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Rebecca Field, Ph.D. Director, Language in Education Division Caslon Publishing and Consulting

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Presentation on theme: "Rebecca Field, Ph.D. Director, Language in Education Division Caslon Publishing and Consulting"— Presentation transcript:

1 Rebecca Field, Ph.D. Director, Language in Education Division Caslon Publishing and Consulting Featuring Anaida Gonzalez-Fortiche Michele Liguori-Alampi RCSD

2 Agenda MorningGetting started Big ideas Learning objectives and language objectives Vocabulary notebook Introducing the Bilingual Common Core Progressions Critical features of effective programs for ELLs/bilingual learners The role of the content, language, and literacy teachers Developing a PD plan to support your work AfternoonUsing the Progressions in different types programs for ELLs/bilingual learners How content, language, and literacy teachers can use the Progressions in their classes Developing PD around the Progressions for staff in your schools and districts Next steps

3 Big Ideas English language learners are everyone’s responsibility. Administrators, teachers, and leadership teams are powerful agents for change. There is no one-size-fits-all approach to educating ELLs/bilingual learners. Effective educational leaders use sound theory, core principles, flexible frameworks, guiding questions, and defensible evidence to inform their decisionmaking about equity for ELLs/bilingual learners in their schools. Students come first.

4 Learning Objectives Participants will be able to… Identify critical features of effective programs for ELLs/bilingual learners Explain how content, language, and literacy teachers can collaborate to ensure equity for ALL students, particularly ELLs/bilingual learners Identify PD needs for different categories of teachers who work with ELLs/bilingual learners in their schools and districts. Note: Learning objectives are the same for all participants/students

5 Language Objectives Participants will be able to… Use content-obligatory and content-compatible vocabulary orally and in writing Conversational language, academic language Additive bilingualism, subtractive bilingualism ELL, emergent bilingual, bilingual learner Sheltering instruction, differentiating instruction and assessment New Language Arts Progressions Home Language Arts Progressions Student performance indicators Use oral and written language to describe, identify, explain NOTE: Language objectives are differentiated according to level of new and home language development and other background factors

6 Developing academic vocabulary Demonstration: Vocabulary notebook Word Connections/Questions  Where have I heard it?  What does it remind me of?  What questions do I have about it? Meaning(s) From PD opportunities From professional conversations From written texts Conversational fluency Academic language proficiency * * * * * * * Additive bilingualism Subtractive bilingualism

7 New/Home Language Arts Progressions K-W-L-S KnowWant to knowLearnedStill want to know

8 The Bilingual Common Core InitiativeThe Bilingual Common Core Initiative: Creating an Optimal Learning Environment Bilingualism as a resource 1. Flexible uses of language In the first two stages Entering and Emerging students, regardless of their grade level, can use their home language in order to access the content Transitioning students can make use of their home language when they have a need to Expanding and Commanding students will be expected to use the new language 2. Five levels of language progressions 3. The use of the four communicative modalities Source: Velasco, P. (in preparation). Challenges and Changes the Common Core Brings and the Implications for Language Learners.

9 New/Home Language Arts Progressions K-W-L-S KnowWant to knowLearnedStill want to know

10 Positive Sociocultural Context  Strong, knowledgeable leadership and qualified teachers  Resource orientation to linguistic and cultural diversity  Responsive to community strengths, needs, and interests  Shared responsibility for ELL education  Balanced assessment and accountability system  Collaborative relationships  Perceived as a successful school Common Core-aligned content-area instruction  In two languages in bilingual programs  In English in content area classes in ESL programs  Authentic assessments Standards-driven ESL (new language) instruction  Stand-alone ESL class  Pull-out ESL  Push-in ESL  Authentic assessments Support for home language and biliteracy development  In bilingual program  In home language program  Creatively in English-medium program  Authentic assessments Critical features of effective programs for ELLs/bilingual learners Adapted from Hamayan & Freeman Field (2012), pp Critical features of effective programs for bilingual learners Figure adapted from Hamayan & Freeman Field (2012), pp Featured educators from Rochester, NY Anaida Gonzalez-Fortiche Michele Liguori-Alampi

11 1. How do you structure instructional programs for ELLs/bilingual learners? How does our district ensure that all ELLs/bilingual learners have Access to comprehensible Common Core- aligned content-area instruction in ELA, math, science, and social studies? Opportunities to develop the oral and written academic English they need to participate and achieve in all content area instruction? Opportunities to use their home languages as resources for learning, and continue to develop their home languages?

