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1	
  

Module	
  6:	
  	
  Addressing	
  English	
  Language	
  Learners	
  
Hunter	
  College	
  School	
  of	
  Education	
  

	
  
2	
  

Objectives	
  for	
  this	
  Learning	
  Module	
  
 

Orient	
  you	
  to	
  the	
  legal	
  mandates	
  for	
  English	
  as	
  a	
  second	
  language	
  services	
  in	
  the	
  US	
  and	
  New	
  
York	
  State	
  

 

Situate	
  ELL	
  academic	
  achievement	
  na=onally	
  and	
  locally	
  

 

Describe	
  the	
  types	
  of	
  ESL	
  instruc=onal	
  models	
  which	
  exist	
  in	
  New	
  York	
  City	
  public	
  schools	
  

 

Provide	
  an	
  overview	
  of	
  the	
  types	
  of	
  ESL	
  learners	
  you	
  might	
  encounter	
  in	
  your	
  classrooms	
  

 

Discuss	
  basic	
  myths	
  and	
  reali=es	
  of	
  second	
  language	
  teaching	
  and	
  learning	
  

 

Point	
  you	
  to	
  key	
  strategies	
  for	
  providing	
  learning	
  supports	
  for	
  ELLs	
  to	
  access	
  content	
  

 

Review	
  principles	
  of	
  English	
  language	
  development	
  as	
  you	
  design	
  your	
  language	
  func=on	
  for	
  
your	
  learning	
  segment	
  with	
  explicit	
  aEen=on	
  to	
  craFing	
  language	
  objec=ves;	
  and	
  	
  

 

Direct	
  you	
  to	
  key	
  readings	
  and	
  resources	
  for	
  further	
  learning.	
  
3	
  

What	
  linguistic	
  and	
  cultural	
  awareness	
  is	
  needed	
  to	
  begin	
  
to	
  work	
  effectively	
  with	
  ELLs?	
  
Imagine	
  spending	
  every	
  class	
  at	
  Hunter	
  struggling	
  
to	
  understand	
  the	
  content	
  while	
  instruction	
  is	
  
delivered	
  in	
  a	
  foreign	
  language.	
  
•  hat	
  strategies	
  or	
  resources	
  would	
  you	
  call	
  
W
upon?	
  	
  	
  
•  hat	
  effect	
  would	
  it	
  have	
  on	
  your	
  motivation?	
  
W
Now	
  imagine	
  that	
  you	
  were	
  able	
  to	
  make	
  some	
  
sense	
  of	
  what	
  was	
  being	
  taught...but	
  the	
  only	
  
way	
  to	
  demonstrate	
  that	
  understanding	
  was	
  
through	
  extended	
  essay	
  responses,	
  in	
  the	
  foreign	
  
language.	
  	
  	
  
4	
  

What	
  does	
  the	
  term	
  “ELL”	
  mean?	
  
An	
  English	
  Language	
  Learner	
  (ELL)	
  is	
  a	
  
student	
  that	
  speaks	
  a	
  language	
  other	
  
than	
  English	
  at	
  home	
  and	
  scores	
  below	
  a	
  
state-­‐designated	
  level	
  of	
  proficiency	
  in	
  
English	
  upon	
  entering	
  the	
  New	
  York	
  City	
  
public	
  school	
  system.	
  While	
  New	
  York	
  
City	
  refers	
  to	
  these	
  students	
  as	
  ELLs,	
  
New	
  York	
  state	
  refers	
  to	
  them	
  as	
  Limited	
  
English	
  Proficient	
  (LEP).	
  	
  They	
  are	
  legally	
  
entitled	
  to	
  specialized	
  English	
  language	
  
development	
  services.	
  	
  
5	
  

Identification	
  and	
  Testing	
  of	
  ELLs
	
  
•  How	
  are	
  ELLs	
  identified?	
  	
  	
  
•  Where	
  can	
  I	
  find	
  information	
  on	
  my	
  
ELLs	
  such	
  as	
  level	
  of	
  proficiency,	
  
prior	
  education,	
  and	
  biographical	
  
information?	
  
•  How	
  are	
  ELLs	
  designated	
  as	
  English	
  
Proficient?	
  
•  What	
  about	
  accommodations	
  for	
  
ELLs	
  on	
  state	
  exams?	
  	
  	
  
6	
  

A	
  brief	
  legal	
  history	
  
  Civil	
  Rights	
  Act	
  of	
  1964,	
  especially	
  Title	
  VI	
  	
  
  Elementary	
  and	
  Secondary	
  Education	
  Act	
  (ESEA)	
  
  The	
  Bilingual	
  Education	
  Act	
  of	
  1968	
  (Title	
  VII	
  of	
  the	
  ESEA)	
  
  Lau	
  v.	
  Nichols,	
  1974	
  
  Aspira	
  Consent	
  Decree,	
  1975	
  
  New	
  York	
  State	
  CR	
  Part	
  154	
  
All school districts and therefore all teachers have a dual obligation in the law to serve English learners
by:
Developing students’ English proficiency
•  English Language Development (ELD)
Providing meaningful access to academic content instruction
•  Sheltered Instruction
7	
  

What	
  is	
  the	
  US	
  ELL	
  population?	
  
①  About	
  5	
  million	
  students	
  in	
  the	
  United	
  States	
  —	
  1	
  in	
  10	
  of	
  
all	
  those	
  enrolled	
  in	
  public	
  schools	
  —	
  is	
  an	
  ELL,	
  a	
  60%	
  
increase	
  from	
  1996	
  to	
  2006	
  (versus	
  a	
  3%	
  overall	
  
increase).	
  
②  States	
  with	
  the	
  largest	
  percentages	
  of	
  ELLs:	
  California	
  
(24.7%),	
  Texas	
  (14.8%),	
  Arizona	
  (13.8%),	
  Colorado	
  
(10.6%),	
  Illinois	
  (9.0%),	
  Florida	
  (8.7%)	
  and	
  New	
  York	
  
(7.6%)	
  
③  The	
  highest	
  growth	
  has	
  been	
  in	
  the	
  Southeastern	
  U.S.,	
  
where	
  the	
  ELL	
  population	
  has	
  experienced	
  a	
  200%	
  
increase	
  over	
  the	
  past	
  15	
  years.	
  
8	
  

Poverty	
  and	
  ELLs	
  
①  The	
  majority	
  of	
  ELLs	
  in	
  the	
  U.S.	
  
come	
  from	
  families	
  in	
  poverty	
  
(below	
  the	
  poverty	
  threshold)	
  or	
  
families	
  with	
  low	
  income	
  (below	
  
200%	
  of	
  the	
  poverty	
  threshold).	
  	
  
②  ELLs	
  are	
  more	
  likely	
  to	
  have	
  
parents	
  with	
  less	
  than	
  a	
  high	
  
school	
  education,	
  and	
  in	
  2007	
  
over	
  25%	
  of	
  immigrant	
  children	
  
lived	
  in	
  households	
  in	
  which	
  
parents	
  did	
  not	
  have	
  a	
  high	
  
school	
  diploma.	
  	
  
③  21%	
  of	
  children	
  in	
  immigrant	
  
families	
  lived	
  in	
  poverty	
  in	
  2007,	
  
and	
  49%	
  lived	
  in	
  families	
  with	
  
low	
  incomes.	
  
9	
  

The	
  ELL	
  Achievement	
  Gap	
  
①  An	
  early	
  and	
  persistent	
  achievement	
  gap	
  
exists	
  between	
  ELLs	
  and	
  their	
  non-­‐ELL	
  
peers.	
  
②  The	
  achievement	
  gap	
  between	
  ELLs	
  and	
  
their	
  non-­‐ELL	
  peers	
  in	
  NYC	
  has	
  been	
  
evident	
  for	
  many	
  years	
  in	
  the	
  state’s	
  grade	
  
3-­‐8	
  math	
  and	
  ELA	
  tests.	
  
③  In	
  2011,	
  only	
  12.4%	
  of	
  ELLs	
  in	
  grades	
  3-­‐8	
  
were	
  proficient	
  (scoring	
  a	
  3	
  or	
  4)	
  on	
  the	
  
state	
  ELA	
  test.	
  
④  In	
  2011,	
  only	
  34.5%	
  of	
  ELLs	
  in	
  grades	
  3-­‐8	
  
were	
  proficient	
  (scoring	
  a	
  3	
  or	
  4)	
  on	
  the	
  
state	
  math	
  test.	
  
10	
  

The	
  Need	
  for	
  Content	
  to	
  be	
  Made	
  Accessible	
  
Persistent	
  gap	
  in	
  academic	
  achievement	
  for	
  those	
  
from	
  culturally	
  and	
  linguistically	
  diverse	
  groups:	
  
"  Many	
  teachers	
  are	
  underprepared	
  to	
  make	
  content	
  
comprehensible	
  for	
  ELLs.	
  	
  
"  Few	
  teachers	
  trained	
  to	
  teach	
  initial	
  literacy	
  or	
  
content-­‐area	
  literacy	
  to	
  secondary	
  ELLs.	
  
"  ELLs	
  are	
  tested	
  in	
  all	
  subject	
  areas	
  well	
  before	
  they	
  
reach	
  proficiency	
  in	
  English	
  
"  ELLs	
  take	
  6-­‐8	
  years	
  to	
  develop	
  academic	
  English	
  and	
  
during	
  that	
  time	
  cannot	
  lose	
  years	
  of	
  content-­‐area	
  
learning	
  
11	
  

Who	
  are	
  ELLs	
  in	
  New	
  York	
  City?	
  
12	
  

What	
  are	
  the	
  characteristics	
  of	
  different	
  types	
  of	
  ELLs?	
  
Student	
  Subpopulation	
  Type	
  

Key	
  Characteristics	
  of	
  the	
  Subpopulation	
  

①  The	
  accelerated	
  student	
  

• 
• 
• 

In	
  U.S.	
  4	
  years	
  or	
  fewer	
  
Schooling	
  in	
  native	
  country	
  excellent	
  
Highly	
  literate	
  in	
  L1	
  

②  The	
  newcomer	
  

• 
• 
• 

In	
  U.S.	
  3	
  years	
  or	
  fewer	
  
May	
  be	
  on	
  or	
  behind	
  grade	
  level	
  
Difficulty	
  achieving	
  proficiency	
  milestones	
  

③  Students	
  with	
  Interrupted	
  Formal	
  Education	
  
(SIFE)	
  

• 
• 
• 
• 

In	
  U.S.	
  4	
  years	
  of	
  fewer	
  
Schooling	
  in	
  native	
  country	
  was	
  disjointed	
  or	
  has	
  no	
  formal	
  
schooling	
  
3	
  or	
  more	
  grade	
  levels	
  behind	
  in	
  math	
  
Slow	
  acquisition	
  of	
  English	
  

④  The	
  long-­‐term	
  ELL	
  (LTELL)	
  

• 
• 
• 
• 

In	
  U.S.	
  7	
  or	
  more	
  years	
  
Usually	
  orally	
  proficient	
  but	
  struggle	
  in	
  reading/writing	
  
Low	
  literacy	
  in	
  L1	
  
Lack	
  of	
  credits	
  earned	
  per	
  age	
  (over-­‐age	
  student)	
  

⑤  The	
  ELL	
  in	
  special	
  education	
  (ELLSE)	
  

• 
• 

May	
  or	
  may	
  not	
  be	
  born	
  in	
  US	
  
May	
  receive	
  special	
  education	
  for	
  physical,	
  social,	
  emotional,	
  or	
  
learning	
  differences	
  
May	
  have	
  difficulties	
  with	
  social	
  interaction,	
  speech	
  and	
  hearing,	
  or	
  
cognitive	
  processing	
  

• 
13	
  

Bilingual	
  Ed	
  and	
  Dual	
  Language:	
  Subtractive	
  vs.	
  Additive	
  
Bilingual	
  Education	
  Programs	
  
Transitional	
  or	
  
1-­‐3	
  years	
  of	
  native	
  language	
  instruction	
  for	
  a	
  small	
  percentage	
  of	
  the	
  
One-­‐way	
  Bilingual	
   school	
  day.	
  Fairly	
  rapid	
  phase-­‐out	
  of	
  student’s	
  native	
  language.	
  
