2. ESL Instructional Needs: A Practical Approach
•Evelyn Lugo Morales, Ed D TESL
• Universidad del Este, Carolina Campus
• 2012 Puerto Rico TESOL President
• June 28, 2012
• elugoprtesol2012@gmail.com

3. Pre Discussion
"Acquisition requires meaningful interactions in the target language in
which speakers are concerned not with the form of their utterances
but with the messages they are conveying and understanding."
a) Noam Chomsky
b) Stephen Krashen
c) Ana Uhl Chamot
d) Howard Gardner

4. Pre Discussion
The learning strategy I use most often as an adult learner is...
____ Listen selectively
____ Read selectively
____ Take notes
____ Cooperate
____ Use what I know
____ Classify
____ Make predictions
____ Problem solving

5. Dr E. Lugo Morales5
Contents
1. From Theory to Practice
– Characteristics of ELLs
– L 1 and L2 Usage
2. From Teaching to Learning
- CALLA
- Integrating Strategies
3. From Curriculum to Academic Outcomes
- Academic Outcomes
- Metacognitive Behaviors of ELLs
- Essential Questions
- Authentic Assessment
4. From here to the Global Village
– English as a Global Language
– Culturally Responsive Teaching

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From Theory to Practice
Characteristics of ELLs
L 1 and L2 Usage
1

7. Characteristics of Young ELLsCharacteristics of Young ELLs
As Chomsky (1969) demonstrated, children between 5 and 10 years
old are still acquiring the structures of their first language.
◦ Older learners have the foundation of a fully developed first
language
when they begin acquiring a new language,
◦ Children are perfectly capable of acquiring two or more
languages
there is no evidence that this process produces any negative
consequences
◦ In many parts of the world it is the norm, rather than the exception, for
children to grow up bilingual or multilingual (De Houwer, 1999)
 young children do not have a fully developed native language on
which to base the learning of a second.
http://www.cal.org/resources/digest/0301coltrane.html
Dr E. Lugo Morales7

8. Children need to develop their native
language(s) along with English
• Because
◦ their primary mode of communication with their
parents, extended families, and community
members is their native language.
• So,
◦ they need meaningful interaction opportunities in
both languages, including verbal interaction and
engagement with printed materials such as books
and other media.
http://www.cal.org/resources/digest/0301coltrane.html
Dr E. Lugo Morales11

9. Learning English as an Additive Process
provides a nurturing, supportive environment for
children, which can lead to improved self-esteem and
help foster positive relationships with parents and
communities
◦ children’s native language is a valuable asset to be
fostered.
◦ learning English will not result in the loss of the native
language
http://www.cal.org/resources/digest/0301coltrane.html
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From Teaching to Learning
CALLA
Integrating Strategies
2

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12. Academic Needs of English
Language Learners
•Develop academic vocabulary
•Read to acquire new information
•Understand information presented
orally
•Participate in classroom discussions
•Write to communicate their
knowledge and ideas
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13. My students say….
Students in my class say that the best way to
improve English is by :
○ listening to the language from different contexts
○ reading from different sources
○talking about topics that they can relate to
○searching for answers to their concerns
○reacting to different learning situations from their own
perspective.
○sharing with others their talents and interests
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14. Cognitive Academic Language
Learning Approach
(CALLA)
“Shifting the focus from teaching to learning”
2/18/2012
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15. The Cognitive Academic Language Learning Approach (CALLA) is an
instructional model for second and foreign language learners based on
cognitive theory and research. CALLA
• integrates instruction in priority topics from the content
curriculum
• develops the language skills needed for learning in school
• focuses on explicit instruction using learning strategies for
academic
tasks.
The goals of CALLA are for students to learn essential academic
content and language and to become independent and self-regulated
learners through their increasing command over a variety of strategies
for learning in school.
CALLA can be used in ESL, EFL, bilingual, foreign language, and general education
classrooms.
CALLA
The CALLA Model: Strategies for ELL Student Success p. 16 ©2005 Chamot & RobbinsDr E. Lugo Morales18

