1. SCHOOLING & CURRICULUM Filipino American Education Institute
Dr. Doris Christopher –UH Manoa
Sheri Livingston – Kalakaua Middle
July 1, 2010

2. Part I. Schooling Background
Educational Needs of Filipino Immigrant Students
- Chattergy & Ongteco article – 1991 (from homework).
Group work

3. Part II Conceptual Background
BICS: Basic Interpersonal Communication Skills
Social language used in everyday interactions;
playground language
CALP: Cognitive Academic Language Proficiency
Language used in schooling
Cummins 1979

4. How long? 2 years = Conversational English (BICS)
4 - 7 years = Academic English (CALP):
for bilingually* schooled students achieving on grade level in L1 to reach on grade level* in L2 (English).
5 - 7 years = immigrants schooled all in the L2
but who have had years of schooling on grade level in the home country
7 – 10 years = With no L1 instruction, schooled all in L P. 35 – 37 Thomas & Collier
Quality bilingual programs with with experienced bilingual teachers
At the 50% percentile or NCE [normal curve equivalent] is what is typical for native English speakers
700,000 school records examined in 5 large school districts – Thomas and Collier, 1997

5. Impacts Bilingually* schooled students: But, ELLs schooled all in L2:
Can sustain their gains in L2 (English) as they move through secondary school.
But, ELLs schooled all in L2:
tend to go back down in achievement as they reach the upper grades (compared to native English speakers)
P. 35 – 37 Thomas & Collier
Quality bilingual programs with experienced bilingual teachers

6. Impacts
At first, ELLs in grades K-3 (schooled all in L2) make dramatic gains!
can mislead admin & teachers to assume that this will continue.
P. 35 – 37 Thomas & Collier

7. How does this happen?
True = ELLs in all program types achieve significant gains each year.
But ELLs schooled all in L2 may gain 6-8 months (out of 10-month academic yr) as they reach middle and high school
native English speakers gain 10 of the 10 months.
The gap becomes wider each academic year. P. 35 – 37 Thomas & Collier
50% percentile or NCE (normal curve equivalent) is what is typical for native English speakers

8. WHY? (Does it take so long?)
Yes, language acquisition is a complex process that is also developmental
But the main reason?
Native English speakers are not standing still waiting for ELLs to catch up with them. Thomas & Collier, p. 41

9. Non -Predictors of academic achievement in L2
Generalized socioeconomic status (SES)
is bound up with & not separable from others:
family aspirations/hopes
previous SES in home country
amount of parents’ formal schooling
Parents’ level of proficiency in English

10. Predictors of academic achievement in L2
Powerful predictors:
The amount of formal schooling in L1
The most powerful predictor
Parental education level [some data to support this]
School program!

11. Type of L2 Instruction
Teach the English language AND the full curriculum in the L2
Through ESL content, or
Sheltered academic instruction
In a socially supportive environment
Challenge ELLs to work at age-appropriate level through L2
Make material meaningful for their level of proficiency in L2 Thomas & Collier, p. 51

12. Citation for Cummins 1984.

13. CALP: What is Academic Language Proficiency?
Knowledge of academic language:
complex syntax
academic vocabulary
a complex discourse style
Knowledge of specialized subject matter:
the content of subjects such as
algebra
history
literature, etc.
Krashen and Brown 2007

14. Academic Language: Used in school and the professions
the language of story problems in math
social studies
science texts, and so on
Outside of school:
the language of business and finance
science
politics
Krashen and Brown 2007

15. Some Factors that Influence Literacy
L1 literacy in ELLs transfers to L2 literacy
If not literate in L1:
then ELLs will take longer to achieve literacy in their L2 (English)
Proficiency in academic language can then take 7-10 years

16. Homework Link
Principle #2:
Fluency in everyday conversation is not sufficient to ensure access to academic texts and tasks
(NWREL 2008)

17. Homework Link Cont’d. - Academic English:
Is more complex
Has specific vocabulary
Has different syntactical forms
use of passive voice & the conditional
Is less dependent on context
which gives fewer clues to meaning
Relies on very precise references

18. Good Instruction - By Itself
Does not provide ELLs with the language development they need to build proficiency (NWREL, 2008, p. 7)
Therefore: working successfully with ELLs is not ‘just good teaching’

19. ELLs Need Comprehensible input Modifications and supports
information conveyed in a manner so that ELLs can understand most of it even if not every word (Krashen 1981)
Modifications and supports
Which depend on:
language proficiency
literacy background
prior level of education

20. Stages of Language Acquisition
Handout: ‘Chart of Stages and Strategies’
Silent/Receptive
Early Production
Speech Emergence
Intermediate/Advanced Proficiency
Handout: ‘CALLA: Academic Language Functions’

21. Part III: Scaffolded Reading Experiences [SRE] - Introduction
An SRE is a set of activities for
prereading,
during-reading, and
postreading
specifically designed to assist ELLs in successfully reading, understanding, and learning from a particular selection. (Fitzgerald & Graves, 2004, p. 15)

22. SRE Re-defined
Analyzing, preparing, and implementing a successful reading experience for ELLs,
no matter what the content area,
by creating prereading, during reading, and post reading activities.