Education	
  (TBE)	
  
Studies	
  have	
  shown	
  that	
  English	
  is	
  the	
  effective	
  medium	
  of	
  instruction	
  
from	
  72	
  to	
  92%	
  of	
  the	
  time	
  in	
  TBE.	
  
Maintenance	
  or	
  
Native	
  language	
  instruction	
  continues	
  alongside	
  English	
  50-­‐50	
  
Two-­‐way	
  Bilingual	
   throughout	
  grades	
  K-­‐5	
  and	
  occasionally	
  continues	
  on	
  to	
  secondary	
  
Education	
  (BLE)	
  
school.	
  Goal	
  is	
  full	
  bilingualism/biliteracy.	
  BLE	
  is	
  an	
  additive	
  model.	
  
Dual	
  Language	
  
Education	
  (DL)	
  or	
  
Two-­‐way	
  
Immersion	
  

Language	
  majority	
  and	
  minority	
  students	
  learn	
  together	
  as	
  both	
  
languages	
  alternate	
  as	
  the	
  medium	
  of	
  instruction	
  in	
  the	
  content	
  areas.	
  
May	
  be	
  implemented	
  as	
  alternate	
  days	
  or	
  as	
  a	
  greater	
  percentage	
  in	
  
early	
  years	
  and	
  decreasing	
  to	
  50-­‐50.	
  Additive	
  model.	
  
14	
  

ESL	
  Programs	
  	
  

English	
  Language	
  Development	
  (ELD)	
  Programs	
  (ESL/ESOL	
  Programs)	
  
Pull-­‐out	
  
ESL	
  

ELLs	
  attend	
  classes	
  with	
  mainstream	
  students	
  except	
  for	
  designated	
  periods	
  of	
  
English	
  language	
  instruction.	
  ELLs	
  are	
  removed	
  from	
  their	
  general	
  education/
mainstream	
  classroom	
  to	
  work	
  with	
  the	
  ESL	
  teacher.	
  Communication	
  between	
  
mainstream	
  and	
  ESL	
  teacher	
  is	
  essential.	
  

Push-­‐in	
  
ESL	
  

Same	
  as	
  pull-­‐out,	
  except	
  that	
  the	
  ESL	
  lesson	
  occurs	
  in	
  the	
  mainstream	
  classroom.	
  
Collaboration	
  with	
  class	
  teacher	
  may	
  follow	
  several	
  models.	
  

Co-­‐
teaching	
  

ELLs	
  receive	
  lessons	
  alongside	
  mainstream/general	
  education	
  peers	
  as	
  classroom/
content	
  teacher	
  and	
  ESL	
  teacher	
  team	
  teach.	
  

ESL	
  stand-­‐
alone/self-­‐
contained	
  

In	
  elementary	
  schools,	
  ELLs	
  may	
  be	
  grouped	
  together	
  and	
  receive	
  all	
  of	
  their	
  
instruction	
  from	
  a	
  dually	
  certified	
  teacher.	
  In	
  secondary	
  schools,	
  ELLs	
  may	
  receive	
  a	
  
period	
  of	
  ELD	
  a	
  day	
  from	
  an	
  ESL	
  teacher,	
  often	
  as	
  their	
  ELA	
  (English	
  Language	
  Arts)	
  
class.	
  
Mandated	
  State	
  Services	
  
  Students	
  in	
  bilingual	
  programs	
  or	
  free-­‐standing	
  ESL	
  programs	
  must	
  receive	
  a	
  certain	
  

number	
  of	
  periods	
  of	
  ESL	
  a	
  week	
  based	
  on	
  their	
  language	
  and	
  grade	
  level	
  as	
  follows:	
  	
  	
  
  K-­‐8	
  	
  Beginner—2	
  periods	
  a	
  day	
  (360	
  minutes	
  per	
  week)	
  	
  Intermediate—2	
  periods	
  a	
  day	
  

(360	
  minutes	
  per	
  week)	
  	
  Advanced—1	
  period	
  a	
  day	
  (180	
  minutes	
  per	
  week)	
  	
  	
  	
  

  9-­‐12	
  	
  Beginner—3	
  periods	
  a	
  day	
  (540	
  minutes	
  per	
  week)	
  	
  Intermediate—2	
  periods	
  a	
  day
	
  

(360	
  minutes	
  per	
  week)	
  	
  Advanced—1	
  period	
  a	
  day	
  (180	
  minutes	
  per	
  week)	
  	
  	
  	
  

  Students	
  in	
  bilingual	
  programs	
  must	
  also	
  receive	
  1	
  period	
  of	
  Na=ve	
  Language	
  Arts	
  (NLA)	
  

per	
  day.	
  

However,	
  students	
  in	
  many	
  elementary	
  se^ngs	
  do	
  not	
  receive	
  their	
  mandated	
  minutes	
  
due	
  to	
  ESL	
  teachers	
  being	
  pulled	
  into	
  tes=ng	
  and	
  serving	
  as	
  covering	
  teachers.	
  	
  	
  	
  	
  	
  

15	
  
16	
  

Agree	
  or	
  Disagree?	
  
1.  Learning	
  two	
  languages	
  during	
  the	
  early	
  childhood	
  years	
  is	
  confusing	
  to	
  young	
  children	
  and	
  
should	
  be	
  avoided.	
  
2.  Children	
  are	
  faster	
  language	
  learners	
  than	
  adolescents	
  or	
  adults.	
  
3.  A	
  great	
  way	
  for	
  parents	
  to	
  support	
  their	
  ELL	
  children	
  is	
  to	
  try	
  to	
  use	
  English	
  at	
  home	
  as	
  much	
  
as	
  possible.	
  
4.  Teachers	
  need	
  to	
  know	
  the	
  native	
  language	
  of	
  students	
  in	
  order	
  to	
  be	
  able	
  to	
  effectively	
  
instruct	
  them.	
  	
  
5.  Students	
  being	
  able	
  to	
  speak	
  in	
  English	
  is	
  a	
  good	
  indication	
  of	
  their	
  proficiency	
  level	
  in	
  English.	
  
6.  English	
  is	
  one	
  of	
  the	
  easier	
  languages	
  to	
  learn.	
  
7.  Teachers	
  should	
  avoid	
  simplifying	
  reading	
  materials	
  for	
  ELLs	
  since	
  the	
  state	
  tests	
  will	
  have	
  
very	
  challenging	
  reading	
  passages.	
  
8.  Effective	
  teaching	
  of	
  ELLs	
  is	
  really	
  just	
  good	
  teaching.	
  
17	
  

These	
  are	
  all	
  common	
  myths	
  that	
  can	
  lead	
  to	
  	
  
unsound	
  instructional	
  decisions	
  	
  
1.  Learning	
  two	
  languages	
  during	
  the	
  early	
  childhood	
  years	
  is	
  confusing	
  to	
  young	
  children	
  and	
  
should	
  be	
  avoided.	
  
2.  Children	
  are	
  faster	
  language	
  learners	
  than	
  adolescents	
  or	
  adults.	
  
3.  A	
  great	
  way	
  for	
  parents	
  to	
  support	
  their	
  ELL	
  children	
  is	
  to	
  try	
  to	
  use	
  English	
  at	
  home	
  as	
  much	
  
as	
  possible.	
  
4.  Teachers	
  need	
  to	
  know	
  the	
  native	
  language	
  of	
  students	
  in	
  order	
  to	
  be	
  able	
  to	
  effectively	
  
instruct	
  them.	
  	
  
5.  Students	
  being	
  able	
  to	
  speak	
  in	
  English	
  is	
  a	
  good	
  indication	
  of	
  their	
  proficiency	
  level	
  in	
  English.	
  
6.  English	
  is	
  one	
  of	
  the	
  easier	
  languages	
  to	
  learn.	
  
7.  Teachers	
  should	
  avoid	
  simplifying	
  reading	
  materials	
  for	
  ELLs	
  since	
  the	
  state	
  tests	
  will	
  have	
  
very	
  challenging	
  reading	
  passages.	
  
8.  Effective	
  teaching	
  of	
  ELLs	
  is	
  really	
  just	
  good	
  teaching.	
  
18	
  

Access	
  to	
  Content	
  and	
  Language	
  Learning	
  
Sheltering	
  opens	
  the	
  door	
  
for	
  ELLs	
  to	
  content	
  
learning.	
  	
  	
  

Language	
  teaching	
  gets	
  
students	
  through	
  the	
  door	
  and	
  
beyond.	
  

Sheltering	
  Involves:	
  
•  ontent	
  objectives	
  
C
•  nowledge	
  of	
  the	
  linguistic	
  
K
demands	
  of	
  the	
  content	
  
•  iscourse	
  adaptations	
  
D
•  ext	
  modifications	
  
T

Language	
  Teaching	
  involves:	
  
•  anguage	
  objectives	
  
L
•  nowledge	
  of	
  the	
  linguistic	
  
K
demands	
  of	
  the	
  required	
  
student	
  activity	
  
• nstruction	
  in	
  grammar,	
  
I
vocabulary,	
  L-­‐S-­‐R-­‐W	
  as	
  they	
  
relate	
  to	
  the	
  content	
  demands	
  
19	
  

Sheltered	
  Content	
  Instruction	
  
1)  Understanding	
  the	
  linguistic	
  and	
  background	
  knowledge	
  
2) 
3) 
4) 
5) 

demands	
  of	
  the	
  content	
  
Adapting	
  Materials	
  
Modifying	
  Teacher	
  Talk	
  
Building	
  Background	
  Knowledge	
  
Seeking	
  Cultural	
  Connections	
  
20	
  

Sheltered	
  Content	
  Instruction	
  

1.	
  	
  Understanding	
  the	
  demands	
  of	
  content-­‐area	
  materials	
  and	
  tasks	
  
Each	
  content	
  area	
  has	
  unique	
  discourse	
  features	
  
that	
  make	
  comprehension	
  challenging	
  
  Effective	
  presentation	
  of	
  content	
  to	
  ELLs	
  requires	
  
teachers	
  to	
  consider	
  what	
  will	
  be	
  challenging	
  
about	
  the	
  content	
  area	
  materials	
  and	
  task	
  	
  	
  
 

Be	
  aware	
  of	
  common	
  patterns	
  that	
  make	
  learning	
  difficulty	
  for	
  ELLs	
  in	
  
this	
  content	
  area:	
  
 
 
 
 

	
  

Social	
  Studies:	
  	
  rushing	
  through	
  material	
  to	
  “cover”	
  large	
  time	
  
bands	
  
Science:	
  	
  extensive	
  use	
  of	
  “definitions”	
  copied	
  down	
  but	
  not	
  used	
  in	
  
student	
  language	
  production	
  
Math:	
  requests	
  to	
  solve	
  word	
  problems	
  without	
  recognition	
  of	
  
multiple	
  meanings	
  of	
  words	
  
Literature:	
  lexical	
  density	
  of	
  readings	
  which	
  make	
  texts	
  
incomprehensible	
  
	
  

The	
  language	
  of	
  the	
  
content	
  area	
  is	
  often	
  
invisible	
  to	
  those	
  who	
  live	
  
in	
  it.	
  
21	
  

 

In	
  social	
  studies,	
  long	
  sentences	
  with	
  multiple	
  
embedded	
  clauses	
  are	
  common.	
  

 

Frequent	
  use	
  of	
  pronouns	
  it	
  and	
  they	
  as	
  
referents.	
  

 

Use	
  of	
  non-­‐referential	
  “There	
  are”	
  

 

Cause	
  and	
  effect	
  statements	
  are	
  frequent.	
  