12 What principles can teachers use to guide their decision-making about additional scaffolds for the ELLs/bilingual learners in their classes? All teachers make decisions about the ways they use languages in class... What kinds of language choices do teachers make every day?

13 Striving for equity: Create school environments where each individual feels valued and respected. Affirming identities: Validate diverse cultural experiences in school policies and classroom practices. Promoting additive bi/multilingualism: View language minority students’ home language or languages as resources for teaching and learning. Structuring for integration: Establish inclusive policies and practices that encourage equal-status relationships among and participation by different constituencies. It’s always a balancing act… Go to de Jong (2012, pp for more). See also De Jong, Ester (2011). Foundations for Multilingualism in Education. Philadelphia: Caslon.

14 2. How do ELL educators in your district work together to ensure that ALL students, particularly ELLs/bilingual learners, can succeed? a. Who are the ELL educators (teachers and administrators) in our district)? Content teachers New language teachers Home language teachers Specialists b. How do educators work together to ensure that all ELLs/bilingual learners have equitable opportunities to learn? c. What are our staff strengths and challenges?

15 Content Teacher English-medium; bilingual  Language Arts  Math  Science  Social Studies New Language Teacher  ESL/ELD  LOTE Home Language Teacher  Bilingual teacher (focus on language instruction)  LOTE (e.g., Spanish for Spanish speakers) Points of collaboration E.g., Among ELA and ESL teachers using New Language Arts Progressions and common content and language assessments Points of collaboration E.g., Among ESL and bilingual teachers using New Language Arts and Home Language Arts Progressions and common content and language assessments Points of collaboration E.g., Among content teachers in English and another language using Home Language Progressions and common content and language assessments Points of collaboration E.g., Among content, home, and new language teachers using New and Home Language Arts Progressions and common content and language assessments ELLs are everyone’s responsibility, and collaboration is critical!

16 3. How do you structure PD opportunities for ELL educators? Teaching for Biliteracy: Strengthening Bridges between Languages Michele Liguori-Alampi Anaida Gonzalez-Fortiche July 15-19, 2013 Purpose This 20 hour professional development series will assist current teachers (bilingual and ESOL) and support staff working with students enrolled in the RCSD bilingual program, understand and apply the New York State Language Progressions and assist them with techniques and strategies to design, develop and implement units lessons that build linguistic bridges between Spanish and English for both English language learners and Spanish language learners within the bilingual classroom.

17 Monolingual, assimilationist perspective Multilingual, sociocultural perspective Monolingualism is norm Minority languages are problems Standardized, one-size-fits-all approaches that educators uncritically implement with fidelity Fractional view of bilingualism Language as autonomous code Transmission model of teaching Standardized testing in English not related to learning and teaching Subtractive programs, practices, policies favor assimilation Linguistic/cultural diversity is norm Languages are resources to develop Guiding principles/flexible frameworks that educators draw on and adapt to specific contexts Holistic view of bilingualism Languages/literacies as social practices Constructivist learning and teaching Formative assessments tied to learning and teaching in two languages Additive or developmental programs, practices, and policies favor pluralism Ester J. de Jong, 2011 Principles for Decisionmaking 1.Striving for equity 2.Affirming identities 3.Promoting additive bilingualism 4.Structuring for integration

18 Ticket-out-the-door 1. What stood out? 2. What did you learn? 3. What can you use? 4. What questions do you have?

19 Rebecca Field, Ph.D. Director, Language in Education Division Caslon Publishing and Consulting

20 Agenda MorningGetting started Big ideas Learning objectives and language objectives Vocabulary notebook Introducing the Bilingual Common Core Progressions Critical features of effective programs for ELLs/bilingual learners The role of the content, language, and literacy teachers Developing a PD plan to support your work AfternoonUsing the Progressions in different types programs for ELLs/bilingual learners How content, language, and literacy teachers can use the Progressions in their classes Developing PD around the Progressions for staff in your schools and districts Next steps