23. How?? consider your students the text they are reading
what you want them to gain from their reading
Create a range of options that you prepare (for pre-, during, & post)
To help them read
To help them reach your objectives

24. Components for SREs
See component list – (handout)

25. Part IV: SRE Concept #1 Activating background knowledge differs from
Building background knowledge. [Principle #4, 2008 NWREL p. 22]

26. SRE Concept #1 - Example
Please read silently:
“An ontological viewpoint does not negate the influence of otherness in the conception of self.”

27. SRE Concept #1 Was that sentence easy or difficult to understand?
Why? [Discuss with a partner]
Reasons:
complex structure (use of negatives)
unknown or difficult topic
unknown vocabulary
Hence, ontology is inquiry into a being in so much as it is a being, or into beings insofar as they exist, and not insofar as, for instance, particular facts obtained about them or particular properties relating to them.

28. Activate, or Build? Activating background knowledge:
If a word is already known in the L1, then translating it, or giving the meaning, is
putting a new label on an already-understood concept.
[Vocabulary work]

29. Activate, or, Build Building background knowledge:
If the concept or idea is new, then giving a new label [vocabulary work] is not enough.
You have to teach the concept AND provide the label.

30. SRE Concept #2: Length of SREs
Not all SREs must be long or extensive.
Structure of SREs – handouts
‘Waves’ example
‘The Girl Who Struck Out Babe Ruth’ example

31. SRE Concept #3: Literacy Skills
SREs do not teach emergent literacy skills
They do support, or scaffold, the reading experience for ELLs to help them access understanding via activities that include:
Prereading
During reading
Post-reading

32. SRE Concept #4: Make Your Instructional Delivery Comprehensible
Handout: ‘Top Ten Things Teachers Can Do’
Add non-verbal cues to convey meaning through:
dramatization
gesture
pictures
graphic organizers
concrete objects (Peregoy & Boyle, p. 126)

33. Make Your Instructional Delivery Comprehensible – Cont’d.
Verbal strategies:
paraphrase
repeat key vocabulary in context
summarize main points
repeat information
review frequently
avoid idioms and slang
enunciate clearly without raising your voice. (Peregoy & Boyle, p. 126; Reed & Railsback, 2003, pg )

34. SRE Concept #5: Use all 4 language skills
Incorporate listening, speaking, reading, and writing into an SRE as much as possible
These language skills interact and support each other.
Oral and written language are intertwined in our day-to-day lives. (Peregoy & Boyle, p. 119)

35. SRE Concept #5 Four Skills Cont’d. Listening and Reading
Are receptive* skills, but not passive
Listeners and readers actively take the speakers’ words and recreate the message to comprehend it.
Thus, when you assist students with listening comprehension --
you are assisting them with reading comprehension. (Peregoy & Boyle, p. 119)
Receptive: messages are received by ear or by eye and meaning is reconstructed based partly on prior knowledge

36. SRE Concept #5 Four Skills Cont’d. Speaking and Writing
are productive uses of language
The speaker (or writer) must create the message for an audience.
Thus, when you assist students with spoken composition --
you are assisting them with written composition. (Peregoy & Boyle, p. 119)

37. SRE Concept #6: Pre-reading
(Presenters will model this shortly)

38. SRE Concept #7: During Reading
(See list of Components handout)

39. SRE Concept #8: Post-Reading
Involves ELLs in processing the material in some way.
Not all reading selections are meant to be ‘digested’, but
some sort of postreading experience is often appropriate.
Trip analogy: Do you take a trip and promptly forget about it?
Or, do you keep the memory alive and scrapbook it, organize slides, a video, or photos to share? (Fitzgerald & Graves, p. 207)

40. Post-Reading
Postreading activities allow students to re-live the reading experience:
discover new insights to take
explore ways to act on those discoveries
extend ideas
explore new ways of thinking, doing, seeing
to invent and create
build bridges to other experiences, whether those take place in their lives or in other texts (Fitzgerald & Graves, p. 207)

41. Post-Reading
Students do more than recall what they have read and demonstrate understanding. They also:
“apply, analyze, synthesize, evaluate, and elaborate the information and ideas created through reading the text, and,
connect the information and ideas to their prior knowledge,
to other things they’ve read,
to information and ideas they already have, and
to the world in which they live.” (Fitzgerald & Graves, p. 206)