  Because	
  there	
  will	
  be	
  more	
  people	
  in	
  the	
  
world	
  in	
  the	
  future,	
  we	
  will	
  need	
  more	
  land	
  
on	
  which	
  to	
  build	
  towns	
  and	
  cities.	
  

Discourse	
  Features	
  

 

Various	
  verb	
  forms	
  are	
  used:	
  
  “I	
  found	
  Rome	
  a	
  city	
  of	
  bricks	
  and	
  left	
  it	
  a	
  
city	
  of	
  marble.”	
  	
  Augustus	
  is	
  supposed	
  to	
  
have	
  spoken	
  these	
  words	
  as	
  he	
  lay	
  dying.	
  	
  
He	
  was	
  Rome’s	
  first	
  emperor,	
  and	
  started	
  
the	
  first	
  of	
  its	
  great	
  building	
  programs.	
  	
  He	
  
claimed	
  that	
  he	
  had	
  had	
  over	
  80	
  temples	
  
rebuilt.	
  

Social	
  Studies	
  

C
o
n
t	
  
e
n
t	
  	
  

Consideration:	
  	
  	
  
ELLs	
  may	
  have	
  no	
  
background	
  “schema”	
  to	
  
draw	
  on	
  to	
  make	
  sense	
  of	
  
topics,	
  such	
  as	
  the	
  
American	
  Revolution	
  
Asset:	
  
ELLs	
  may	
  bring	
  personal	
  
geographical,	
  political,	
  
and	
  societal	
  experiences	
  
that	
  can	
  be	
  related	
  to	
  the	
  
topic	
  being	
  taught	
  
22	
  

  Use	
  of	
  passive	
  voice	
  
  Nominaliza=on	
  (turning	
  ac=ons	
  into	
  

noun	
  forms,	
  e.g.	
  the???	
  	
  

Discourse	
  Features	
  

  Long	
  noun	
  phrases	
  serving	
  as	
  subjects	
  or	
  

Science	
  

objects	
  

  If…then	
  construc=ons	
  and	
  logical	
  

connectors	
  (if,	
  because,	
  however,	
  
consequently)	
  
 

The	
  Calvin	
  cycle	
  is	
  some=mes	
  referred	
  
to	
  as	
  the	
  “light-­‐independent	
  reac=ons”
because,	
  unlike	
  the	
  light	
  reac=ons,	
  it	
  
does	
  not	
  require	
  light	
  to	
  begin.	
  	
  
However,	
  this	
  does	
  not	
  mean	
  that	
  the	
  
Calvin	
  cycle	
  can	
  con=nue	
  running	
  in	
  a	
  
plant	
  kept	
  in	
  the	
  dark.	
  	
  The	
  Calvin	
  cycle	
  
requires	
  two	
  inputs	
  supplied	
  by	
  the	
  light	
  
reac=ons,	
  ATP	
  and	
  NADPH."

C
o
n
t	
  
e
n
t	
  	
  

Consideration:	
  
ELLs	
  greatly	
  
benefit	
  from	
  
experiments	
  and	
  
demonstrations	
  
that	
  are	
  
witnessed	
  and	
  
then	
  transposed	
  
into	
  writing,	
  and	
  
the	
  opportunity	
  to	
  
talk	
  with	
  partners	
  
23	
  

 

 

Compara=ves:	
  
  6	
  is	
  greater	
  than	
  4	
  
  María	
  earns	
  six	
  =mes	
  as	
  much	
  as	
  Peter	
  
  Lin	
  is	
  as	
  old	
  as	
  Roberto	
  
Preposi=ons:	
  	
  
  (divided)	
  into,	
  divided	
  by,	
  	
  
  2	
  mul=plied	
  by	
  6	
  and	
  X	
  exceeds	
  2	
  by	
  7	
  

 

Passive	
  voice:	
  	
  
  X	
  is	
  defined	
  as	
  a	
  number	
  greater	
  than	
  7.	
  	
  	
  

 

Reversals:	
  The	
  number	
  a	
  is	
  five	
  less	
  than	
  b.	
  

 

Logical	
  connectors:	
  if…then	
  
  If	
  a	
  is	
  posi=ve	
  then	
  -­‐a	
  is	
  nega=ve.	
  

Discourse	
  Features	
  

Mathematics	
  
C
o
n
t	
  
e
n
t	
  	
  

Students	
  are	
  
taught	
  different	
  
ways	
  of	
  setting	
  up	
  
and	
  solving	
  
problems	
  around	
  
the	
  world—look	
  
out	
  for	
  
opportunities	
  for	
  
your	
  ELLs	
  to	
  
share	
  the	
  ways	
  
they’ve	
  learned	
  to	
  
approach	
  
problems	
  
24	
  

 

Less-­‐used	
  Vocabulary	
  

 

Use	
  of	
  dialects	
  and	
  regional	
  
voice	
  

 

Discourse	
  Features	
  

Heavy	
  use	
  of	
  idiomatic	
  
expressions,	
  cliches,	
  aphorisms	
  

 

Time	
  and	
  voice	
  shifts,	
  differing	
  
points	
  of	
  view	
  	
  

 

Direct	
  and	
  reported	
  speech	
  

Literature	
  
C
o
n
t	
  
e
n
t	
  	
  

ELLs	
  comprehend	
  
more	
  readily	
  
when	
  the	
  story	
  is	
  
culturally	
  familiar	
  
or	
  relevant	
  
25	
  

Sheltered	
  Content	
  Instruction	
  
2.	
  	
  Modifying	
  Materials	
  
Making	
  reading	
  and	
  listening	
  materials	
  comprehensible	
  so	
  that	
  ELLs	
  gain	
  
access	
  to	
  the	
  core	
  content	
  concepts	
  is	
  essential	
  to	
  promoting	
  ELLs	
  
academic	
  progress.	
  
Some	
  modifications	
  include:	
  
 
 
 
 
 
 
 
 
 

Adding	
  a	
  glossary	
  
Adding	
  visuals	
  
Reducing	
  text	
  length	
  (Abridging)	
  
Editing	
  out	
  portions	
  of	
  the	
  text	
  
Creating	
  a	
  summary	
  of	
  key	
  points	
  
Shortening	
  sentence	
  length	
  
Expanding	
  in	
  sections	
  which	
  require	
  more	
  explanation	
  
Providing	
  native	
  language	
  translation	
  
Audio	
  versions	
  of	
  text	
  
26	
  

Sheltered	
  Content	
  Instruction	
  
3.	
  Adapting	
  Teacher	
  Talk
	
  
It’s	
  always	
  clear	
  when	
  a	
  content	
  teacher	
  makes	
  their	
  talk	
  
comprehensible	
  to	
  their	
  ELL	
  audience.	
  

Ques8ons	
  to	
  ask	
  yourself	
  

Considera8ons	
  

What	
  will	
  I	
  do	
  when	
  I	
  speak	
  to	
  make	
  my	
  
speech	
  more	
  easily	
  understood	
  and	
  
meaningful	
  for	
  my	
  learners?	
  

Modify	
  your	
  speech	
  through	
  text	
  support,	
  
visual	
  aids,	
  gestures,	
  expressions,	
  body	
  
language,	
  slower	
  rate,	
  repe==on,	
  re-­‐
phrasing,	
  facing	
  students	
  rather	
  than	
  the	
  
board,	
  and	
  word	
  choice.	
  

How	
  will	
  I	
  know	
  my	
  input	
  is	
  
comprehensible?	
  	
  

Assessment	
  checks	
  such	
  as	
  circula=ng,	
  
thumbs	
  up/down,	
  pencils	
  up,	
  response	
  
boards.	
  
27	
  

Sheltered	
  Content	
  Instruction	
  
4.	
  Building	
  Background	
  Knowledge
	
  

Sejong is a well known
Daewang in Korea. Every
Korean school child
knows about him.
28	
  

Rather	
  than	
  assume	
  prior	
  knowledge,	
  build	
  it
	
  
Sejong	
  is	
  a	
  well	
  known	
  Daewang	
  in	
  
Korea.	
  	
  Every	
  Korean	
  school	
  child	
  
knows	
  about	
  him.

Henry	
  the	
  VIII	
  is	
  a	
  well	
  known	
  
Daewang	
  in	
  England.	
  	
  Every	
  British	
  
school	
  child	
  knows	
  about	
  him.	
  

Questions	
  to	
  ask	
  yourself	
  

Considerations	
  

What	
  do	
  my	
  students	
  already	
  know	
  about	
  this	
  
topic?	
  Do	
  they	
  have	
  cultural	
  knowledge	
  or	
  
experiences	
  that	
  can	
  bridge	
  this	
  content?	
  

Look	
  into	
  and	
  learn	
  cultural	
  references	
  that	
  can	
  
bridge	
  your	
  students’	
  learning.	
  

What	
  visual,	
  graphic,	
  video,	
  music,	
  map,	
  
drawing,	
  etc.	
  can	
  convey	
  important	
  background	
  
information	
  without	
  words?	
  

Always	
  have	
  visuals!	
  
29	
  

Sheltered	
  Content	
  Instruction	
  
5.	
  Seeking	
  Cultural	
  Connections	
  
How	
  can	
  students’	
  cultural	
  “funds	
  of	
  knowledge”	
  be	
  accessed	
  for	
  
student	
  learning?	
  
Consider:	
  
 
 
 
 
 

 

	
  

Finding	
  out	
  the	
  home	
  countries	
  and	
  language	
  heritage	
  of	
  your	
  ELLs	
  
Learning	
  to	
  pronounce	
  names	
  and	
  asking	
  to	
  be	
  taught	
  some	
  expressions	
  in	
  
students’	
  home	
  languages	
  
Posting	
  word	
  walls	
  and	
  classroom	
  signage	
  in	
  multiple	
  languages	
  
Finding	
  materials/websites/dictionaries/translations	
  of	
  materials	
  in	
  students’	
  
home	
  languages	
  
Drawing	
  students	
  into	
  conversations	
  about	
  cultural	
  practices	
  that	
  differ	
  (beyond	
  
food	
  and	
  holidays),	
  to	
  include	
  notions	
  of	
  time,	
  politeness,	
  attitudes	
  towards	
  the	
  
elderly,	
  family	
  obligations,	
  male/female	
  role	
  expectations	
  
Purposefully	
  finding	
  authors,	
  stories,	
  and	
  texts	
  that	
  feature	
  the	
  home	
  countries	
  
and	
  neighborhoods	
  of	
  your	
  ELLs	
  

	
  
30	
  

English	
  Language	
  Development	
  
English	
  Language	
  Development	
  
1)  Understanding	
  the	
  linguistic	
  demands	
  of	
  the	
  performance	
  tasks	
  
2)  Targeting	
  a	
  language	
  function	
  
3)  Developing	
  Language	
  Objectives	
  
4)  Structuring	
  activities	
  for	
  student	
  output	
  
5)  Designing	
  vocabulary	
  instruction	
  
31	
  

English	
  Language	
  Development:	
  

1.	
  	
  Understanding	
  the	
  linguistic	
  demands	
  of	
  the	
  performance	
  task
	
  
Consider	
  the	
  oral	
  and	
  wriEen	
  
language	
  by	
  which	
  students	
  develop	
  
and	
  express	
  content	
  understandings.	
  	
  
“Bricks	
  and	
  Mortar”	
  
Bricks	
  are	
  the	
  nouns,	
  verbs,	
  adverbs	
  and	
  adjec=ves	
  that	
  
are	
  rela=vely	
  easy	
  to	
  explain	
  to	
  language	
  learners.	
  They	
  
convey	
  most	
  of	
  the	
  mee=ng	
  of	
  a	
  text,	
  we	
  can	
  usually	
  
show	
  pictures	
  or	
  ac=ons	
  that	
  illustrate	
  them,	
  and	
  they	
  
are	
  the	
  most	
  easily	
  learned.	
  However,	
  a	
  text	
  cannot	
  be	
  
comprehended	
  without	
  mastery	
  of	
  the	
  mortar,	
  the	
  
language	
  that	
  holds	
  the	
  brick	
  together	
  and	
  conveys	
  the	
  
message.	
  	