16. • Developing abilities to work
successfully with others in a
social context
• Learning through hands-on,
inquiry-based, and cooperative
learning tasks
• Increasing motivation for
academic learning and confidence
in their ability to be successful in
school
• Evaluating their own learning and
planning how to become more
effective and independent
learners
• Valuing their own prior
knowledge and cultural
experiences
• Learning the content knowledge
and the language skills
• Developing language awareness
and critical literacy
• Selecting and using appropriate
learning strategies and study
skills
CALLA's principal objectives are to
assist students in:
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17. The Cognitive Academic Language Learning
Approach
Cognitive-Social
Learning
Authentic Learning
Academic Language
Learning Strategies
Social context and
interaction
Linked to student’s
prior experiential
and cultural
knowledge
Language development
through
content across all
curriculum areas
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18. Integrating Content, Language, and
Learning Strategies
PREPARATION
PRESENTATION
PRACTICE
EVALUATION
EXPANSION
CALLA’S FIVE PHASES
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19. Preparation
• Provide overview and
objectives
• Elicit students’ prior
knowledge
• Develop vocabulary
• Help students make
connections
• Remind students to use
the learning strategies
they know
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20. Presentation
• Address different learning
preferences
• Model reading and writing
processes explicitly
• Explain learning strategies
• Discuss connections to
students’ prior knowledge
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21. Practice
• Use interactive activities
• Use authentic content
and language tasks
• Ask students to use
learning strategies
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22. Evaluation
• Student
metacognition
• Self-assessment
• Teachers evaluate
students’
achievement
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23. Expansion
• Students apply what they
have learned to their own
lives
• Students extend their
understanding to other
content areas
• Students relate new
information to their own
experience
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From Curriculum to Academic Outcomes
Academic Outcomes
Metacognitive Behaviors of ELLs
Essential Questions
Authentic Assessment
3

25. “If you don’t know where
you are going, you’ll end up
somewhere else.”
Anonymous
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26. Academic Outcomes
 The Blue Print Concept: “Lessons without maps are like builders without a plan. They
have a bunch of really cool tools but don’t know where to use them!” H.H. Jacobs
◦ Teaching:
 without relating it to student’s schema.
 memorizing and never teaching the why of the teaching purpose.
 and testing facts but not evaluating its affects as a learning experience.
 concepts on paper without using them through authentic language situations
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27. Content
• Content is the subject matter itself; key concepts,
facts or events
• It’s what you teach
• Content is written in noun form
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28. Skills
• What skills does a student need in order to
demonstrate mastery of the content?
• Skills start with action verbs
• Can be assessed, measured, or observed
• Must support the “big idea”
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31. Essential Questions
•Essential questions are questions that help
structure a unit or lesson
•Structure the unit around 2 to 5 essential
questions
•Use questions as the scope and sequence of
a unit
•Embrace the appropriate standards
Based on the research and presentations of Dr. Heidi Hayes Jacobs
Dr E. Lugo Morales34

32. Develop Essential Questions That:
•Focus instruction and organize student
learning
•Push students to higher levels of thinking.
•Help students make connections beyond
the content being studied.
Based on the research and presentations of Dr. Heidi Hayes Jacobs
Dr E. Lugo Morales35

33. Teaching the Essential Question
Teach students the essential questions before you begin the unit
Essential Questions are like
“Mental Velcro”
Students should focus on any & all information that “sticks” to the
essential question.
Always POST your Essential Questions
Based on the research and presentations of Dr. Heidi Hayes Jacobs
Dr E. Lugo Morales36

34. Examples of NOT Getting the
“Big Picture”
(Incorrect Mapping)
Teaching the algebraic substitution method without
relating it to graphing.
Memorizing the periodic table and never teaching
why the order of elements exists.
Conjugating verbs on paper without ever using them
in conversation.
Based on the research and presentations of Dr. Heidi Hayes Jacobs
Dr E. Lugo Morales37

35. Sample Essential Questions
Athletics/Sports
How can I improve my eye/hand coordination?
What skills and techniques are used in basketball?
How can I be a successful team player?
How can I control my body during games?
Based on the research and presentations of Dr. Heidi Hayes Jacobs
Dr E. Lugo Morales38

36. Sample Essential Questions
FABLES
What is the meaning of Folktale?
What is the difference between folktales and fables?
How do we learn lessons in life through understanding fables?
How do we learn lessons in life through fables?
What qualities of yourself would you like to share with others?
Based on the research and presentations of Dr. Heidi Hayes Jacobs
Dr E. Lugo Morales39

37. Reasons for Lack of Comprehension
Five reasons for lack of reading
comprehension are listed below (the first
four are from Twining, 1991).
•Failure to understand a word
•Failure to understand a sentence
•Failure to understand how sentences
relate to one another
•Failure to understand how the
information fits together in a
meaningful way (organization)
•Lack of interest or concentration
http://www.muskingum.edu/~cal/database/general/reading.html#BGMenu
Dr E. Lugo Morales41

