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Alamance-Burlington School System Beginning Teachers ESL Student and Program Information.

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Presentation on theme: "Alamance-Burlington School System Beginning Teachers ESL Student and Program Information."— Presentation transcript:

1 Alamance-Burlington School System Beginning Teachers ESL Student and Program Information

2 2 Burning Questions Some things to think about….. ESL program ESL program English Language Learners (ELLs) English Language Learners (ELLs) Curriculum Curriculum State testing State testing

3 3 Understanding Second Language Terminology ESL – English as a Second Language ESL – English as a Second Language ESOL – English for Speakers of Other Languages ESOL – English for Speakers of Other Languages ELL – English Language Learner ELL – English Language Learner LEP – Limited English Proficient LEP – Limited English Proficient

4 4 North Carolina ELLs by Language Spanish 123,841 Spanish 123,841 Chinese 3,761 Chinese 3,761 Hmong 3,622 Hmong 3,622 Vietnamese 2,530 Vietnamese 2,530 Arabic 2,331 Arabic 2,331 Korean 1,731 Korean 1,731 French 1,478 French 1,478 Russian 1,259 Russian 1,259 Hindi 1,074 Hindi 1,074 Gujarati 808 Gujarati 808

5 Your LEPS Eastlawn 191 LEPs Projected, 3 ESL Teachers Haw River 181 LEPs Projected, 3.5 ESL Teachers North Graham 85 LEPs Projected, 2 ESL Teachers South Graham 161 LEPs Projected, 3 ESL Teachers Graham Middle 107 LEPs Projected, 2 ESL Teachers 5

6 What kind of Support can you get for these LEPs? Collaboration with ESL Teachers Collaboration with ESL Teachers Co-teaching and Co-planning Co-teaching and Co-planning ESL Professional Development ESL Professional Development ABSS Professional Development integrating ESL Student Needs ABSS Professional Development integrating ESL Student Needs ESL Pull-out by ESL Teachers ESL Pull-out by ESL Teachers Some Interpreting/Translating Support Some Interpreting/Translating Support 6

7 7 Negative Manifestations of Culture Shock Elementary Student Crying Crying Refusing to go to school Refusing to go to school Bed wetting Bed wetting Stomach aches Stomach aches Falling behind Falling behind Nightmares Nightmares Frequent visits to health room Frequent visits to health room Elective mutism Elective mutism

8 8 Time Spans for Language Acquisition 1 to 3 years BICS Social Language Native English Speakers English Language Learners 7 to 10 years CALP Academic Language Source: James Cummins (1984) and Virginia Collier (1987)

9 9 Social vs. Academic Language Social Language Academic Language Social Language Academic Language Open the door, please. Would you like to get a coke? At what time do we go home? Tell me what you liked about the movie. Do you want to play? Define mammal. Compare and contrast Saturn and Jupiter. Paraphrase the paragraph. What is the main idea of this paragraph? Write a summary for your story.

10 10 Social vs. Academic Language Social Language Academic Language Social Language Academic Language Simpler language. Simpler language. Usually face-to-face, small number of people, informal setting. Usually face-to-face, small number of people, informal setting. Precise understanding is seldom required. Precise understanding is seldom required. Many opportunities to clarify. Many opportunities to clarify. Technical vocabulary. Technical vocabulary. Often lecture-style communication or reading a textbook; little situational context. Often lecture-style communication or reading a textbook; little situational context. Precise understanding and precise explanation is required. Precise understanding and precise explanation is required. More difficult to clarify. More difficult to clarify.

11 11 FACTORS AFFECTING SECOND LANGUAGE ACQUISITION Self-Esteem Anxiety AttitudesAndMotivation Age Native Language

12 Circle of Friends Circulo de Amigos 12

13 13 WIDA Standards Standard 1: English Language Learners communicate for Social and Instructional purposes within the school setting. Standard 1: English Language Learners communicate for Social and Instructional purposes within the school setting. Standard 2: ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts. Standard 2: ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts. Standard 3: ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics. Standard 3: ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics. Standard 4: ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Science. Standard 4: ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Science. Standard 5: ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies. Standard 5: ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies.

14 14 Stages of Language Acquisition WIDA Language Proficiency Levels Entering – Level 1 Entering – Level 1 Beginning – Level 2 Beginning – Level 2 Developing – Level 3 Developing – Level 3 Expanding – Level 4 Expanding – Level 4 Bridging – Level 5 Bridging – Level 5 Reaching – Level 6 Reaching – Level 6

15 Other ESL Resources Can Do Descriptors Can Do Descriptors LEP Accommodation Forms LEP Accommodation Forms ACCESS Teacher Reports ACCESS Teacher Reports ESL Best Practices Handout ESL Best Practices Handout 15

16 ACCESS Teacher Report 16

17 ACCESS Teacher Report 17

18 18 Burning Questions Some things to think about….. ESL program ESL program English Language Learners (ELLs) English Language Learners (ELLs) Curriculum Curriculum State testing State testing Need more information? Need more information?

19 For More Information: Your ESL teacher is your best friend! Carlos Oliveira, ESL Coordinator Michele Woodson, Director of Instructional Improvement & ESL 19


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