  
	
  

	
  
32	
  

English	
  Language	
  Development:	
  

2.	
  	
  Targeting	
  a	
  Language	
  Function	
  

	
  

Savignon	
  (1983)	
  describes	
  a	
  language	
  function	
  as	
  “the	
  use	
  to	
  which	
  language	
  
is	
  put”.	
  

 

Most	
  of	
  what	
  we	
  say	
  is	
  for	
  a	
  specific	
  purpose.	
  Whether	
  we	
  are	
  
apologizing,	
  expressing	
  a	
  wish	
  or	
  asking	
  permission,	
  we	
  use	
  language	
  in	
  
order	
  to	
  fulfill	
  that	
  purpose.	
  Each	
  purpose	
  can	
  be	
  known	
  as	
  a	
  language	
  
function.	
  

 

These	
  functions	
  require	
  particular	
  language	
  forms	
  to	
  be	
  enacted.	
  	
  For	
  
example,	
  what	
  language	
  is	
  involved	
  in	
  the	
  function	
  of	
  “Making	
  
suggestions”?	
  	
  

 

In	
  addition	
  to	
  creating	
  situations	
  that	
  demand	
  the	
  function	
  be	
  used,	
  
teachers	
  must	
  also	
  be	
  prepared	
  to	
  explain	
  and	
  show	
  students	
  that	
  there	
  
may	
  be	
  a	
  large	
  number	
  of	
  possible	
  ways	
  to	
  fulfill	
  each	
  function	
  of	
  
language.	
  
33	
  

Language	
  Function	
  chosen	
  for	
  the	
  unit	
  
Could	
  be	
  drawn	
  from:	
  	
  
  the	
  task	
  (what	
  language	
  will	
  kids	
  need	
  to	
  

use	
  when	
  they	
  do	
  the	
  ac=vity	
  in	
  this	
  
lesson?)	
  

  student	
  language	
  learning	
  needs	
  (what	
  

language	
  have	
  I	
  been	
  no=cing	
  kids	
  need	
  to	
  
work	
  on?)	
  

  the	
  language	
  func=on	
  targeted	
  in	
  Common	
  

Core	
  (what	
  language	
  will	
  kids	
  need	
  to	
  work	
  
towards	
  the	
  specified	
  language	
  demand?)	
  

  Bloom’s	
  Taxonomy	
  and	
  Webb’s	
  Depth	
  of	
  

Knowledge	
  are	
  good	
  places	
  to	
  find	
  
Language	
  Func=ons	
  
34	
  

English	
  Language	
  Development:	
  

3.	
  	
  Identifying	
  Language	
  Objectives	
  

Imagine	
  the	
  content	
  objective	
  is	
  for	
  students	
  to	
  understand	
  the	
  differences	
  between	
  two:	
  	
  Characters	
  (English),	
  
Problem-­‐solving	
  approaches	
  (Math),	
  Plant	
  forms	
  (Science),	
  or	
  Governments	
  (Social	
  Studies).	
  
Then	
  think	
  about	
  the	
  language	
  students	
  will	
  need	
  to	
  use	
  in	
  order	
  to	
  express	
  that	
  understanding.	
  	
  The	
  best	
  thing	
  is	
  to	
  
try	
  to	
  do	
  the	
  performance	
  task	
  yourself	
  and	
  then	
  look	
  back	
  at	
  the	
  language	
  there.	
  
Language	
  Objec8ves	
  are	
  not	
  “created”	
  but	
  EXTRACTED	
  from	
  the	
  tasks	
  students	
  need	
  to	
  perform	
  in	
  the	
  lesson.	
  
Language	
  Objec8ves:	
  	
  
 
Used	
  to	
  help	
  focus	
  the	
  instruc=on	
  and	
  assessment	
  on	
  students’	
  understanding	
  or	
  produc=on	
  of	
  language.	
  	
  
 
Breaks	
  down	
  the	
  language	
  func=on	
  and	
  makes	
  it	
  concrete	
  for	
  the	
  teacher	
  and	
  the	
  students.	
  
 
Useful	
  for	
  clarity	
  around	
  what	
  language	
  the	
  teacher	
  wants	
  to	
  see	
  kids	
  using	
  in	
  the	
  lesson	
  
 
Useful	
  for	
  clarity	
  around	
  what	
  language	
  the	
  teacher	
  should	
  be	
  modeling	
  and	
  promo=ng	
  in	
  the	
  lesson	
  
Receptive	
  language	
  goals	
  (listening	
  or	
  reading):	
  
Students	
  will	
  (listen	
  or	
  read)	
  to	
  identify	
  X	
  (language	
  structure)	
  such	
  as	
  Z	
  (vocabulary)	
  in	
  Y	
  (language	
  function).	
  
Example:	
  	
  Students	
  will	
  read	
  to	
  identify	
  transition	
  words	
  of	
  contrast	
  such	
  as	
  whereas,	
  on	
  the	
  other	
  hand	
  in	
  a	
  
descriptive	
  paragraph.	
  
Expressive	
  language	
  (speaking	
  or	
  writing	
  goal):	
  
Students	
  will	
  (speak	
  or	
  write)	
  using	
  X	
  (language	
  structure)	
  to	
  Y	
  (language	
  function)	
  using	
  Z	
  (vocabulary).	
  
Example:	
  Students	
  will	
  write	
  using	
  transition	
  words	
  of	
  contrast	
  to	
  describe	
  using	
  whereas	
  and	
  on	
  the	
  other	
  hand.	
  
35	
  

Language	
  Objective	
  Examples	
  
Problema8c	
  Language	
  Objec8ves:	
  
  Students	
  will	
  listen,	
  speak,	
  read	
  and	
  write	
  for	
  informa4on.	
  	
  (too	
  broad)	
  
  Students	
  will	
  apply	
  their	
  knowledge	
  of	
  the	
  reading.	
  	
  (not	
  developed	
  enough)	
  
  Students	
  will	
  write	
  a	
  persuasive	
  essay.	
  (too	
  large	
  for	
  a	
  lesson)	
  
  Students	
  will	
  write	
  down	
  four	
  interes4ng	
  facts	
  on	
  post-­‐its.	
  (an	
  ac4vity	
  not	
  a	
  learning	
  goal)	
  
  Students	
  will	
  analyze	
  characteriza4on	
  in	
  two	
  short	
  stories.	
  (ELA	
  not	
  ESL)	
  
  Students	
  will	
  learn	
  the	
  difference	
  between	
  famous	
  and	
  infamous.	
  (vocab	
  only)	
  	
  
Examples	
  of	
  Language	
  Objec8ves:	
  
  SWBAT	
  to	
  tell	
  a	
  friend	
  they	
  like	
  their	
  ouoit	
  using	
  a	
  variety	
  of	
  compliments	
  such	
  as	
  “I	
  love	
  that	
  
sweater”	
  “that	
  color	
  looks	
  great	
  on	
  you”.	
  	
  
  SWBAT	
  use	
  their	
  knowledge	
  of	
  word	
  roots	
  to	
  guess	
  meaning	
  of	
  a	
  group	
  of	
  words	
  all	
  star=ng	
  with	
  
“inter”	
  in	
  a	
  reading	
  passage.	
  	
  
  SWBAT	
  talk	
  to	
  a	
  partner	
  about	
  their	
  predic=ons	
  for	
  a	
  story	
  using	
  the	
  phrases	
  “I	
  predict	
  that…”	
  
and	
  “I	
  think	
  that…”	
  and	
  the	
  future	
  “will”	
  tense.	
  	
  
  SWBAT	
  write	
  in	
  the	
  condi=onal	
  form/	
  If	
  then	
  statements	
  of	
  “If	
  I	
  were	
  the	
  _____	
  then	
  I	
  
would________	
  ”	
  and	
  “If	
  I	
  were	
  the	
  _____	
  then	
  I	
  would	
  not_____”	
  in	
  order	
  to	
  develop	
  a	
  
persuasive	
  speech.	
  	
  
  SWBAT	
  use	
  listening	
  skills	
  to	
  iden=fy	
  the	
  quali=es	
  of	
  tenement	
  apartments	
  such	
  as	
  “dank”,	
  
“cramped”	
  and	
  “crowded”.	
  	
  
  SWBAT	
  read	
  in	
  order	
  to	
  define	
  the	
  steps	
  of	
  how	
  sound	
  is	
  produced	
  using	
  the	
  words:	
  	
  waves,	
  
vibra=on,	
  loud,	
  soF.	
  	
  
36	
  

English	
  Language	
  Development:	
  

4.	
  	
  Structuring	
  activities	
  for	
  student	
  output	
  of	
  target	
  language	
  
  Once	
  you	
  are	
  clear	
  about	
  the	
  language	
  

forms	
  you	
  wish	
  to	
  hear	
  students	
  using	
  in	
  
their	
  talk	
  or	
  see	
  students	
  using	
  in	
  their	
  
wri=ng,	
  you	
  will	
  beEer	
  be	
  able	
  to	
  model	
  
those	
  forms	
  in	
  your	
  examples,	
  and	
  
require	
  their	
  use	
  in	
  students’	
  ac=vi=es.	
  
  Sentence	
  starters,	
  vocabulary	
  banks,	
  
prompts,	
  and	
  models	
  are	
  ways	
  to	
  make	
  
your	
  expecta=ons	
  about	
  language	
  use	
  
explicit	
  to	
  students	
  and	
  to	
  support	
  them	
  
  You	
  will	
  then	
  be	
  able	
  to	
  assess	
  their	
  use	
  
and	
  provide	
  correc=ve	
  feedback	
  on	
  not	
  
just	
  content	
  but	
  language	
  as	
  well.	
  
37	
  

English	
  Language	
  Development:	
  

5.	
  	
  Designing	
  Vocabulary	
  Instruction	
  

Why	
  do	
  so	
  many	
  ELLs	
  struggle	
  to	
  acquire	
  academic	
  language?	
  

•  Lack	
  of	
  opportunity	
  to	
  develop	
  literacy	
  in	
  their	
  first	
  language	
  
•  Lack	
  of	
  opportunity	
  to	
  learn	
  and	
  develop	
  academic	
  language	
  
in	
  classrooms	
  due	
  to	
  insufficient:	
  
School	
  “reverence”	
  for	
  instructional	
  time	
  for	
  ELLs	
  
Collaboration	
  between	
  ESL	
  and	
  classroom	
  teachers	
  
Discourse	
  adaptations	
  made	
  by	
  classroom	
  teachers	
  
Development	
  of	
  language	
  objectives	
  within	
  lessons	
  
Text	
  modifications	
  for	
  ELLs	
  

Attention	
  to	
  vocabulary	
  
38	
  

Why	
  focus	
  on	
  vocabulary	
  
In	
  order	
  for	
  teachers	
  to	
  make	
  principled	
  choices	
  about	
  
teaching	
  vocabulary,	
  we	
  need	
  to	
  understand:	
  
  what	
  “vocabulary”	
  is	
  
  how	
  words	
  are	
  learned	
  
  what	
  “knowing”	
  a	
  word	
  means	
  
  how	
  to	
  select	
  vocabulary	
  to	
  teach	
  
  ways	
  to	
  provide	
  vocabulary	
  instruc=on	
  
39	
  

What	
  is	
  “a	
  vocabulary”?	
  