38. Metacognitive Behaviors of Good and Poor Read
GOOD OR MATURE READERS POOR OR IMMATURE READERS
BEFORE
READING
•Activate prior knowledge
•Understand task and set purpose
•Choose appropriate strategies
•Start reading without preparation
•Read without knowing why
•Read without considering how to approach
the material
AFTER
READING
•Reflect on what was read
•Feel success is a result of effort
•Summarize major ideas
•Seek additional information from outside
sources
•Stop reading and thinking
•Feel success is a result of luck
Students with good versus poor reading skills demonstrate distinct cognitive
behaviors before, during, and after reading an assignment. The following chart from
Cook (1989) summarizes these behaviors.
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39. Metacognitive Behaviors of Good and Poor Readers
GOOD OR MATURE READERS POOR OR IMMATURE READERS
DURING
READING
•Focus attention
•Anticipate and predict
•Use fix-up strategies when lack of understanding
occurs
•Use contextual analysis to understand new terms
•Use text structure to assist comprehension
•Organize and integrate new information
•Self-monitor comprehension by ...
o knowing comprehension is occurring
o knowing what is being understood
•Are easily distracted
•Read to get done
•Do not know what to do when lack of
understanding occurs
•Do not recognize important vocabulary
•Do not see any organization
•Add on, rather than integrate, new
information
•Do not realize they do not understand
Students with good versus poor reading skills demonstrate distinct cognitive
behaviors before, during, and after reading an assignment. The following chart
from Cook (1989) summarizes these behaviors.
Dr E. Lugo Morales44

40. Tips To Help Improve Comprehension
Essential Words
• Focus on key words in the text. Emphasize verbs and nouns only.
Review and Summarize
• Identify the main idea of each paragraph. Develop your own summary of
the chapter and compare it to the summary presented in the book.
Make Reading More Active
• Stimulate the auditory sense by reading aloud or listening to tape
recordings of the text .
• Take notes during or after reading difficult material .
Make Reading Interactive
• Work with another student. Read to each other, and take turns
summarizing sections or chapters of text.
• Relate the material to personal experiences.
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41. Tips To Help Improve Comprehension
• Review Questions
– Evaluate understanding of the material by answering the
review questions at the end of the chapter and
workbooks.
– Make up your own by converting the section headings
into questions.
• Words and Definitions
– Look up the definitions of all unfamiliar words.
– Compile a written list of unfamiliar words and definitions.
– Record the words and definitions on audio tapes and
listen to them for review. pages
– Place a colored paper clip on the glossary for quick
access.
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42. LINCS STRATEGY
LINCS is a task-
specific strategy
student use to learn
vocabulary.
The strategy is useful
in improving reading
comprehension in
those cases when
vocabulary words are
used repeatedly in
the readings.
LIST the parts you need to know.
Identify a term you need to know.
Analyze the definition of the vocabulary word.
Identify the most important parts of the definition.
List the key parts of the definition you need to remember on
a study card.
IMAGINE a picture.
Create a picture in your mind of the term's meaning.
Describe the image using real words.
NOTE a reminding "sound-alike" word.
Think of a familiar word that sounds like the new term or
part of the new term.
CONNECT the terms in a story.
Make up a short story about the meaning of the term that
uses the sound-alike word.
Create an image of the story in your mind.
SELF-test.
Dr E. Lugo Morales48

43. Authentic Assessment
Dr E. Lugo Morales49

44. Authentic Assessment
A form of assessment in which students are asked
to perform real-world tasks that demonstrate
meaningful application of essential knowledge
and skills
Actively involves students in a process that joins
what is taught, how it is taught, and how it is
evaluated
Dr E. Lugo Morales50

45. How is Authentic Assessment similar
to/different from Traditional Assessment?
TRADITIONAL
ASSESSEMENT
Example- multiple choice
tests
Purpose- to determine
whether students have
obtained the knowledge and
skills necessary
Goal- for students to become
productive citizens
AUTHENTIC
ASSESSMENT
Example- performing a task
Purpose- to determine
whether a student is capable
of performing meaningful
tasks in the real world
Goal- for students to become
productive citizens
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46. Authentic Assessment: English
Traditional Assessment
Write a paper
demonstrating the
point of view of
your selected
Olympic athlete
Authentic Assessment
Students conduct
interviews of
Olympic
participants & role
play the part of the
participant
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47. Dr E. Lugo Morales53
From here to the Global Village
English as a Global Language
Culturally Responsive Teaching
4

48. http://www.hawaii.edu/hga/GAW97/greeting.html
Greetings in Different Cultures
GREETINGS!
Mary Frances Higuchi, 9/95
Purpose: The way people greet each other is seen in every
place, whether it's a village, town, city, or country. Greetings
are universal, some being very unique.
•Some people wave, others shake hands, bow, or hug each
other.
•Some have no distinctions between a friend or someone
they meet for business - they say the same greeting.
• Others make that distinction and have different wordings
for different "levels" of people.
• Sometimes, not knowing the etiquette in one culture may
be bad manners in another.
Task: Use the greetings as a way to introduce students to a
variety of cultures.

