Presentation on theme: "Working with English Language"— Presentation transcript:
1 Working with English Language Learners in Illinois:Science InstructionBy Carl J. WenningBased in part on a presentation byJohn F. HilliardThe Illinois Resource Center
2 In Illinois, it’s the law to… promote equitable access to language support services for students from culturally and linguistically diverse backgrounds who have been identified as English Language Learners.assist English Language Learners to become lifelong learners, able to contribute to and function in a multicultural and globally competitive world.
3 There are five levels of English language proficiency according to ISBE 5Level 5: Students are able towork independently in contentarea using English language.BRIDGING4EXPANDING3DEVELOPING2BEGINNING1All Illinois teachers are responsible for moving kids to level 4.5 min.; teachers MUST make lessons comprehensible for English language learners.ENTERINGThe five proficiency levels derive from Wisconsin’s scale and definitions. The labels used here were created by the WIDA development team.A human screener tentatively determines these levels; the ISBE ACCESS test sets the level more precisely.
4 Illinois English Language Proficiency Standards Standard 1: English language learners communicate in English for social and instructional purposes within the school setting.Standard 2: ….LANGUAGE ARTSStandard 3: ….MATHEMATICSStandard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCEStandard 5: ….SOCIAL STUDIES
5 Proficiency Indicators Exemplars of what English language learners can doSample behaviors representative of the five English language proficiency levelsDevelopmental and additive; that is, they scaffold from lower to higher levels of language proficiency
6 The Cummins Model of ELL BICS: Basic Interpersonal Communication Skills (the tip of the iceberg: grammar, pronunciation, vocabulary)CALP: Cognitive Academic Language Proficiency (submerged part of iceberg: semantic meaning)The distinction between BICS and CALP has exerted a significant impact on a variety of educational policies and practices in the USA in recent years.
8 CristinaCristinaL1CALPELL with formal academic education in L1 (literacy) and no social language in L2
9 MariaMariaL1ELL with no formal academic education in L1 (literacy) and no social language in L2
10 PabloL1L2ELL with inconsistent academic education in either L1 or L2 (stunted literacy)
11 Maria ElenaL1L2ELL with stunted development in social language in both L1 and L2 and little to no CALP development
12 Academic Language Proficiency is: associated with language acquisition that, in large part, is tied to formal schoolingrepresentative of social and academic contextsdriven by the language of content-based curriculum and instructiongrounded in a blending of language proficiency and academic content standards
13 Language Proficiency is Related to but Distinct from Academic Achievement Language proficiency revolves around the language within the context of the core curriculum areas.Academic achievement reflects the knowledge and skills associated with the content of the core curriculum areas.
14 Academic Language Proficiency is required for Academic Achievement SocialLanguageProficiencyAcademicAchievementAcademic Language Proficiency
15 Working with ELL Students Language domainsLanguage patternsMultiple meaningsTeaching strategiesLesson cyclesCooperative learning
16 There are four language domains Listening- process, understand, interpret, and evaluate spoken language in a variety of situations (receptive)Speaking- engage in oral communication in a variety of situations for a variety of purposes and audiences (productive)Reading- process, interpret, and evaluate written language, symbols, and text with understanding and fluency (receptive)Writing- engage in written communication in a variety of forms for a variety of purposes and audiences (productive)
17 For example a teacher might say, “Count the boxes.” Language PatternsImagine you are a first grader. What are some language patterns you need to use or recognize in order to solve this problem?=+For example a teacher might say, “Count the boxes.”
18 Did you think of any other math sentences? How many altogether?How many in all?How much is 3 and 2?What is the sum of….?What is 2 plus 3?Add the two numbers.Three squares and two more are….Three plus two equals….Which of these are BICS; which of these are CALP?
19 Multiple Meanings in English Think about the word “table;” how might one use this word in the context of:English language arts?Mathematics?Science?Social Studies?Think about the word “cell;” how might one use this world in the context of:English language arts?Mathematics?Science?Social Studies?
20 undemanding demanding Range of Contextual Support andDegree of Cognitive Involvement in Communicative ActivitiesCognitivelyundemandingTotal physical response;Demonstrations, illustrationsFollowing directionsArt, music, physical educationFace-to-face conversationSimple gamesTelephone conversationNote on a refrigeratorWritten directions(without diagrams or examples)Context embeddedContext reducedAC(less languagedependent)(more languagedependent)BDMathematics computationsScience experiments, social studies projects (map activities, etc.)Subject content explanation(Without diagrams or examples) Mathematics word problems. (Without illustrations) Explanations of new abstract conceptsCognitivelydemandingAdapted from J. Cummins, “The Role of Primary Language Development in Promoting Educational Success for Language Minority Students.” Schooling and Language Minority Students: A Theoretical Framework. Los Angeles: California State University.
22 Cooperative Learning Mix ELL students with native speakers of English Pair bilingual students with monolingual students, but require primarily English language usageBe certain cooperative efforts are concrete at the start so that language, experiences, and concepts can be linkedEnsure full engagement of ELL students
23 Other Suggestions Reading Writing Think-Pair-Share Reciprocal teaching Engaged LearningGraphic organizers - semantic maps - using one of the following: Inspiration/Kidspiration/CMapTools
24 CLOSED WORD SORTS Directions: 1. Choose important words from the selection.2. Have the students work in pairs or small groups.3. List the categories for the students.4. Have the students discuss the words and place them under the categories. (The words and categories could be written on slips of paper so that they could be moved around.)5. Be sure that the students discuss their reasons for the categorizing with each other and with another group.6. Have the entire class discuss the categories.7. Have the students read the selection.8. Have the students revise their categories and express their learning through a graphic organizer, a story retelling, or role playing.Directions for the students:Below is a list of words from the unit that we have been studying. Place each word under the proper category and be ready to justify your choices.Average Velocity Instantaneous velocityDistance SpeedDisplacement PositionAcceleration TimeCategories:ScalarVectorAdapted from Content Area Reading by Richard T. VaccarIllinois Resource Center, 1855 Mount Prospect Road, Des Plaines, IL (708)
25 OPEN WORD SORTS (a.ka. concept or semantic maps) Directions:1. Choose important words from the selection, say “Energy.”2. Have the students work in pairs or small groups.3. Have the students discuss the words and then categorize them.(The students will develop their own categories.)4. Be sure that the students discuss their reasons for the categorizing with each other and with another group.5. Have the entire class discuss the categories.6. Have the students read the selection.7. Have the students revise their categories and express their learning through a graphic organizer, a story retelling, or role playing.Words:mass springvelocity equilibrium positionPE heightKE conservationg gravitydistance accelerationk displacementwork energyAdapted from Content Area Reading by Richard T. Vaccar ____________________________________________________________________________________________________Illlinois Resource Center, 1855 Mt. Prospect Rd., Des Plaines, IL (708)
26 In the EndJust like working with students with disabilities, working with English Language Learners constitutes nothing more than best practice.All students benefit from ELL accommodations.