Vocabulary	
  can	
  consist	
  of:	
  
  Variable	
  phrases:	
  	
  It	
  has	
  come	
  to	
  ___attention	
  that…	
  
  Phrasal	
  verbs:	
  throw	
  +	
  up	
  
  Idioms:	
  let	
  the	
  cat	
  out	
  of	
  the	
  bag,	
  kind	
  of	
  
  Single	
  words:	
  	
  tablecloth	
  –	
  coffee	
  cup	
  
  Set	
  phrases:	
  	
  ladies	
  and	
  gentlemen	
  
40	
  

How	
  words	
  are	
  learned	
  
  Multiple	
  neural	
  pathways	
  to	
  

“retrieve”	
  the	
  word	
  must	
  be	
  
constructed-­‐the	
  more	
  different	
  
pathways,	
  the	
  better	
  

  These	
  neural	
  pathways	
  are	
  

deeply	
  connected	
  to	
  personal	
  
encounters	
  and	
  experiences	
  
with	
  the	
  words	
  

  Multiple	
  neural	
  pathways	
  to	
  

“retrieve”	
  the	
  word	
  must	
  be	
  
traveled	
  frequently.	
  	
  10-­‐12	
  
active	
  retrievals	
  are	
  necessary	
  
for	
  word	
  learning.	
  
41	
  

Why	
  “knowing”	
  a	
  word	
  in	
  English	
  is	
  so	
  complex	
  
Knowing	
  a	
  word	
  means	
  knowing	
  its:	
  	
  
•  ultiple	
  meanings	
  
M
•  onnotations	
  
C
•  pelling	
  
S
•  ronunciation	
  
P
•  art	
  of	
  speech	
  
P
•  requency	
  
F
•  sage	
  
U
•  ollocations	
  
C
And	
  it	
  needs	
  to	
  function	
  in	
  receptive	
  
and	
  productive	
  skills	
  (listening,	
  
speaking,	
  reading	
  and	
  writing)	
  
42	
  

Thinking	
  about	
  your	
  ELLs	
  in	
  your	
  edTPA:	
  	
  	
  
Writing	
  the	
  Instructional	
  Context	
  
① 

Make	
  sure	
  to	
  find	
  out	
  about	
  which	
  students	
  in	
  your	
  class	
  are	
  currently	
  receiving	
  ESL	
  services,	
  and	
  
which	
  ones	
  have	
  recently	
  exited	
  ESL.	
  

② 

For	
  those	
  receiving	
  services,	
  find	
  out	
  their	
  language	
  proficiency	
  profile:	
  	
  emergent	
  through	
  advanced.	
  	
  
Determine	
  whether	
  they	
  are	
  stronger	
  in	
  speaking	
  or	
  writing	
  skills.	
  	
  Find	
  out	
  their	
  native	
  language	
  
proficiency	
  levels.	
  	
  	
  	
  	
  

③ 

For	
  each	
  ELL,	
  find	
  out	
  what	
  type	
  of	
  ELL	
  profile	
  they	
  fit:	
  	
  accelerated,	
  newcomer,	
  SLIFE,	
  LTELL,	
  ELLSE,	
  
etc.	
  

④ 

Find	
  out	
  about	
  the	
  linguistic,	
  cultural,	
  and	
  community	
  “funds	
  of	
  knowledge”	
  of	
  your	
  ELLs.	
  	
  Your	
  ELLs	
  
bring	
  in	
  a	
  wealth	
  of	
  knowledge	
  you	
  can	
  draw	
  out	
  for	
  the	
  benefit	
  of	
  your	
  curriculum	
  and	
  the	
  class	
  
community.	
  	
  	
  	
  	
  

⑤ 

Complete	
  the	
  chart	
  with	
  rich	
  contextual	
  and	
  biographical	
  information	
  on	
  your	
  ELL	
  students.	
  	
  This	
  will	
  
convey	
  to	
  the	
  scorers	
  that	
  you	
  are	
  committed	
  to	
  knowing	
  and	
  supporting	
  these	
  students	
  in	
  your	
  
instruction.	
  
43	
  

Thinking	
  about	
  your	
  ELLs	
  in	
  your	
  edTPA	
  
Task	
  1-­‐Planning	
  
① 

Use	
  a	
  lesson	
  planning	
  template	
  that	
  clearly	
  shows	
  your	
  content	
  AND	
  language	
  objectives	
  as	
  they	
  fit	
  within	
  a	
  
single	
  language	
  function.	
  

② 

Make	
  sure	
  that	
  your	
  language	
  objectives	
  do	
  not	
  simply	
  present	
  single	
  words	
  used	
  only	
  in	
  your	
  content	
  area.	
  	
  
Situate	
  the	
  vocabulary	
  in	
  usable	
  chunks	
  based	
  on	
  which	
  statements	
  students	
  will	
  need	
  to	
  make	
  in	
  speech	
  or	
  
writing.	
  

③ 

Look	
  across	
  your	
  3-­‐5	
  lessons	
  and	
  make	
  sure	
  all	
  of	
  your	
  language	
  objectives	
  move	
  students	
  towards	
  a	
  
particular	
  language	
  function,	
  and	
  recycle	
  rather	
  than	
  overload	
  vocabulary	
  that	
  doesn’t	
  get	
  used.	
  	
  	
  

④ 

Clearly	
  identify	
  the	
  modifications	
  and	
  supports	
  you	
  will	
  use	
  to	
  differentiate	
  the	
  learning	
  tasks	
  for	
  your	
  ELLs	
  in	
  
your	
  plan—these	
  scaffolds	
  are	
  how	
  you	
  provide	
  language	
  supports	
  for	
  the	
  language	
  demands	
  placed	
  on	
  
students	
  by	
  the	
  materials	
  and	
  tasks.	
  

⑤ 

Provide	
  access	
  to	
  ELLs	
  with	
  beginning	
  levels	
  of	
  English	
  proficiency	
  with	
  modified	
  materials,	
  especially	
  
including	
  visuals	
  to	
  ensure	
  their	
  comprehension	
  of	
  the	
  content.	
  

⑥ 

Plan	
  assessments	
  that	
  can	
  enable	
  you	
  to	
  assess	
  your	
  ELLs’	
  understanding	
  of	
  your	
  content-­‐area	
  goals	
  as	
  well	
  
as	
  moving	
  towards	
  the	
  language	
  function.	
  

⑦ 

In	
  your	
  planning	
  commentary,	
  be	
  prepared	
  to	
  cite	
  literature	
  on	
  the	
  teaching	
  of	
  your	
  content	
  area	
  to	
  ELLs	
  to	
  
support	
  your	
  instructional	
  decisions.	
  
44	
  

Thinking	
  about	
  your	
  ELLs	
  in	
  your	
  edTPA:	
  	
  	
  
Task	
  2-­‐Instruction	
  
① 

Think	
  about	
  intentional	
  grouping	
  or	
  pairing	
  to	
  make	
  sure	
  you	
  can	
  circulate	
  to	
  support	
  your	
  ELLs	
  with	
  
beginning	
  or	
  intermediate	
  English	
  proficiency.	
  

② 

Ensure	
  that	
  the	
  language	
  you	
  want	
  your	
  ELLs	
  to	
  practice	
  using	
  is	
  modeled,	
  and	
  required	
  during	
  the	
  
student	
  learning	
  tasks.	
  

③ 

Capture	
  how	
  you	
  encourage	
  the	
  development	
  of	
  content	
  ideas	
  as	
  well	
  as	
  language	
  skills.	
  

④ 

Try	
  to	
  get	
  video	
  of	
  student-­‐to-­‐student	
  talk	
  using	
  the	
  target	
  language	
  forms.	
  	
  

⑤ 

Plan	
  to	
  provide	
  targeted	
  feedback	
  to	
  your	
  ELLs	
  as	
  they	
  are	
  engaged	
  in	
  the	
  learning	
  tasks	
  and	
  capture	
  that	
  
on	
  your	
  video.	
  

⑥ 

In	
  your	
  Instruction	
  commentary,	
  be	
  prepared	
  to	
  cite	
  literature	
  on	
  the	
  teaching	
  of	
  your	
  content	
  area	
  to	
  
ELLs	
  to	
  support	
  your	
  instructional	
  decisions.	
  
45	
  

Thinking	
  about	
  your	
  ELLs	
  in	
  your	
  edTPA:	
  	
  	
  
Task	
  3-­‐Assessment	
  
① 

Think	
  ahead	
  about	
  how	
  you	
  will	
  monitor	
  your	
  ELLs	
  progress	
  in	
  the	
  lesson	
  and	
  use	
  of	
  the	
  targeted	
  language	
  
forms	
  during	
  the	
  lesson.	
  

② 

Determine	
  what	
  evidence	
  of	
  both	
  content	
  learning	
  and	
  language	
  use	
  you	
  can	
  collect	
  at	
  the	
  end	
  of	
  your	
  
learning	
  segment	
  for	
  analysis—remember	
  you	
  can	
  capture	
  written	
  as	
  well	
  as	
  spoken	
  artifacts	
  by	
  video	
  or	
  
audio	
  recording	
  your	
  students.	
  

③ 

Ensure	
  that	
  you	
  include	
  ELL	
  learning	
  objectives	
  in	
  your	
  analysis	
  of	
  overall	
  class	
  performance	
  and	
  of	
  any	
  
ELLs	
  that	
  you’ve	
  chosen	
  to	
  focus	
  on	
  as	
  your	
  target	
  learners.	
  

④ 

Remember	
  that	
  differentiated	
  assessments	
  (products)	
  are	
  sound	
  practice	
  for	
  ELLs	
  at	
  all	
  proficiency	
  levels.	
  

⑤ 

In	
  your	
  assessment	
  commentary,	
  be	
  prepared	
  to	
  cite	
  literature	
  on	
  the	
  assessment	
  of	
  your	
  content	
  area	
  to	
  
ELLs	
  to	
  support	
  your	
  instructional	
  decisions.	
  
46	
  

Resources	
  for	
  English	
  Language	
  Learners	
  
  Up://schools.nyc.gov/Academics/ELL/default.htm	
  
h
  YC	
  DoE	
  Informa=on	
  and	
  resources	
  for	
  teaching	
  ELLs	
  
N
  ww.colorincolorado.org	
  
w
  ite	
  for	
  teachers	
  and	
  parents	
  in	
  English	
  and	
  Spanish	
  
S
  Up://wida.us	
  
h
  ome	
  of	
  “Can-­‐Do”	
  English	
  language	
  development	
  standards	
  and	
  PD	
  materials	
  
H
 hUp://www.teachthought.com/learning/50-­‐incredibly-­‐useful-­‐links-­‐for-­‐ell-­‐
	
  

educators/	
  
  	
  helpful	
  list	
  of	
  many	
  ESL	
  teaching	
  resources	
  sites	
  
A
  Up://translate.google.com	
  
h
  ot	
  like	
  human	
  transla=on	
  but	
  great	
  for	
  a	
  start	
  and	
  easy	
  to	
  copy/paste	
  English	
  text	
  
N

into,	
  then	
  choose	
  an	
  output	
  language-­‐almost	
  all	
  NYC	
  languages	
  represented	
  
47	
  

Final	
  Tips	
  and	
  Take	
  Aways:	
  
  Collaborate	
  with	
  colleagues-­‐How	
  can	
  ESL	
  teachers	
  work	
  alongside	
  classroom	
  

and	
  content	
  teachers?	
  

  Operate	
  from	
  a	
  strengths-­‐based	
  perspec=ve-­‐What	
  are	
  ELLs	
  bringing	
  to	
  the	
  

classroom	
  and	
  what	
  are	
  they	
  able	
  to	
  do	
  in	
  more	
  than	
  one	
  language?	
  

  Consider	
  the	
  linguis=c	
  challenges	
  of	
  content-­‐area	
  materials—what	
  can	
  you	
  

do	
  to	
  make	
  content	
  more	
  accessible?	
  

  Think	
  of	
  vocabulary	
  as	
  word	
  chunks	
  rather	
  than	
  single	
  words.	
  	
