1. I NTRODUCTION TO ESL

2. U NDERSTANDING S ECOND L ANGUAGE T ERMINOLOGY ESL – English as a Second Language ESOL – English for Speakers of Other Languages ELL – English Language Learner LEP – Limited English Proficient 2

3. N ORTH C AROLINA ELL S BY L ANGUAGE 2009-2010 3 Spanish 123,841 Chinese 3,761 Hmong 3,622 Vietnamese 2,530 Arabic 2,331 Korean 1,731 French 1,478 Russian 1,259 Hindi 1,074 Gujarati 808

4. G ROWTH O F H ISPANICS 4 1990s Growth Of Hispanics USA = 60 % NC = 400% Alamance County = 1,200% * Hispanic K-12 enrollment Growth in ABSS went from 3% to the current 20% of the total student population

5. ABSS ESL/LEP T OTALS 5 Approximately 4,878 ESL Students Approximately 2,200 LEP Students ABSS H OME L ANGUAGES 2013 Spanish 92% (4504) Vietnamese 1%(51) Laotian1%(47) Chinese1%(41) Gujarati1%(26) Arabic1%(25) * 42 different home languages in ABSS

6. Directions: 1. Listen to each statement. 2. Determine whether each statement is True or False. 3. Stand under the sign represents your answer.

7. TRUE

8. FALSE

10. TRUE

11. FALSE

15. L ANGUAGE A CQUISITION 15 ❝ To have another language is to possess a second soul. ❞ ‒ Charlemagne

16. T IME S PANS FOR L ANGUAGE A CQUISITION 1 to 3 years 16 BICS Social Language Native English Speakers English Language Learners 7 to 10 years CALP Academic Language Source: James Cummins (1984) and Virginia Collier (1987)

17. S OCIAL VS. A CADEMIC L ANGUAGE Social Language Academic Language 17 Open the door, please. Would you like to get a coke? At what time do we go home? Tell me what you liked about the movie. Do you want to play? Define mammal. Compare and contrast Saturn and Jupiter. Paraphrase the paragraph. What is the main idea of this paragraph? Write a summary for your story.

18. S OCIAL VS. A CADEMIC L ANGUAGE Social Language Academic Language 18 Simpler language. Usually face-to-face, small number of people, informal setting. Precise understanding is seldom required. Many opportunities to clarify. Technical vocabulary. Often lecture-style communication or reading a textbook; little situational context. Precise understanding and precise explanation is required.. More difficult to clarify.

19. 19 FACTORS AFFECTING SECOND LANGUAGE ACQUISITION Self-Esteem Anxiety AttitudesAndMotivation Age Native Language

20. 20 Entering – Level 1 Emerging – Level 2 Developing – Level 3 Expanding – Level 4 Bridging – Level 5 Reaching – Level 6 WIDA Language Proficiency Levels VIDEO Handout

21. WIDA S TANDARDS Standard 1: Standard 1: English Language Learners communicate for Social and Instructional purposes within the school setting. Standard 2: Standard 2: ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts. Standard 3: Standard 3: ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics. Standard 4: Standard 4: ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Science. Standard 5: Standard 5: ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies. 21

22. C LASSROOM S TRATEGIES Use visuals Clear and appropriate speech Language rich classroom Rephrasing, repeating, recasting Non-verbal gestures Concrete, realia, manupilatives TPR: Total Physical Response Home language support Conversations 22

23. Directions: In small groups you will read, discuss and present your activity 1.Explain the activity. 2.How can we use it? 3.Why is it a good strategy for ESL students?

24. 24 HOMEWORK Upcoming Sessions: September 19 October 21 (YR)/October 28 (TR) January 9 April 3 Total: 1.6 CEUs Reflective journal based on strategies