42. Part V. Modeling an SRE: Prereading
Using a content lesson
Materials to use:
Guidesheet for analysis of content lesson:
assumed prior knowledge
language components
CALLA for strategies & content areas
NWREL 2008 for content areas
Knowledge taxonomy verb list and sentence stems

43. Vocabulary Some types: Content-specific General academic vocabulary
Idioms
Compound words

44. Common Words, but Content-Specific Meanings
Math
Set
Table
Times
Plot
Science
Medium

45. Math Vocabulary: Variety for same operation
The ‘+’ symbol can be referred to orally or in writing as:
plus
added to
and
combine
sum
increased by
Subtraction can be signaled by:
subtract from
decreased by
less
minus
differ
less than
(Peregoy & Boyle, p. 135)

46. Other: Content-Specific vs General Academic Language
Math content specific:
hypotenuse
parabola
numerator
denominator
addend
sum
Math academic:
combine
describe
Science example: (show vocab for on the human nervous system Hiebert, best practices for ELLs,
page 5, slide 6

47. Other: Compound Words & Idioms
[show E. H. Hiebert, “1c_Hiebert.pdf” on the 5 vocabularies of school
page 3, slide 3

48. Other: Phrasal Verbs Examples Look at Look into Look around Look up
Look through
Look over
Look after
Meanings
See
Investigate
Search
Find (as in the dictionary)
Scan
Examine; study
To take care of; care for

49. Part VI: SREs & Curriculum analysis by participants
Small group work on lessons
Participants analyze - using the same materials we modeled
Participant reports

50. Reference List
Chamot, A. U. and O’Malley, J. M. (1994). The CALLA handbook: Implementing the cognitive academic language learning approach. Reading, MA: Addison-Wesley.
Chattergy, Virgie and Ongteco, Belen C. (1991). Educational needs of Filipino immigrant students. In J. Y. Okamura, A. R. Agbayani, and M. T. Kerkvliet (Eds.), The Filipino American Experience in Hawaii: In commemoration of the 85th anniversary of Filipino Immigration to Hawaii, pp. 142 – 152. Social Process in Hawaii, vol 33. Department of Sociology: University of Hawaii at Manoa.
Cummins, J. (1984). The role of primary language development in promoting educational success for language minority students. In California State Department of Education, Sacramento Schooling and language minority students: A theoretical framework, pp 16 – 62. Washington, D.C.: Office of Bilingual Bicultural Education, Department of Education. ED
Cummins, J. (1979) Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, 19, ED
Deussen, Theresa; Autio, Elizabeth; Miller, Bruce; Lockwood, Anne Turnbaugh; Stewart, Victoria. (2008). What teachers should know about instruction for English language learners: A report to Washington State. Portland, OR: Northwest Regional Educational Laboratory.

51. Reference List Cont’d.
Fitzgerald, J., & Graves, M. F. (2004). Scaffolding reading experiences for English language learners. Norwood, MA: Christopher-Gordon.
Hiebert, Elfrieda H. (June 5, 2008). Increasing the comprehension of English language learners: The fluency/vocabulary connection. Conference presentation. Conference title: Best Practices for ELLs: Building Academic Success. Hosted by New York Department of Education, the Office of English Language Learners. Retrieved "hiebert-best-practices-for-ell.pdf" on from
Hiebert, Elfrieda H. (October 6, 2008). Reading content-area texts: What's involved for English language learners. Conference presentation. Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE) conference title: ‘Math, Science, & Social Studies: A Focus on English Language Learners in Middle School’. Minneapolis, MN. Retrieved “1c_Hiebert.pdf” on from
Krashen, S. (1981). Second language acquisition and second language learning. Oxford: Pergamon Press.
Krashen, Stephen D., & Brown, Clara Lee. (2007). What is academic language proficiency? Research Papers - Singapore Tertiary English Teachers Society (STETS), Review 6, 1-4. Retrieved April 13, 2010 from

52. Reference List Cont’d.
Krashen, S. & Terrell, T. D. (1993). The natural approach: Language acquisition in the classroom. San Francisco, CA: The Alemany Press.
Peregoy, S.F. & Boyle, O. (2008). Reading, writing and learning in ESL: A resource book for K-12 teachers (5th ed.). Boston: Pearson Education.
Reed, B. & Railsback, J. (2003). Strategies and Resources for Mainstream Teachers of English Language Learners. Northwest Regional Educational Laboratory.
Thomas, W.P., & Collier, V. (1997). School effectiveness for language minority students. (NCBE Resource Collection Series No. 9). Washington, DC: National Clearinghouse for Bilingual Education. Retrieved April 18, 2003, from