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Second Language Acquisition English Language Learners (ELLs) in the classroom.

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Presentation on theme: "Second Language Acquisition English Language Learners (ELLs) in the classroom."— Presentation transcript:

1 Second Language Acquisition English Language Learners (ELLs) in the classroom.

2 Students Are Students Are your English speaking students all the same?Are your English speaking students all the same? What makes them different?What makes them different? What do you do to help them?What do you do to help them? Are ELL students different from these students?Are ELL students different from these students?

3 ELL Students Have: Knowledge in their native language (L1).Knowledge in their native language (L1). CultureCulture HistoryHistory PridePride FamilyFamily ExperiencesExperiences Likes and dislikesLikes and dislikes PersonalityPersonality

4 GeographyGeography FamilyFamily CultureCulture HistoryHistory IdentityIdentity EconomyEconomy EducationEducation Medical HistoryMedical History Cumulative Folders Student Information sheets Home language survey ESL testing Conversations with student Conversations with parents Where do they come from? How do I find out?

5 If You Can ’ t Communicate Smile Use action Demonstrate Get your meaning across

6 Right now Body Language is Everything Why is she upset?Why is she upset? Why is he yelling?Why is he yelling? What did I do?What did I do? He ’ s not happy with me.He ’ s not happy with me.

7 Smiling shows them you care.Smiling shows them you care. Interact with them.Interact with them. Act out things so they can get meaning better.Act out things so they can get meaning better. Demonstrate what you want or are saying.Demonstrate what you want or are saying. Use props and hands on items.Use props and hands on items.

8 Second Language Acquisition Stages Pre-Productions/Comprehension StagePre-Productions/Comprehension Stage Early Production StageEarly Production Stage Speech Emergent StageSpeech Emergent Stage Intermediate Fluency StageIntermediate Fluency Stage Advanced StageAdvanced Stage

9 Pre- Production/Comprehension Stage Students use gestures and actionsStudents use gestures and actions Build receptive vocabularyBuild receptive vocabulary Refine listening skillsRefine listening skills SILENT PERIODSILENT PERIOD Think of an infant: wouldThink of an infant: would You make a 1-3 year old You make a 1-3 year old Write an essay paper? Write an essay paper?

10 Early Production Students use yes or no and one or two word answersStudents use yes or no and one or two word answers Can list words or use short phrasesCan list words or use short phrases Continue to expand vocabularyContinue to expand vocabulary Use chunked phrases “ I don ’ t know ” “ You rock man! ”Use chunked phrases “ I don ’ t know ” “ You rock man! ” Doesn ’ t mean fluencyDoesn ’ t mean fluency Think of toddlers : wouldThink of toddlers : would You put a 3 year old in You put a 3 year old in 7 th grade social studies? 7 th grade social studies?

11 BICS vs. CALP Basic Interpersonal Communication Skills Cognitive Academic Language Proficiency 1-3 years needed to acquire in a second language At least 5 years needed to acquire in a second language

12 NC allows 2 years before a new student is require to take state mandated test.

13 Intermediate Fluency Stage Students engage in conversationsStudents engage in conversations Produce connected narrativesProduce connected narratives Vocabulary is improvingVocabulary is improving

14 Speech Emergent Stage Students speech production improvesStudents speech production improves Use longer phrases and complete sentencesUse longer phrases and complete sentences Use wide range of vocabularyUse wide range of vocabulary Oral ‘ hallway ’ languageOral ‘ hallway ’ language doesn ’ t mean fluency doesn ’ t mean fluency Think of an earlyThink of an early elementary student elementary student

15 Advanced Stage Students communicates orally and in writing in connected and unified paragraphs about most situationsStudents communicates orally and in writing in connected and unified paragraphs about most situations Still need support, not completely fluentStill need support, not completely fluent

16 How to teach them Teach content and English separatelyTeach content and English separately Maximize exposure to vocabularyMaximize exposure to vocabulary New words are learned with 30- 50 repetitionsNew words are learned with 30- 50 repetitions Use Realia, picturesUse Realia, pictures

17 Steps In a Lesson Access Prior KnowledgeAccess Prior Knowledge Pre teachPre teach ReviewReview RepeatRepeat

18 Alternate Assessments Decide if assessment is on content or qualityDecide if assessment is on content or quality Allow verbal assessmentAllow verbal assessment Allow group work and circulate, listening to conversations.Allow group work and circulate, listening to conversations. Give a list of products and allow students to chooseGive a list of products and allow students to choose

19 Differentiated scoring Look at how well the student understands the lesson not his/her command of the languageLook at how well the student understands the lesson not his/her command of the language How accurate the answer is, not the EnglishHow accurate the answer is, not the English Have the student demonstrate his/her processes for reaching an answerHave the student demonstrate his/her processes for reaching an answer

20 Performance Assessment of Speaking and Reading Reading with partnersReading with partners Retelling storiesRetelling stories Role playingRole playing Giving descriptions or instructions using visual or written promptsGiving descriptions or instructions using visual or written prompts Oral reporting to the whole classOral reporting to the whole class Telling a story by using a sequence of three or more picturesTelling a story by using a sequence of three or more pictures Completing dialogue or conversation through written promptsCompleting dialogue or conversation through written prompts Debating, either one-on-one or taking turns in small groupsDebating, either one-on-one or taking turns in small groups BrainstormingBrainstorming Completing incomplete storiesCompleting incomplete stories Playing gamesPlaying games

21 Beginning and Intermediate ELLs Assess no more than three items at a timeAssess no more than three items at a time i.e. 1) Respond to ‘ what ’ and ‘ where ’ questions. 2) Ask for or respond to clarification 3) Read simple text and or numbers.

22 Portfolio Assessment Show samples of student ’ s work.Show samples of student ’ s work. Show improvement over the course of time.Show improvement over the course of time. Can be used as alternative assessment and in parent conferences.Can be used as alternative assessment and in parent conferences. Have student decide some entries in the portfolio and take ownership of his/her progress.Have student decide some entries in the portfolio and take ownership of his/her progress. Show works in progress as well as completed products.Show works in progress as well as completed products.

23 Examples for Portfolios Samples of written student work, such as stories, completed forms, exercise sheets, and descriptionsSamples of written student work, such as stories, completed forms, exercise sheets, and descriptions Drawings representing student content knowledge and proficienciesDrawings representing student content knowledge and proficiencies Tapes of oral work, such as role-playing, presentations, or an oral account of a tripTapes of oral work, such as role-playing, presentations, or an oral account of a trip Teacher descriptions of student accomplishments, such as performance on oral tasksTeacher descriptions of student accomplishments, such as performance on oral tasks Formal test data, checklists, and rating sheetsFormal test data, checklists, and rating sheets

24 Use Portfolios to: Allow student to take ownership of progressAllow student to take ownership of progress Set goals with studentSet goals with student Meet the ELLs needs and goalsMeet the ELLs needs and goals Have student and/or class set rubrics for projectsHave student and/or class set rubrics for projects


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