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Preparing All Teachers for Linguistic Diversity: Results of a Title VII Professional Development Program M. Cathrene Connery Craig A. Hughes Central Washington University NABE Annual Conference 2005 January 20, 2005
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Background of Project State of Washington does not require any ELL focused coursework in order for teachers to become licensed. Few students take coursework that is not required. The majority of students who do take ELL focused coursework become “specialists,” (ESL, bilingual classroom teachers). Few teachers have classrooms with no ELL students.
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District LEP Students / % of school population Number of Teachers in District % With Formal LEP Training Grandview475 / 15.7%1852% Sunnyside1236 / 23.7%26520% Toppenish1999 / 56.8%20710% Yakima3984 / 28.5%90020% Selah116 / 3.1%2502.5% Ellensburg62 / 2.1%2502.5% Total8790 / 24.5%205713%
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Title VII Grant Funded Project 5-year Training All Teachers grant Development of a university program One academic year program (4 quarters) starting in summer Must be true academic program Must have some form of official recognition Must have connection to the participants’ “real world” Fund 150 teachers as they proceed through program
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Teaching and Linguistic Diversity Post-Baccalaureate Certificate EDBL 514. Introduction to Linguistic Diversity in Education: provides mainstream classroom teachers the needed background theory to better the educational experience of linguistically diverse students. Connections to “real world” Professional presentation that could be used in training faculty at their schools; Program review and development.
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Teaching and Linguistic Diversity Post-Baccalaureate Certificate EDBL 530. Sheltering in Mainstream I: Methods : provides mainstream classroom teachers instruction and experience with sheltering techniques to better the educational experience of ESL students. Connections to “real world” Development and implementation of sheltered lessons; Self-analysis of instruction using SIOP.
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Teaching and Linguistic Diversity Post-Baccalaureate Certificate EDBL 531. Sheltering in Mainstream II: Assessment and Resources : provides mainstream classroom teachers instruction and practice with classroom-based assessment methodologies, paraprofessionals, and family and community involvement. Connections to “real world” Development and implementation of classroom-based assessment plan; Development and implementation of action plan involving paraprofessionals, family, and/or community members.
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Teaching and Linguistic Diversity Post-Baccalaureate Certificate EDBL 440. Reading English as a Second Language : provides mainstream classroom teachers instruction and practice with literacy strategies for K-12 students who are speakers of a language other than English. Connections to “real world” “Case-study” where they analyze students’ needs and then develop and implement appropriate instruction
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Anecdotal Evidence of Program Success EDBL 530: Sheltering I Model Lessons SIOP Text Practitioner Research Project
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Anecdotal Evidence of Program Success EDBL 530: Sheltering I Macro-Scaffolding: Curriculum & Lesson Design Integration of Content Area Instruction & Language-Literacy Arts SIOP Lesson Components: Content & Language Objectives Listed Integration of Academic Success Practices Strategies Instruction Connection between Home & School Literacies / FOA Activation of BRK & Previous Learning Grouping Strategies & Differentiated Learning Vocabulary Development Comprehensible Input Increased Review Essential Information
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Anecdotal Evidence of Program Success EDBL 530: Sheltering I Micro-Scaffolding: Instructional Delivery Need for Comprehensible Invite Use of Context, Para-linguistic, & Linguistic Resources as Mediational Tools Praise, Power Relations & the Gift of Confidence “Having never taken an ELL course during college, I honestly never considered how my teaching and classroom management style affected the ELL students in my classroom before this class.”
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Anecdotal Evidence of Program Success EDBL 531: Sheltering II Assessment Tools: Collection of Assessment Tools Application of SLA Research to Everyday Interactions & Mandated Tests Analysis of DIBELS Test Results Authentic Instruments Designed for Bilingual & ELL Children Context-Specific School Language Test Writer’s Workshop Editing ELD Checklist Content Area & Children’s Literature Assessments Integrating Computer Technology & the Multiple Intelligences
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Anecdotal Evidence of Program Success EDBL 531: Sheltering II Para-Professional Plan: Resource & Schedule Analysis Year-long, Job Embedded Training Integrated Systems with Volunteers
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Anecdotal Evidence of Program Success EDBL 531: Sheltering II Parent & Community Outreach: Parent Letters Bilingual Binders of Community Resources Bienvenidos a Nuestra Escuela Videos Dual Immersion Program Development Spanish – English Literature Grants ELD Workshop for Districts & Schools El Día de los Niňos/ Children’s Conference
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Statistical Evidence of Program Success Two measures are used to document participant development Survey on Comfort in Teaching ELL Students 11 Likert-scale format. Administered to the grant participants during the first class of the summer course. Readministered at the conclusion of the final course of the program. A simple t-test analysis is conducted to find statistical significance.
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Statistical Evidence of Program Success No possibility of it being by chance alone!
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Statistical Evidence of Program Success Two measures are used to document participant development The second measure is the Sheltered Instruction Observation Protocol (SIOP) developed by Echevarria, Vogt & Short (2000).200 A representative random selection from grant participants (random selections from each cohort) Pre-observation takes place early in the school year, before formal instruction in Sheltered Instruction takes place. Post-observation occurs towards the end of the program Analyzed using a simple t-test.
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Statistical Evidence of Program Success No possibility of it being by chance alone!
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Results The program has experienced tremendous success in preparing mainstream teachers for working with ELL students.
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Selected Resources in the Development and Implementation of Grant Program Baker, Colin (2001). Foundations of bilingual education and bilingualism (3 rd ed.). Clevedon, UK: Multilingual Matters. Carrasquillo, Angela L. & Rodriguez, Vivian (2002). Language minority students in the mainstream classroom (2 nd ed.). Clevedon, UK: Multilingual Matters. Chamot, Anna Uhl & O’Malley, J. Michael (1994). The CALLA Handbook: Implementing the Cognitive Academic Language Learning Approach. Reading, MA: Addison-Wesley. Crawford, James. (2004). Educating English learners: Language diversity in the classroom (5 th ed.). Los Angeles: Bilingual Educational Services. Echevarria, Jana, Vogt, MaryEllen, & short, Deborah J. (2004). Making content comprehensible for English learners: The SIOP Model (2 nd ed.). Boston: Pearson Education. Faltis, Christian J. (2001). Joinfostering: Teaching and learning in multilingual classrooms (3 rd ed.). Upper Saddle river, NJ: Prentice-Hall Inc. Freeman, David E. & Freeman, Yvonne S. (2001). Between worlds: Access to second language acquisition (2 nd ed.). Portsmouth, NH: Heinemann. Krashen, Stephen D. (2004). The power of reading: Insights from the research (2 nd ed.). Portsmouth, NH: Heinemann. O’Malley, J. Michael & Valdez Pierce, Lorraine (1996). Authentic assessment for English language learners. Reading, MA: Addison-Wesley. Peregoy, Suzanne F. & Boyle, Owen F. (2005) Reading, writing and learning in ESL (4 th ed.). Boston: Pearson Education.
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