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English Learners and IB Nora Elementary December 6, 2011.

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Presentation on theme: "English Learners and IB Nora Elementary December 6, 2011."— Presentation transcript:

1 English Learners and IB Nora Elementary December 6, 2011

2 Essential Question How can English learners access the PYP so that the units of study facilitate English learners’ learning and language acquisition?

3 English learners in MSDWT The purpose of the ENL program is to create equitable opportunities for students to develop academic and social language in order to construct meaning and improve their performance. To accomplish this goal, students engage in all domains of language acquisition (listening, speaking, reading, and writing) while learning through inquiry within meaningful contexts and authentic experiences. We believe that all languages should be honored as assets to the learning community. Every culture, heritage, and mother tongue are valued assets to learning and offer an opportunity for the community to broaden its sense of international - mindedness and global awareness.

4 English learners in MSDWT English as a New Language (ENL) different languages in district LAS Links testing Limited English Proficient – Levels 1-4 FEP – Fluent English Proficient – Level 5 Refugees - 242

5 How do we service English learners? Elementary – Push-in during 90-minute Reading Block Co-teaching Small group instruction – Pull-out interventions during Intervention Block Research-based interventions based on data Additional language acquisition instruction – Co-planning with teachers – After-School Achievers

6 What does IB say about English learners? All teachers are language teachers IB units of Inquiry provide countless opportunities for language events that are cognitively demanding for students Term – “learners who are learning in a language other than their mother tongue” Learning language – Basic Interpersonal Communicative Skills (BICS) – Cognitive Academic Language Proficiency (CALP) – 7 to 10 years for academic language proficiency Learning through language – Ability to access the language, use it as a communicative tool, and is a resource to construct new meaning and knowledge Learning about language – Understanding the relationship of language and meaning and how language works in the construction of knowledge

7 What does IB say about English learners? Cummins (2007) proposes that the four dimensions of teaching that ensure learner participation and promote engagement are: – Activate prior knowledge and build background – Scaffold meaning – Extend language – Affirm identity

8 Model of IB in ENL Is ENL Language A or Language B? – Both. Language A – Academic rigorous and equips students with linguistic, analytical and communicative skills that can also be used in an interdisciplinary manner across all other subject groups Language B - To encourage students to gain competence in a modern language other than their mother tongue, with the long-term goal of balanced bilingualism. Language development - Speaking, Listening, Reading, Writing

9 Model of IB in ENL “Not all schools run bilingual programmes, but the concept of language as a tool for inquiry, rather than an end in itself, is at the very heart of the IB approach.”

10 ENL IB Unit Planners ENL teachers and classroom teachers work together to find where ENL can support IB Units Find the language in an IB Unit Planner and facilitate English learners’ learning and language acquisition

11 Affinity Mapping How is language being produced in this unit planner? Read through Unit Planner and write down an answer on each post-it note. 1 answer = 1 Post-it note

12 Affinity Mapping Without talking, layout everyone’s post-it notes and group them into like categories.

13 Affinity Mapping Discuss with your group the categories and give a title for each.

14 Affinity Mapping Using the groups of post-it notes, the SIOP checklist, and your own experiences, have a discussion in your group around this question: How could this unit facilitate English learners’ learning and language acquisition? (SIOP, differentiation, language support, etc.)

15 How can language be enhanced? What vocabulary needs to be taught? How can the teacher do the following? – Activate prior knowledge and build background – Scaffold meaning – Extend language – Affirm identity


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