49. http://www.hawaii.edu/hga/GAW97/greeting.html

50. http://www.hawaii.edu/hga/GAW97/greeting.html
GREETINGS!
Mary Frances Higuchi, 9/95

51. Global English
Global issues have raised the need for people to be able
to communicate effectively in English:
•English is spoken as a first language by more than 300
million people throughout the world, and used as a second
language by many millions more.
•The main regional standards of English are
British, US and Canadian, Australian and New Zealand,
South African, Indian, and West Indian.
•Within each of these regional varieties a number of highly
differentiated local dialects may be found.
•Within the next few years the number of people speaking
English as a second language will exceed the number of
native speakers.

52. The English Language Around The World
University Campus, India:
NO TRESPASSING WITHOUT
WRITTEN PERMISSION.
Hotel bedroom, India:
GUESTS ARE REQUESTED NOT TO
SMOKE OR DO OTHER DISGUSTING
BEHAVIOURS IN BED.
Doctor's surgery, India:
SPECIALIST IN WOMEN AND OTHER
DISEASES.

53. Culturally Responsive
Teaching
Geneva Gay, in Culturally
Responsive Teaching – Theory
Practice and Pedagogy (2004),
defines culturally responsive
pedagogy as the use of cultural
knowledge, prior experience,
frames of reference, and
performance styles of ethnically
diverse students to make learning
encounters more relevant to and
effective for them.

54. Sharroky Hollie is an assistant professor in
teacher education at California State University,
Dominguez Hills.
His expertise is in the field of professional
development, African-American education, and
second-language methodology.
Professor Sharroky is the Executive Director of
the Center for Culturally Responsive Teaching
and
Learning (CCRTL) and the co-founding
director of the nationally acclaimed
Culture and Language Academy of
Success (CLAS).
Copyright ©2008 by Pearson Education, Inc. All rights reserved.
0-13-606952-5

55. Goals of Multicultural Education
1. Educational Equity
2. Development of an informed and inquisitive
multicultural perspective
3. Empowerment of students
4. Development of a society that values cultural
pluralism
5. Intercultural/ Interethnic/ Intergroup
understanding in the classroom, school, and
community
6. Freedom for individuals and groups
7. Expanded Knowledge of various cultural, and
ethnic groups
http://www.intime.uni.edu/multiculture/school/school.htm
Davidman, L., & Davidman, P.T. (1997). Teaching with a multicultural
perspective: A practical guide (2nd
ed.). New York: Longman Publishers.

56. Intercultural
Awareness
The concept of Intercultural
Awareness is not new and
has been receiving
particular attention in the
English Language Teaching
(ELT) field worldwide.
As teachers of English, we
need to bring this diversity
into our classrooms

57. THE ENGLISH LANGUAGE
AROUND THE WORLD
THE LEARNER AS ETHNOGRAPHER
Ideas for Teaching about Different Countries and Cultures
CULTURAL VALUES AND ATTITUDES
Tell a Tale: Exploring Common Themes in traditional Folk
Tales Across Cultures
CHALLENGING STEREOTYPES
Citizen of the World
An Island Like You by Judith Ortiz Cofer

58. The Additive Approach
Content, concepts, themes, and perspectives are
added to the curriculum without changing its
basic structure.
Incorporates literature by and about people
from diverse cultures into the mainstream
curriculum without changing the curriculum.
For example, examining the perspective of a
Native American about Thanksgiving would be
adding cultural diversity to the traditional view of
Thanksgiving. However, this approach does not
necessarily transform thinking (Banks, 1999).

59. The Contributions Approach
Select books and activities that celebrate
holidays, heroes, and special events from
various cultures.
For example, spending time reading about Dr. Martin
Luther King in January is a common practice that falls into
this category.
In this approach, culturally diverse books and issues
are not specified as part of the curriculum (Banks, 1999).
http://www.intime.uni.edu/multiculture/curriculum/curriculum.htm

60. The Transformation Approach
This approach actually changes the structure of
the curriculum and encourages students to view
concepts, issues, themes, and problems from
several ethnic perspectives and points of view.
For example, a unit on Thanksgiving would
become an entire unit exploring cultural conflict.
This type of instruction involves critical thinking
and involves a consideration of diversity as a basic
premise (Banks, 1999).

61. The English Language Around The
World
Poster, USA:
ARE YOU AN ADULT THAT CANNOT READ? IF SO,
WE CAN HELP.
Restaurant, India:
OPEN SEVEN DAYS A WEEK, AND WEEKENDS
TOO.
Automatic hand dryer in public lavatory, USA:
DO NOT ACTIVATE WITH WET HANDS.
Hotel Lobby in Romania:
The lift is being fixed for the next day. During that
time we regret that you will be unbearable.

62. This is not an option…

63. References:
Kauchak and Eggen. (1998). Learning and
Teaching: Research Based Methods
Ornstein and Lasley. (2000). Strategies for
Effective Teaching

64. Thank you
Evelyn Lugo Morales, Ed D TESL
elugoprtesol2012@gmail.com