21 Big Ideas The NY Bilingual Common Core New and Home Language Arts Progressions are powerful tools for educators who work in any type of instructional program for ELLs/bilingual learners and students developing language and literacy in Language Arts. The New and Home Language Arts Progressions can be used in different ways /for different purposes depending on The instructional program model (bilingual, ESL) for ELLs/bilingual learners implemented at the district/school level The teachers (ELA, NLA, ESL, LOTE) who implement the instructional program model for ELLs and other language learners in their districts and schools. Informed administrators, instructional leaders and PD providers customize and differentiate their PD around the Progressions with attention to their district and school program models and their teacher needs.

22 Learning Objectives Participants will be able to… Explain the purpose(s) of the New and Home Language Arts Progressions Explain how the Progressions can be used by different teachers (ELA, Bilingual and ESL, LOTE) in different program models for bilingual learners Identify PD needs for different categories of teachers who will use the Progressions for different purposes. Note: Learning objectives are the same for all participants/students

23 Language Objectives Participants will be able to… Use content-obligatory and content-compatible vocabulary orally and in writing Conversational language, academic language Additive bilingualism, subtractive bilingualism ELL, emergent bilingual, bilingual learner Sheltering instruction, differentiating instruction and assessment New Language Arts Progressions Home Language Arts Progressions Student performance indicators Use oral and written language to describe, identify, explain NOTE: Language objectives are differentiated according to level of new and home language development and other background factors

24 Building Background What do we know about program models for ELLs/bilingual learners in our schools/districts? ESLTBE1-way B/DL 2-way B/DL LOTE 1. Who are the students? 2. What are the goals? 3. How is the program structured? Key: ESL = English as a second language TBE = Transitional bilingual education 1-way B/DL = Bilingual/Dual language for ELLs only 2-way B/DL = Bilingual/Dual language for ELLs and English speakers LOTE = Language other than English

25 Positive Sociocultural Context  Strong, knowledgeable leadership and qualified teachers  Resource orientation to linguistic and cultural diversity  Responsive to community strengths, needs, and interests  Shared responsibility for ELL education  Balanced assessment and accountability system  Collaborative relationships  Perceived as a successful school Common Core-aligned content-area instruction  In two languages in bilingual programs  In English in content area classes in ESL programs  Authentic assessments Standards-driven ESL (new language) instruction  Stand-alone ESL class  Pull-out ESL  Push-in ESL  Authentic assessments Support for home language and biliteracy development  In bilingual program  In home language program  Creatively in English-medium program  Authentic assessments Critical features of effective programs for bilingual learners (handout p. 7) Figure adapted from Hamayan & Freeman Field (2012), pp. 119.

26 Table talk: Who teaches language arts in what language to students from what language backgrounds at your school? ELA teacher ESL teacher NLA teacher Bilingual teacher LOTE teacher English language arts to English speakers (i.e., home language arts) Native (e.g., Spanish) language arts to Spanish Speakers (i.e., home language arts) English language arts to ELLs (i.e., new language arts) Language arts in a language other than English to English speakers (i.e., new language arts).

27 Take-away The New and Home Language Arts Progressions are powerful tools for teachers working in any type of program model. Different teachers use the NLAP and HLAP in different ways depending on the students in their classes. Teams of teachers can use the NLAP and HLAP to promote collaboration in different types of instructional programs for ELLs/bilingual learners.

28 Content Teacher English-medium; bilingual  Language Arts  Math  Science  Social Studies New Language Teacher  ESL/ELD  LOTE Home Language Teacher  Bilingual teacher (focus on language instruction)  LOTE (e.g., Spanish for Spanish speakers) Points of collaboration E.g., Among ELA and ESL teachers using New Language Arts Progressions and common content and language assessments Points of collaboration E.g., Among ESL and bilingual teachers using New Language Arts and Home Language Arts Progressions and common content and language assessments Points of collaboration E.g., Among content teachers in English and another language using Home Language Progressions and common content and language assessments Points of collaboration E.g., Among content, home, and new language teachers using New and Home Language Arts Progressions and common content and language assessments ELLs are everyone’s responsibility, and collaboration is critical!

