in written communication in a
variety of forms for a variety of purposes and
audiences
Language Acquisition is a PROCESS
Preproduction
Early
Production
Speech
Emergence
Intermediate
Fluency
Advanced
Fluency
Basic Interpersonal Communication Skills
(BICS)
Social Language
 1-3 years to attain
 Example words/phrases: table, What’s up?

Cognitive Academic Language Proficiency
(CALP)





Academic Language
3-7 years to attain
Example words: –New meanings: table, solution
General academic words: act upon, attach, inquiry
Content words: atom, molecule
Second Language Acquisition
Implications for Teachers





Both BICS and CALP need to be taught
Different subjects require different types
of language
Subject area teachers must be aware of
the language demands of their content
All teachers are language teachers
Lesson plans for ELLs need to include both
content and language objectives
http://www1.teachertube.com/viewVideo.p
hp?video_id=51369&title=Stages_of_Lan
guage_Acquisition_ESL
Stages of Language Acquisition
WIDA
World-Class
Instructional
Design &
Assessment
WIDA ELP STANDARDS
•Are anchored in academic standards
•Focus on academic language proficiency
•Illustrate progression of language
acquisition
•Contain model indicators of language
incorporated with content
•Incorporate high levels of cognitive
engagement, even at low proficiency
levels
The WIDA ELP Standards
Standard 1 – Social & Instructional Language (SIL)

English language learners communicate for social and instructional
purposes in the school setting.
Standard 2 – Language of Language Arts (LoLA)

English language learners communicate information, ideas and
concepts necessary for academic success in the content area of
Language Arts.
Standard 3 – Language of Mathematics (LoMA)

English language learners communicate information, ideas and
concepts necessary for academic success in the content area of Math.
Standard 4 – Language of Science (LoSC)

English language learners communicate information, ideas and
concepts necessary for academic success in the content area of
Science.
Standard 5 – Language of Social Studies (LoSS)

English language learners communicate information, ideas and
concepts necessary for academic success in the content area of Social
Studies.
Language vs. Content
Language proficiency revolves around
the language associated with the content
areas
 Academic achievement reflects the
knowledge and skills associated with the
content.
 WIDA ELP standards focus on academic
language; Academic standards focus on
academic content.

Content Objectives vs. Language
Objectives
CONTENT
OBJECTIVES
LANGUAGE
OBJECTIVES
 Academic Achievement
 Academic Language
 Based on Alabama Course
of Study (ACOS)
 Based on WIDA ELP
Standards
 Focuses on what you will
learn in content areas
(math, science, social
studies, etc.)
 Focuses on how you will use
listening, speaking, reading,
and writing in your learning.
Performance definitions frame the
levels of English Language
5
Proficiency
BRIDGING
4
3
2
1
ENTERING
EXPANDING
DEVELOPING
BEGINNING
6
Native-like
Proficiency
61
What are Language Objectives?
Language Objectives are the language
demands of the content class. They state
how a student will be able to express in
English what he/she has learned.
Language objectives focus on:

Language functions: Such as - define, describe, explain,
classify, compare, summarize, etc.

Language structures: Such as - questions, tense, writing
a simple sentence (compound/complex), writing a
paragraph, etc.

Academic vocabulary : Such as - discipline specific, word
forms
Language Objectives
Language Objectives answer the questions:

“What language do students need to
complete the assigned task?”

“Where are the learners relative to the
language expectation? Ex. Is the ELL a novice,
has some experience? How much scaffolding is necessary?

“What strategies will help make this
language accessible?” Ex. Advanced organizers,
use of cognates, cooperative groups, peer teaching, etc.
Language Objectives – WHY?

Support students’ language development

Teach all students to meet the academic
language requirements specific to the
content area

Promote differentiated teaching

Required by ALSDE
Academic Language:
The Key to Academic Success
ACADEMIC LANGUAGE: the vocabulary
and semantics of a particular content-area
literacy.
• Fundamental to academic success in all domains;
• A primary source of ELLs’ difficulties with academic
content across grades and domains;
• Often still a challenge after students achieve proficiency
on state language proficiency tests;
• Influences ELLs’ performance on all assessments.
Components of Academic
Language
• Vocabulary used across academic disciplines:
• Breadth – knowing the meanings of many words,
including many words for the same, or related, concepts;
• Depth – knowing multiple meanings, both common and
uncommon, for a given word;
• Understanding complex sentence structures and syntax
typical of formal writing styles;
• Written vocabulary (distinct from oral vocabulary);
• Understanding the structure of argument, academic
discourse, and expository texts (how to participate in a
debate, or how to organize a lab report).
Components of
Academic Language
Other aspects of academic language
relate to the text:
• Organization of expository paragraphs;
• Function of connectives (such as therefore
and in contrast);
• Wide range of vocabulary that appears far
more often in text than in oral conversation;
• Specific academic vocabulary—the words
necessary to learn and talk about academic
subjects (analyze, abstract, estimate,
observe).
Why do students fail to
acquire academic language?
• Lack of exposure to appropriate books
and to people who use academic
language;
• Lack of opportunities to learn and use
academic language;
• Lack of systematic, explicit instruction
and sufficient and supportive feedback.
(Scarcella, 2003)
Performance
Definitions
Levels of Language
ELP
Standard
Sample
Grade Level
Cluster
General
Language
Specific
Language
Technical
Language
The
language of
Mathematics
K-2
in all
total
sum
The
language of
Language
Arts
3-5
person
character
protagonist
The
language of
Science
6-8
knee
kneecap
patella
The
language of
Social Studies
9-12
people
population
demographics
Performance Level Definitions
& Model Performance Indicators
Language Proficiency
PLs
(Performance Level Descriptions)
5 Bridging
Linguistic
Complexity
4 Expanding
3 Developing
2 Beginning
1 Entering
Vocabulary
Usage
Language
Control
L5
L4
L3
L2
L1
CAN DO Descriptors
How Can the WIDA Standards Help
Me Write Language Objectives?
What is the Format of a language
objective?
Language function + content stem + language support
Language
function
content stem
language
support
Point
ACOS
Using pictures
Label
Parts of a cell
Using a word
bank
Summarize
Plot
Graphic organizer
Compare
Mitosis/Meiosis
Venn diagram
Match
Food chain
With a partner
Invent
Multi-step
equations
In a small group
Strategies
that Work
Supports
Scaffolds
Best
Practices
English Noise
T:
Who can name one of the three types of
rocks we studied yesterday?
S:
Igneous.
T:
Right. Igneous rock comes from
volcanoes. Who can tell me another
type?
S:
Sed-,sedi-, sedimentary.
T:
That’s right. This type of rock is a result of
little bits of rocks and sand pressing
together in layers over time.
What’s Wrong Here?
Our teachers come to class,
And they talk and they talk,
Til their faces are like peaches,
We don’t;
We just sit like cornstalks.
A classroom described by a Navajo child