  Plan	
  for	
  

repeated	
  exposure	
  to	
  and	
  required	
  use	
  of	
  targeted	
  vocabulary/language	
  

  Integrate	
  language	
  goals	
  with	
  content	
  area	
  tasks—what	
  do	
  students	
  need	
  to	
  

do	
  with	
  language	
  to	
  express	
  their	
  learning	
  of	
  your	
  content?	
  	
  How	
  can	
  those	
  
performance	
  tasks	
  shape	
  your	
  language	
  supports?	
  

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edTPA Online Module 6. Addressing English Language Learners

  • 1. 1   Module  6:    Addressing  English  Language  Learners   Hunter  College  School  of  Education     
  • 2. 2   Objectives  for  this  Learning  Module     Orient  you  to  the  legal  mandates  for  English  as  a  second  language  services  in  the  US  and  New   York  State     Situate  ELL  academic  achievement  na=onally  and  locally     Describe  the  types  of  ESL  instruc=onal  models  which  exist  in  New  York  City  public  schools     Provide  an  overview  of  the  types  of  ESL  learners  you  might  encounter  in  your  classrooms     Discuss  basic  myths  and  reali=es  of  second  language  teaching  and  learning     Point  you  to  key  strategies  for  providing  learning  supports  for  ELLs  to  access  content     Review  principles  of  English  language  development  as  you  design  your  language  func=on  for   your  learning  segment  with  explicit  aEen=on  to  craFing  language  objec=ves;  and       Direct  you  to  key  readings  and  resources  for  further  learning.  
  • 3. 3   What  linguistic  and  cultural  awareness  is  needed  to  begin   to  work  effectively  with  ELLs?   Imagine  spending  every  class  at  Hunter  struggling   to  understand  the  content  while  instruction  is   delivered  in  a  foreign  language.   •  hat  strategies  or  resources  would  you  call   W upon?       •  hat  effect  would  it  have  on  your  motivation?   W Now  imagine  that  you  were  able  to  make  some   sense  of  what  was  being  taught...but  the  only   way  to  demonstrate  that  understanding  was   through  extended  essay  responses,  in  the  foreign   language.      
  • 4. 4   What  does  the  term  “ELL”  mean?   An  English  Language  Learner  (ELL)  is  a   student  that  speaks  a  language  other   than  English  at  home  and  scores  below  a   state-­‐designated  level  of  proficiency  in   English  upon  entering  the  New  York  City   public  school  system.  While  New  York   City  refers  to  these  students  as  ELLs,   New  York  state  refers  to  them  as  Limited   English  Proficient  (LEP).    They  are  legally   entitled  to  specialized  English  language   development  services.    
  • 5. 5   Identification  and  Testing  of  ELLs   •  How  are  ELLs  identified?       •  Where  can  I  find  information  on  my   ELLs  such  as  level  of  proficiency,   prior  education,  and  biographical   information?   •  How  are  ELLs  designated  as  English   Proficient?   •  What  about  accommodations  for   ELLs  on  state  exams?      
  • 6. 6   A  brief  legal  history     Civil  Rights  Act  of  1964,  especially  Title  VI       Elementary  and  Secondary  Education  Act  (ESEA)     The  Bilingual  Education  Act  of  1968  (Title  VII  of  the  ESEA)     Lau  v.  Nichols,  1974     Aspira  Consent  Decree,  1975     New  York  State  CR  Part  154   All school districts and therefore all teachers have a dual obligation in the law to serve English learners by: Developing students’ English proficiency •  English Language Development (ELD) Providing meaningful access to academic content instruction •  Sheltered Instruction
  • 7. 7   What  is  the  US  ELL  population?   ①  About  5  million  students  in  the  United  States  —  1  in  10  of   all  those  enrolled  in  public  schools  —  is  an  ELL,  a  60%   increase  from  1996  to  2006  (versus  a  3%  overall   increase).   ②  States  with  the  largest  percentages  of  ELLs:  California   (24.7%),  Texas  (14.8%),  Arizona  (13.8%),  Colorado   (10.6%),  Illinois  (9.0%),  Florida  (8.7%)  and  New  York   (7.6%)   ③  The  highest  growth  has  been  in  the  Southeastern  U.S.,   where  the  ELL  population  has  experienced  a  200%   increase  over  the  past  15  years.  
  • 8. 8   Poverty  and  ELLs   ①  The  majority  of  ELLs  in  the  U.S.   come  from  families  in  poverty   (below  the  poverty  threshold)  or   families  with  low  income  (below   200%  of  the  poverty  threshold).     ②  ELLs  are  more  likely  to  have   parents  with  less  than  a  high   school  education,  and  in  2007   over  25%  of  immigrant  children   lived  in  households  in  which   parents  did  not  have  a  high   school  diploma.     ③  21%  of  children  in  immigrant   families  lived  in  poverty  in  2007,   and  49%  lived  in  families  with   low  incomes.  
  • 9. 9   The  ELL  Achievement  Gap   ①  An  early  and  persistent  achievement  gap   exists  between  ELLs  and  their  non-­‐ELL   peers.   ②  The  achievement  gap  between  ELLs  and   their  non-­‐ELL  peers  in  NYC  has  been   evident  for  many  years  in  the  state’s  grade   3-­‐8  math  and  ELA  tests.   ③  In  2011,  only  12.4%  of  ELLs  in  grades  3-­‐8   were  proficient  (scoring  a  3  or  4)  on  the   state  ELA  test.   ④  In  2011,  only  34.5%  of  ELLs  in  grades  3-­‐8   were  proficient  (scoring  a  3  or  4)  on  the   state  math  test.  
  • 10. 10   The  Need  for  Content  to  be  Made  Accessible   Persistent  gap  in  academic  achievement  for  those   from  culturally  and  linguistically  diverse  groups:   "  Many  teachers  are  underprepared  to  make  content   comprehensible  for  ELLs.     "  Few  teachers  trained  to  teach  initial  literacy  or   content-­‐area  literacy  to  secondary  ELLs.   "  ELLs  are  tested  in  all  subject  areas  well  before  they   reach  proficiency  in  English   "  ELLs  take  6-­‐8  years  to  develop  academic  English  and   during  that  time  cannot  lose  years  of  content-­‐area   learning  
  • 11. 11   Who  are  ELLs  in  New  York  City?  
  • 12. 12   What  are  the  characteristics  of  different  types  of  ELLs?   Student  Subpopulation  Type   Key  Characteristics  of  the  Subpopulation   ①  The  accelerated  student   •  •  •  In  U.S.  4  years  or  fewer   Schooling  in  native  country  excellent   Highly  literate  in  L1   ②  The  newcomer   •  •  •  In  U.S.  3  years  or  fewer   May  be  on  or  behind  grade  level   Difficulty  achieving  proficiency  milestones   ③  Students  with  Interrupted  Formal  Education   (SIFE)   •  •  •  •  In  U.S.  4  years  of  fewer   Schooling  in  native  country  was  disjointed  or  has  no  formal   schooling   3  or  more  grade  levels  behind  in  math   Slow  acquisition  of  English   ④  The  long-­‐term  ELL  (LTELL)   •  •  •  •  In  U.S.  7  or  more  years   Usually  orally  proficient  but  struggle  in  reading/writing   Low  literacy  in  L1   Lack  of  credits  earned  per  age  (over-­‐age  student)   ⑤  The  ELL  in  special  education  (ELLSE)   •  •  May  or  may  not  be  born  in  US   May  receive  special  education  for  physical,  social,  emotional,  or   learning  differences   May  have  difficulties  with  social  interaction,  speech  and  hearing,  or   cognitive  processing   • 
  • 13. 13   Bilingual  Ed  and  Dual  Language:  Subtractive  vs.  Additive   Bilingual  Education  Programs   Transitional  or   1-­‐3  years  of  native  language  instruction  for  a  small  percentage  of  the   One-­‐way  Bilingual   school  day.  Fairly  rapid  phase-­‐out  of  student’s  native  language.   Education  (TBE)   Studies  have  shown  that  English  is  the  effective  medium  of  instruction   from  72  to  92%  of  the  time  in  TBE.   Maintenance  or   Native  language  instruction  continues  alongside  English  50-­‐50   Two-­‐way  Bilingual   throughout  grades  K-­‐5  and  occasionally  continues  on  to  secondary   Education  (BLE)   school.  Goal  is  full  bilingualism/biliteracy.  BLE  is  an  additive  model.   Dual  Language   Education  (DL)  or   Two-­‐way   Immersion   Language  majority  and  minority  students  learn  together  as  both   languages  alternate  as  the  medium  of  instruction  in  the  content  areas.   May  be  implemented  as  alternate  days  or  as  a  greater  percentage  in   early  years  and  decreasing  to  50-­‐50.  Additive  model.  
  • 14. 14   ESL  Programs     English  Language  Development  (ELD)  Programs  (ESL/ESOL  Programs)   Pull-­‐out   ESL   ELLs  attend  classes  with  mainstream  students  except  for  designated  periods  of   English  language  instruction.  ELLs  are  removed  from  their  general  education/ mainstream  classroom  to  work  with  the  ESL  teacher.  Communication  between   mainstream  and  ESL  teacher  is  essential.   Push-­‐in   ESL   Same  as  pull-­‐out,  except  that  the  ESL  lesson  occurs  in  the  mainstream  classroom.   Collaboration  with  class  teacher  may  follow  several  models.   Co-­‐ teaching   ELLs  receive  lessons  alongside  mainstream/general  education  peers  as  classroom/ content  teacher  and  ESL  teacher  team  teach.   ESL  stand-­‐ alone/self-­‐ contained   In  elementary  schools,  ELLs  may  be  grouped  together  and  receive  all  of  their   instruction  from  a  dually  certified  teacher.  In  secondary  schools,  ELLs  may  receive  a   period  of  ELD  a  day  from  an  ESL  teacher,  often  as  their  ELA  (English  Language  Arts)   class.  
  • 15. Mandated  State  Services     Students  in  bilingual  programs  or  free-­‐standing  ESL  programs  must  receive  a  certain   number  of  periods  of  ESL  a  week  based  on  their  language  and  grade  level  as  follows:         K-­‐8    Beginner—2  periods  a  day  (360  minutes  per  week)    Intermediate—2  periods  a  day   (360  minutes  per  week)    Advanced—1  period  a  day  (180  minutes  per  week)           9-­‐12    Beginner—3  periods  a  day  (540  minutes  per  week)    Intermediate—2  periods  a  day   (360  minutes  per  week)    Advanced—1  period  a  day  (180  minutes  per  week)           Students  in  bilingual  programs  must  also  receive  1  period  of  Na=ve  Language  Arts  (NLA)   per  day.   However,  students  in  many  elementary  se^ngs  do  not  receive  their  mandated  minutes   due  to  ESL  teachers  being  pulled  into  tes=ng  and  serving  as  covering  teachers.             15  
  • 16. 16   Agree  or  Disagree?   1.  Learning  two  languages  during  the  early  childhood  years  is  confusing  to  young  children  and   should  be  avoided.   2.  Children  are  faster  language  learners  than  adolescents  or  adults.   3.  A  great  way  for  parents  to  support  their  ELL  children  is  to  try  to  use  English  at  home  as  much   as  possible.   4.  Teachers  need  to  know  the  native  language  of  students  in  order  to  be  able  to  effectively   instruct  them.     5.  Students  being  able  to  speak  in  English  is  a  good  indication  of  their  proficiency  level  in  English.   6.  English  is  one  of  the  easier  languages  to  learn.   7.  Teachers  should  avoid  simplifying  reading  materials  for  ELLs  since  the  state  tests  will  have   very  challenging  reading  passages.   8.  Effective  teaching  of  ELLs  is  really  just  good  teaching.  