29 Using the NLAP and HLAP Essential Questions for Reflective Practitioners 1. Who are our students? English language learners/bilingual learners/all students Levels of new language progressions, home language progressions, literacy Prior schooling, cultural considerations 2. What are our long-term and short-term learning and language development targets and objectives? Content/literacy/new and home language development 3. What can our students do relative to our targets and objectives? Content/literacy/new and home language development 4. What is likely to be challenging for our students relative to our targets and objectives? Content/literacy/new and home language development 5. What strategies can we use to ensure that all of our students can engage with the activities we organize in our classes? Differentiate according to new and home language and other background factors 6. How can we assess our students’ performance relative to our targets and objectives? Content/literacy/new and home language development

30 1. Who are the ELLs/bilingual learners in my class? Marco is an Entering ELL from the Dominican Republic who speaks Spanish. Marco arrived in the United States earlier this year. The ESL teacher determined informally that Marco can read and write in Spanish, but probably below grade level. According to a common formative assessment conducted by the teacher, Marco is Entering in Listening, Entering in Speaking, Entering in Reading, and Entering in Writing in English. Damaris is a Transitioning ELL who was born in the continental United States into a Puerto Rican family that speaks mostly Spanish at home and in the neighborhood. Damaris has attended school in the US since kindergarten, and she has been in pull-out ESL each year. There is no bilingual program at the school, and Damaris has not learned to read and write in Spanish. According to a common formative assessment conducted by the teacher, Damaris is Commanding in Listening, Expanding in Speaking, Transitioning in Reading, and Emerging in Writing in English. Ko Than Nu is a Transitioning ELL from Burma who speaks Karen. Ko Than Nu is a refugee and has been in the United States for two years. He had no formal schooling before coming to the United States, nor had he learned to read or write. When Ko Than Nu arrived, he was placed in a newcomer/port of entry class that focused on literacy and numeracy development, with attention to the cultural norms of US schools and society. According to a common formative assessment conducted by the teacher, Ko Than Nu is Expanding in Listening and Speaking, and Emerging in Reading and Writing in English. Tasfiah is a Transitioning ELL from Bangladesh who speaks Bengali. Tasfiah arrived in the United States in the middle of last year. She has a strong educational background which included English instruction every year in Bangladesh. However, Tasfiah’s English instruction gave her little opportunity to speak English at school, and she has had little exposure to American English prior to her arrival. According to a common formative assessment conducted by the teacher, Tasfiah is Emerging in Listening, Entering in Speaking, Commanding in Reading, and Expanding in Writing in English. Go to Funk, Alexander (2012). The Languages of New York : A CUNY-NYSIEB Guide for Educators. New York: CUNY-NYSIEB.The Languages of New York For more on Spanish, pp ; Karen, pp ; Bengali, pp )

31 2. What are our long-term and short-term goals and objectives? Example: Common Core ELA standards  Reading for Information Same Common Core ELA Anchor and Grade Level Standards on NLAP and HLAP. Same high academic demands for all students, regardless of their level of new and home language development.

32 3a. What can our ELLs do with their new language (i.e., English) relative to the linguistic demands of the core standards?

33 The Bilingual Common Core InitiativeThe Bilingual Common Core Initiative: Creating an Optimal Learning Environment Bilingualism as a resource 1. Flexible uses of language In the first two stages Entering and Emerging students, regardless of their grade level, can use their home language in order to access the content Transitioning students can make use of their home language when they have a need to Expanding and Commanding students will be expected to use the new language 2. Five levels of language progressions 3. The use of the four communicative modalities Source: Velasco, P. (in preparation). Challenges and Changes the Common Core Brings and the Implications for Language Learners.

34 What can your bilingual learners do with their home languages? 3b. What can our bilingual learners do with their home languages?