Knowing your students
Active Learning Environment
Effective Scaffolding
Comprehension Checks (OFTEN)
Cooperative Learning/Flexible Grouping
Developing L1 and L2 skills
Supportive Learning Environment
Differentiate Instruction: “Equal isn’t Fair”
Peer Support
What Works With ELs
Comprehensible Input
Provide opportunities for ALL students
to use academic language everyday,
in all four language domains.
SPEAKING
LISTENING
READING
WRITING
Language Objectives
All you need is a little more
 GROU:
 VI:
 MO:
 MA:
 MU:
Group Work
Visual Support
Movement
Manipulatives
Music
Order of Operations
http://www1.teachertube.com/viewVideo.p
hp?video_id=9684&title=Cheer_for_the_O
rder_of_Operations
Movement
http://www1.teachertube.com/viewVideo.p
hp?video_id=5987&title=lab_safety
Lab Safety Video - Visual
Circle Song
http://www1.teachertube.com/viewVideo.p
hp?video_id=38335&title=Circle_Song_2
Photosynthesis Song
http://www1.teachertube.com/viewVideo.p
hp?video_id=49549&title=Photosynthesis
_Song
Learning with Music & Visuals
http://www.nj.gov/educ
ation/njpep/pd/ell_main
stream/part_three/index
.html
Video of teachers in NJ teaching

http://www.sheppardsoftware.com/
content/animals/kidscorner/animald
iet/carnivore.htm
Food Chain Game
Parent
Involvement
The Home-School
Connection
Research shows that small group
instruction by highly competent
specialist does not produce
reading gains comparable to
those that result from parental
involvement programs.
(Catherine Brown, 2008)
According to a review of recent research
published by the Southwest Development
Laboratory (2002), students whose
parents are actively involved in their
education – NO MATTER their income or
background – are more likely to:





Attend school regularly
Earn higher grades/test scores & enroll in higher
level classes
Be promoted, pass their classes/earn credits
Have better social skills, show improved
behaviors, and adapt to school
Graduate and go on to post-secondary education
Did You Know?
Maximize Parental
Involvement





Gather background and cultural
information
Communicate openly & often
Be welcoming and informative
Give language and cultural
support to parents
Provide programs that involve
EL parents inside the classroom
& school
TRANSACT
www.transact.com
Never use computer translation
Do not use students for translation
Transact
Remember confidentiality issues when
using community resources for translation
 Communicate with parents in a language
they can understand
 HICA is a supportive organization that can
help – 942-5505
 Birmingham Islamic Society




Translation
Family Night for
English Learners
Points to Consider:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Translating invitations
Advertising
Location
Food
Interpreters – How many?
Childcare
Time
Transportation
Cooperative Activities for parents and
students
The solution to English Language
Learner underachievement will come,
in great part, from better mainstream
classroom instruction. ELL support
teachers must begin to see their role as
supporting mainstream teachers as
much as supporting English language
learners.
(Adapted by Tim Boals, based on National Research Council
conclusions, 1997)
94
QUESTIONS
“It is our professional obligation to find
ways to address the needs of all
students in our classrooms. We do not
select our students and we cannot
change them. Rather, we have to
consider the influences of our own
practices and change these practices if
they do not adequately meet students’
needs.”
Kersaint, Thompson, Petkova, 2009
RESOURCES
Gay, G. (2000). Culturally responsive teaching: Theory, research, and
practice. New York: Teacher’s College Press.
Jameson, J.H. (1998). Enriching content classes for secondary ESOL
students (National Edition). Washington, DC: Center for Applied
Linguistics and Delta Systems.
Kersaint, Gladis, Denisse R Thompson, Mariana Petkova. (2008). Teaching
mathematics to English language learners. Routledge.
Richards, H. V., Brown, A. F., and Forde, T.B. (2004). Addressing diversity in
schools: Culturally responsive pedagogy. Tempe, AZ: National Center
for Culturally Responsive Educational Systems. Retrieved 12 July,
2010, from www.nccrest.org/Briefs/Diversity_Brief.pdf.