  • 17. 17   These  are  all  common  myths  that  can  lead  to     unsound  instructional  decisions     1.  Learning  two  languages  during  the  early  childhood  years  is  confusing  to  young  children  and   should  be  avoided.   2.  Children  are  faster  language  learners  than  adolescents  or  adults.   3.  A  great  way  for  parents  to  support  their  ELL  children  is  to  try  to  use  English  at  home  as  much   as  possible.   4.  Teachers  need  to  know  the  native  language  of  students  in  order  to  be  able  to  effectively   instruct  them.     5.  Students  being  able  to  speak  in  English  is  a  good  indication  of  their  proficiency  level  in  English.   6.  English  is  one  of  the  easier  languages  to  learn.   7.  Teachers  should  avoid  simplifying  reading  materials  for  ELLs  since  the  state  tests  will  have   very  challenging  reading  passages.   8.  Effective  teaching  of  ELLs  is  really  just  good  teaching.  
  • 18. 18   Access  to  Content  and  Language  Learning   Sheltering  opens  the  door   for  ELLs  to  content   learning.       Language  teaching  gets   students  through  the  door  and   beyond.   Sheltering  Involves:   •  ontent  objectives   C •  nowledge  of  the  linguistic   K demands  of  the  content   •  iscourse  adaptations   D •  ext  modifications   T Language  Teaching  involves:   •  anguage  objectives   L •  nowledge  of  the  linguistic   K demands  of  the  required   student  activity   • nstruction  in  grammar,   I vocabulary,  L-­‐S-­‐R-­‐W  as  they   relate  to  the  content  demands  
  • 19. 19   Sheltered  Content  Instruction   1)  Understanding  the  linguistic  and  background  knowledge   2)  3)  4)  5)  demands  of  the  content   Adapting  Materials   Modifying  Teacher  Talk   Building  Background  Knowledge   Seeking  Cultural  Connections  
  • 20. 20   Sheltered  Content  Instruction   1.    Understanding  the  demands  of  content-­‐area  materials  and  tasks   Each  content  area  has  unique  discourse  features   that  make  comprehension  challenging     Effective  presentation  of  content  to  ELLs  requires   teachers  to  consider  what  will  be  challenging   about  the  content  area  materials  and  task         Be  aware  of  common  patterns  that  make  learning  difficulty  for  ELLs  in   this  content  area:             Social  Studies:    rushing  through  material  to  “cover”  large  time   bands   Science:    extensive  use  of  “definitions”  copied  down  but  not  used  in   student  language  production   Math:  requests  to  solve  word  problems  without  recognition  of   multiple  meanings  of  words   Literature:  lexical  density  of  readings  which  make  texts   incomprehensible     The  language  of  the   content  area  is  often   invisible  to  those  who  live   in  it.  
  • 21. 21     In  social  studies,  long  sentences  with  multiple   embedded  clauses  are  common.     Frequent  use  of  pronouns  it  and  they  as   referents.     Use  of  non-­‐referential  “There  are”     Cause  and  effect  statements  are  frequent.     Because  there  will  be  more  people  in  the   world  in  the  future,  we  will  need  more  land   on  which  to  build  towns  and  cities.   Discourse  Features     Various  verb  forms  are  used:     “I  found  Rome  a  city  of  bricks  and  left  it  a   city  of  marble.”    Augustus  is  supposed  to   have  spoken  these  words  as  he  lay  dying.     He  was  Rome’s  first  emperor,  and  started   the  first  of  its  great  building  programs.    He   claimed  that  he  had  had  over  80  temples   rebuilt.   Social  Studies   C o n t   e n t     Consideration:       ELLs  may  have  no   background  “schema”  to   draw  on  to  make  sense  of   topics,  such  as  the   American  Revolution   Asset:   ELLs  may  bring  personal   geographical,  political,   and  societal  experiences   that  can  be  related  to  the   topic  being  taught  
  • 22. 22     Use  of  passive  voice     Nominaliza=on  (turning  ac=ons  into   noun  forms,  e.g.  the???     Discourse  Features     Long  noun  phrases  serving  as  subjects  or   Science   objects     If…then  construc=ons  and  logical   connectors  (if,  because,  however,   consequently)     The  Calvin  cycle  is  some=mes  referred   to  as  the  “light-­‐independent  reac=ons” because,  unlike  the  light  reac=ons,  it   does  not  require  light  to  begin.     However,  this  does  not  mean  that  the   Calvin  cycle  can  con=nue  running  in  a   plant  kept  in  the  dark.    The  Calvin  cycle   requires  two  inputs  supplied  by  the  light   reac=ons,  ATP  and  NADPH." C o n t   e n t     Consideration:   ELLs  greatly   benefit  from   experiments  and   demonstrations   that  are   witnessed  and   then  transposed   into  writing,  and   the  opportunity  to   talk  with  partners  
  • 23. 23       Compara=ves:     6  is  greater  than  4     María  earns  six  =mes  as  much  as  Peter     Lin  is  as  old  as  Roberto   Preposi=ons:       (divided)  into,  divided  by,       2  mul=plied  by  6  and  X  exceeds  2  by  7     Passive  voice:       X  is  defined  as  a  number  greater  than  7.         Reversals:  The  number  a  is  five  less  than  b.     Logical  connectors:  if…then     If  a  is  posi=ve  then  -­‐a  is  nega=ve.   Discourse  Features   Mathematics   C o n t   e n t     Students  are   taught  different   ways  of  setting  up   and  solving   problems  around   the  world—look   out  for   opportunities  for   your  ELLs  to   share  the  ways   they’ve  learned  to   approach   problems  
  • 24. 24     Less-­‐used  Vocabulary     Use  of  dialects  and  regional   voice     Discourse  Features   Heavy  use  of  idiomatic   expressions,  cliches,  aphorisms     Time  and  voice  shifts,  differing   points  of  view       Direct  and  reported  speech   Literature   C o n t   e n t     ELLs  comprehend   more  readily   when  the  story  is   culturally  familiar   or  relevant  
  • 25. 25   Sheltered  Content  Instruction   2.    Modifying  Materials   Making  reading  and  listening  materials  comprehensible  so  that  ELLs  gain   access  to  the  core  content  concepts  is  essential  to  promoting  ELLs   academic  progress.   Some  modifications  include:                     Adding  a  glossary   Adding  visuals   Reducing  text  length  (Abridging)   Editing  out  portions  of  the  text   Creating  a  summary  of  key  points   Shortening  sentence  length   Expanding  in  sections  which  require  more  explanation   Providing  native  language  translation   Audio  versions  of  text  
  • 26. 26   Sheltered  Content  Instruction   3.  Adapting  Teacher  Talk   It’s  always  clear  when  a  content  teacher  makes  their  talk   comprehensible  to  their  ELL  audience.   Ques8ons  to  ask  yourself   Considera8ons   What  will  I  do  when  I  speak  to  make  my   speech  more  easily  understood  and   meaningful  for  my  learners?   Modify  your  speech  through  text  support,   visual  aids,  gestures,  expressions,  body   language,  slower  rate,  repe==on,  re-­‐ phrasing,  facing  students  rather  than  the   board,  and  word  choice.   How  will  I  know  my  input  is   comprehensible?     Assessment  checks  such  as  circula=ng,   thumbs  up/down,  pencils  up,  response   boards.  
  • 27. 27   Sheltered  Content  Instruction   4.  Building  Background  Knowledge   Sejong is a well known Daewang in Korea. Every Korean school child knows about him.
  • 28. 28   Rather  than  assume  prior  knowledge,  build  it   Sejong  is  a  well  known  Daewang  in   Korea.    Every  Korean  school  child   knows  about  him. Henry  the  VIII  is  a  well  known   Daewang  in  England.    Every  British   school  child  knows  about  him.   Questions  to  ask  yourself   Considerations   What  do  my  students  already  know  about  this   topic?  Do  they  have  cultural  knowledge  or   experiences  that  can  bridge  this  content?   Look  into  and  learn  cultural  references  that  can   bridge  your  students’  learning.   What  visual,  graphic,  video,  music,  map,   drawing,  etc.  can  convey  important  background   information  without  words?   Always  have  visuals!  
  • 29. 29   Sheltered  Content  Instruction   5.  Seeking  Cultural  Connections   How  can  students’  cultural  “funds  of  knowledge”  be  accessed  for   student  learning?   Consider:                 Finding  out  the  home  countries  and  language  heritage  of  your  ELLs   Learning  to  pronounce  names  and  asking  to  be  taught  some  expressions  in   students’  home  languages   Posting  word  walls  and  classroom  signage  in  multiple  languages   Finding  materials/websites/dictionaries/translations  of  materials  in  students’   home  languages   Drawing  students  into  conversations  about  cultural  practices  that  differ  (beyond   food  and  holidays),  to  include  notions  of  time,  politeness,  attitudes  towards  the   elderly,  family  obligations,  male/female  role  expectations   Purposefully  finding  authors,  stories,  and  texts  that  feature  the  home  countries   and  neighborhoods  of  your  ELLs    
  • 30. 30   English  Language  Development   English  Language  Development   1)  Understanding  the  linguistic  demands  of  the  performance  tasks   2)  Targeting  a  language  function   3)  Developing  Language  Objectives   4)  Structuring  activities  for  student  output   5)  Designing  vocabulary  instruction  
  • 31. 31   English  Language  Development:   1.    Understanding  the  linguistic  demands  of  the  performance  task   Consider  the  oral  and  wriEen   language  by  which  students  develop   and  express  content  understandings.     “Bricks  and  Mortar”   Bricks  are  the  nouns,  verbs,  adverbs  and  adjec=ves  that   are  rela=vely  easy  to  explain  to  language  learners.  They   convey  most  of  the  mee=ng  of  a  text,  we  can  usually   show  pictures  or  ac=ons  that  illustrate  them,  and  they   are  the  most  easily  learned.  However,  a  text  cannot  be   comprehended  without  mastery  of  the  mortar,  the   language  that  holds  the  brick  together  and  conveys  the   message.        
  • 32. 32   English  Language  Development:   2.    Targeting  a  Language  Function     Savignon  (1983)  describes  a  language  function  as  “the  use  to  which  language   is  put”.     Most  of  what  we  say  is  for  a  specific  purpose.  Whether  we  are   apologizing,  expressing  a  wish  or  asking  permission,  we  use  language  in   order  to  fulfill  that  purpose.  Each  purpose  can  be  known  as  a  language   function.     These  functions  require  particular  language  forms  to  be  enacted.    For   example,  what  language  is  involved  in  the  function  of  “Making   suggestions”?       In  addition  to  creating  situations  that  demand  the  function  be  used,   teachers  must  also  be  prepared  to  explain  and  show  students  that  there   may  be  a  large  number  of  possible  ways  to  fulfill  each  function  of   language.  
  • 33. 33   Language  Function  chosen  for  the  unit   Could  be  drawn  from:       the  task  (what  language  will  kids  need  to   use  when  they  do  the  ac=vity  in  this   lesson?)     student  language  learning  needs  (what   language  have  I  been  no=cing  kids  need  to   work  on?)     the  language  func=on  targeted  in  Common   Core  (what  language  will  kids  need  to  work   towards  the  specified  language  demand?)     Bloom’s  Taxonomy  and  Webb’s  Depth  of   Knowledge  are  good  places  to  find   Language  Func=ons  