35 The Bilingual Common Core HLAP and NLAP are not just about ELLs! Remember… ELA teachers can use the Home Language Arts Progressions to differentiate instruction and assessment for the English speakers in the classes. Furthermore… Bilingual and LOTE teachers can use the New Language Arts Progressions to differentiate instruction and assessment for the English speakers who are learning a language other than English in a dual language or LOTE program.

36 4. What is likely to be challenging for our students relative to our goals and objectives?  Focus on linguistic demands of CCSS What are the grade-level academic demands of this activity sequence? What are the linguistic demands of this activity sequence?

37 Flexible frameworks 5. What strategies can we use to ensure that all students engage with the activities we organize in our classes? The New and Home Language Arts Progressions provide concrete answers to this critical question!

38 NLAP Reading for Information (RI) RI.4: RI 3.4 p. 1 What strategies can ELA teachers use to differentiate listening and reading instruction and assessment for Marco and Damaris?

39 NLAP Reading for Information (RI) RI.4: RI 3.4 p. 2 What strategies can ELA teachers use to differentiate speaking and writing instruction and assessment for Marco and Damaris?

40 You try it… Look at the HLAP RI. 3.4 How might the ELA teacher use this HLAP to support instruction in the ELA class for Marco and Damaris? How might the NLA teacher use this HLAP to support instruction in the NLA class for Marco and Damaris? How might the ELA and NLA teacher collaborate to ensure that Marco and Damaris can reach RI 3.4? Remember  Academic language involves much more than vocabulary

41 What do we mean “academic language is about much more than vocabulary”? Look at NLAP RL 6.3 p. 3

42 Step 1: Find a partner to work with for this activity (if possible - someone from your school/district, someone who is working in the same type of program for ELLs/bilingual learners, someone who is working with the same grade groups). Step 2: Turn to page 9 of your handout. Your task is to answer question 6, with attention to concrete next steps you need to take to further the work. Step 3: Select a pair of progressions to work with HLAP and NLAP RL. 3: RL 6.3 HLAP and NLAP RI. 4: RI 3.4 HLAP and NLAP SL. 4: SL 1.4 HLAP and NLAP W. 5: W Step 4: Discuss how you might use the progressions in PD for the different teachers who work with ELLs/bilingual learners in your district and schools. You may want to refer to the diagrams on page 7 (critical features of effective programs for ELLs/bilingual learners and page 8 (roles of the content, language, and literacy teachers) to focus your discussion. Step 5: Jot down your ideas on your handout, and share out with the group. Task: Think-pair-share What kinds of PD do we need to provide around the New and Home Language Arts Progressions in our districts and schools?

43 NLAP and HLAPs suggest additional scaffolds and supports that teachers can use within the context of Common Core-aligned Language Arts instruction To be selected according to student level of new and home language arts progressions… Provide pre-identified key words, sentences, and phrases, word banks or glossaries. Provide sentence starters, cloze-type procedures, graphic organizers (modeled, partially completed), and notemaking guides. Use partnership and small-group discussions. Allow students to meet the standard in new or home language, especially in the early stages. Additional resources for teachers working with bilingual learners..

44 Closing Reflections What stood out? What did you learn? What can you use? What questions do you have?

45 Beeman, K. & Urow, C. (2012). Teaching for Biliteracy: Strengthening Bridges between Languages. Cloud, N., Lakin, J., Leininger, E. & Maxwell, L Teaching Adolescent English Language Learners: Essential Strategies for Middle and High School. De Jong, E. (2011). Foundations for Multilingualism in Education: from Principles to Practice. Fairbairn, S. & Jones-Vo, S Differentiating Instruction and Assessment for English Language Learners: A Guide for K-12 Teachers. Hamayan, E. & Freeman Field, R. (Eds.) English Language Learners at School: A Guide for Administrators, 2 nd ed. Hamayan, E., Marler, B., Sanchez-Lopez, C. & Damico, J. (2013). Special Education Considerations for ELLs: Delivering a Continuum of Services, 2 nd ed. Wagner, S. & King, T Implementing Effective Instruction for English Language Learners: 12 Key Practices for Administrators, Teachers, and Leadership Teams. Wright, W. (2010). Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Professional Development Resources from Caslon


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