  • 34. 34   English  Language  Development:   3.    Identifying  Language  Objectives   Imagine  the  content  objective  is  for  students  to  understand  the  differences  between  two:    Characters  (English),   Problem-­‐solving  approaches  (Math),  Plant  forms  (Science),  or  Governments  (Social  Studies).   Then  think  about  the  language  students  will  need  to  use  in  order  to  express  that  understanding.    The  best  thing  is  to   try  to  do  the  performance  task  yourself  and  then  look  back  at  the  language  there.   Language  Objec8ves  are  not  “created”  but  EXTRACTED  from  the  tasks  students  need  to  perform  in  the  lesson.   Language  Objec8ves:       Used  to  help  focus  the  instruc=on  and  assessment  on  students’  understanding  or  produc=on  of  language.       Breaks  down  the  language  func=on  and  makes  it  concrete  for  the  teacher  and  the  students.     Useful  for  clarity  around  what  language  the  teacher  wants  to  see  kids  using  in  the  lesson     Useful  for  clarity  around  what  language  the  teacher  should  be  modeling  and  promo=ng  in  the  lesson   Receptive  language  goals  (listening  or  reading):   Students  will  (listen  or  read)  to  identify  X  (language  structure)  such  as  Z  (vocabulary)  in  Y  (language  function).   Example:    Students  will  read  to  identify  transition  words  of  contrast  such  as  whereas,  on  the  other  hand  in  a   descriptive  paragraph.   Expressive  language  (speaking  or  writing  goal):   Students  will  (speak  or  write)  using  X  (language  structure)  to  Y  (language  function)  using  Z  (vocabulary).   Example:  Students  will  write  using  transition  words  of  contrast  to  describe  using  whereas  and  on  the  other  hand.  
  • 35. 35   Language  Objective  Examples   Problema8c  Language  Objec8ves:     Students  will  listen,  speak,  read  and  write  for  informa4on.    (too  broad)     Students  will  apply  their  knowledge  of  the  reading.    (not  developed  enough)     Students  will  write  a  persuasive  essay.  (too  large  for  a  lesson)     Students  will  write  down  four  interes4ng  facts  on  post-­‐its.  (an  ac4vity  not  a  learning  goal)     Students  will  analyze  characteriza4on  in  two  short  stories.  (ELA  not  ESL)     Students  will  learn  the  difference  between  famous  and  infamous.  (vocab  only)     Examples  of  Language  Objec8ves:     SWBAT  to  tell  a  friend  they  like  their  ouoit  using  a  variety  of  compliments  such  as  “I  love  that   sweater”  “that  color  looks  great  on  you”.       SWBAT  use  their  knowledge  of  word  roots  to  guess  meaning  of  a  group  of  words  all  star=ng  with   “inter”  in  a  reading  passage.       SWBAT  talk  to  a  partner  about  their  predic=ons  for  a  story  using  the  phrases  “I  predict  that…”   and  “I  think  that…”  and  the  future  “will”  tense.       SWBAT  write  in  the  condi=onal  form/  If  then  statements  of  “If  I  were  the  _____  then  I   would________  ”  and  “If  I  were  the  _____  then  I  would  not_____”  in  order  to  develop  a   persuasive  speech.       SWBAT  use  listening  skills  to  iden=fy  the  quali=es  of  tenement  apartments  such  as  “dank”,   “cramped”  and  “crowded”.       SWBAT  read  in  order  to  define  the  steps  of  how  sound  is  produced  using  the  words:    waves,   vibra=on,  loud,  soF.    
  • 36. 36   English  Language  Development:   4.    Structuring  activities  for  student  output  of  target  language     Once  you  are  clear  about  the  language   forms  you  wish  to  hear  students  using  in   their  talk  or  see  students  using  in  their   wri=ng,  you  will  beEer  be  able  to  model   those  forms  in  your  examples,  and   require  their  use  in  students’  ac=vi=es.     Sentence  starters,  vocabulary  banks,   prompts,  and  models  are  ways  to  make   your  expecta=ons  about  language  use   explicit  to  students  and  to  support  them     You  will  then  be  able  to  assess  their  use   and  provide  correc=ve  feedback  on  not   just  content  but  language  as  well.  
  • 37. 37   English  Language  Development:   5.    Designing  Vocabulary  Instruction   Why  do  so  many  ELLs  struggle  to  acquire  academic  language?   •  Lack  of  opportunity  to  develop  literacy  in  their  first  language   •  Lack  of  opportunity  to  learn  and  develop  academic  language   in  classrooms  due  to  insufficient:   School  “reverence”  for  instructional  time  for  ELLs   Collaboration  between  ESL  and  classroom  teachers   Discourse  adaptations  made  by  classroom  teachers   Development  of  language  objectives  within  lessons   Text  modifications  for  ELLs   Attention  to  vocabulary  
  • 38. 38   Why  focus  on  vocabulary   In  order  for  teachers  to  make  principled  choices  about   teaching  vocabulary,  we  need  to  understand:     what  “vocabulary”  is     how  words  are  learned     what  “knowing”  a  word  means     how  to  select  vocabulary  to  teach     ways  to  provide  vocabulary  instruc=on  
  • 39. 39   What  is  “a  vocabulary”?   Vocabulary  can  consist  of:     Variable  phrases:    It  has  come  to  ___attention  that…     Phrasal  verbs:  throw  +  up     Idioms:  let  the  cat  out  of  the  bag,  kind  of     Single  words:    tablecloth  –  coffee  cup     Set  phrases:    ladies  and  gentlemen  
  • 40. 40   How  words  are  learned     Multiple  neural  pathways  to   “retrieve”  the  word  must  be   constructed-­‐the  more  different   pathways,  the  better     These  neural  pathways  are   deeply  connected  to  personal   encounters  and  experiences   with  the  words     Multiple  neural  pathways  to   “retrieve”  the  word  must  be   traveled  frequently.    10-­‐12   active  retrievals  are  necessary   for  word  learning.  
  • 41. 41   Why  “knowing”  a  word  in  English  is  so  complex   Knowing  a  word  means  knowing  its:     •  ultiple  meanings   M •  onnotations   C •  pelling   S •  ronunciation   P •  art  of  speech   P •  requency   F •  sage   U •  ollocations   C And  it  needs  to  function  in  receptive   and  productive  skills  (listening,   speaking,  reading  and  writing)  
  • 42. 42   Thinking  about  your  ELLs  in  your  edTPA:       Writing  the  Instructional  Context   ①  Make  sure  to  find  out  about  which  students  in  your  class  are  currently  receiving  ESL  services,  and   which  ones  have  recently  exited  ESL.   ②  For  those  receiving  services,  find  out  their  language  proficiency  profile:    emergent  through  advanced.     Determine  whether  they  are  stronger  in  speaking  or  writing  skills.    Find  out  their  native  language   proficiency  levels.           ③  For  each  ELL,  find  out  what  type  of  ELL  profile  they  fit:    accelerated,  newcomer,  SLIFE,  LTELL,  ELLSE,   etc.   ④  Find  out  about  the  linguistic,  cultural,  and  community  “funds  of  knowledge”  of  your  ELLs.    Your  ELLs   bring  in  a  wealth  of  knowledge  you  can  draw  out  for  the  benefit  of  your  curriculum  and  the  class   community.           ⑤  Complete  the  chart  with  rich  contextual  and  biographical  information  on  your  ELL  students.    This  will   convey  to  the  scorers  that  you  are  committed  to  knowing  and  supporting  these  students  in  your   instruction.  
  • 43. 43   Thinking  about  your  ELLs  in  your  edTPA   Task  1-­‐Planning   ①  Use  a  lesson  planning  template  that  clearly  shows  your  content  AND  language  objectives  as  they  fit  within  a   single  language  function.   ②  Make  sure  that  your  language  objectives  do  not  simply  present  single  words  used  only  in  your  content  area.     Situate  the  vocabulary  in  usable  chunks  based  on  which  statements  students  will  need  to  make  in  speech  or   writing.   ③  Look  across  your  3-­‐5  lessons  and  make  sure  all  of  your  language  objectives  move  students  towards  a   particular  language  function,  and  recycle  rather  than  overload  vocabulary  that  doesn’t  get  used.       ④  Clearly  identify  the  modifications  and  supports  you  will  use  to  differentiate  the  learning  tasks  for  your  ELLs  in   your  plan—these  scaffolds  are  how  you  provide  language  supports  for  the  language  demands  placed  on   students  by  the  materials  and  tasks.   ⑤  Provide  access  to  ELLs  with  beginning  levels  of  English  proficiency  with  modified  materials,  especially   including  visuals  to  ensure  their  comprehension  of  the  content.   ⑥  Plan  assessments  that  can  enable  you  to  assess  your  ELLs’  understanding  of  your  content-­‐area  goals  as  well   as  moving  towards  the  language  function.   ⑦  In  your  planning  commentary,  be  prepared  to  cite  literature  on  the  teaching  of  your  content  area  to  ELLs  to   support  your  instructional  decisions.  
  • 44. 44   Thinking  about  your  ELLs  in  your  edTPA:       Task  2-­‐Instruction   ①  Think  about  intentional  grouping  or  pairing  to  make  sure  you  can  circulate  to  support  your  ELLs  with   beginning  or  intermediate  English  proficiency.   ②  Ensure  that  the  language  you  want  your  ELLs  to  practice  using  is  modeled,  and  required  during  the   student  learning  tasks.   ③  Capture  how  you  encourage  the  development  of  content  ideas  as  well  as  language  skills.   ④  Try  to  get  video  of  student-­‐to-­‐student  talk  using  the  target  language  forms.     ⑤  Plan  to  provide  targeted  feedback  to  your  ELLs  as  they  are  engaged  in  the  learning  tasks  and  capture  that   on  your  video.   ⑥  In  your  Instruction  commentary,  be  prepared  to  cite  literature  on  the  teaching  of  your  content  area  to   ELLs  to  support  your  instructional  decisions.  
  • 45. 45   Thinking  about  your  ELLs  in  your  edTPA:       Task  3-­‐Assessment   ①  Think  ahead  about  how  you  will  monitor  your  ELLs  progress  in  the  lesson  and  use  of  the  targeted  language   forms  during  the  lesson.   ②  Determine  what  evidence  of  both  content  learning  and  language  use  you  can  collect  at  the  end  of  your   learning  segment  for  analysis—remember  you  can  capture  written  as  well  as  spoken  artifacts  by  video  or   audio  recording  your  students.   ③  Ensure  that  you  include  ELL  learning  objectives  in  your  analysis  of  overall  class  performance  and  of  any   ELLs  that  you’ve  chosen  to  focus  on  as  your  target  learners.   ④  Remember  that  differentiated  assessments  (products)  are  sound  practice  for  ELLs  at  all  proficiency  levels.   ⑤  In  your  assessment  commentary,  be  prepared  to  cite  literature  on  the  assessment  of  your  content  area  to   ELLs  to  support  your  instructional  decisions.  
  • 46. 46   Resources  for  English  Language  Learners     Up://schools.nyc.gov/Academics/ELL/default.htm   h   YC  DoE  Informa=on  and  resources  for  teaching  ELLs   N   ww.colorincolorado.org   w   ite  for  teachers  and  parents  in  English  and  Spanish   S   Up://wida.us   h   ome  of  “Can-­‐Do”  English  language  development  standards  and  PD  materials   H  hUp://www.teachthought.com/learning/50-­‐incredibly-­‐useful-­‐links-­‐for-­‐ell-­‐   educators/      helpful  list  of  many  ESL  teaching  resources  sites   A   Up://translate.google.com   h   ot  like  human  transla=on  but  great  for  a  start  and  easy  to  copy/paste  English  text   N into,  then  choose  an  output  language-­‐almost  all  NYC  languages  represented  
  • 47. 47   Final  Tips  and  Take  Aways:     Collaborate  with  colleagues-­‐How  can  ESL  teachers  work  alongside  classroom   and  content  teachers?     Operate  from  a  strengths-­‐based  perspec=ve-­‐What  are  ELLs  bringing  to  the   classroom  and  what  are  they  able  to  do  in  more  than  one  language?     Consider  the  linguis=c  challenges  of  content-­‐area  materials—what  can  you   do  to  make  content  more  accessible?     Think  of  vocabulary  as  word  chunks  rather  than  single  words.    Plan  for   repeated  exposure  to  and  required  use  of  targeted  vocabulary/language     Integrate  language  goals  with  content  area  tasks—what  do  students  need  to   do  with  language  to  express  their  learning  of  your  content?    How  can  those   performance  tasks  shape  your  language  supports?