1. Teaching ELLs in the Content Areas Fred Carrigg Special Assistant to the Commissioner for Urban Literacy January 18, 2006

2. English Language Learners ELLs are not a monolithic group. They vary by critical factors other than the shared feature of being in the process of learning English. ELLs are not a monolithic group. They vary by critical factors other than the shared feature of being in the process of learning English. –Prior academic schooling –Level of literacy in the home –Socio-economic status –Cultural influences of the native language and country of origin

3. Prior Academic Schooling Means different things depending on the country of origin. Elementary or primary school may mean: k-8, k-6, 1-6, or 1-5 grades. Means different things depending on the country of origin. Elementary or primary school may mean: k-8, k-6, 1-6, or 1-5 grades. Just as in this country, location is critical. Was it urban or rural? Province, state or town tells you a lot. Just as in this country, location is critical. Was it urban or rural? Province, state or town tells you a lot.

4. Literacy and the Home Literacy in the home is the number one predictor of academic success in school across all cultures. Literacy in the home is the number one predictor of academic success in school across all cultures. If parents have read to the children is critical, and then the number of books in the home. If parents have read to the children is critical, and then the number of books in the home. Vocabulary acquisition begins in the home and varies tremendously. Students enter kindergarten with ranges from 3,000 to 9,000 words which grow according to the base (without intervention). Vocabulary acquisition begins in the home and varies tremendously. Students enter kindergarten with ranges from 3,000 to 9,000 words which grow according to the base (without intervention).

5. Socio-economics Studies agree that the socio-economic levels of the home and the community have a tremendous impact on students. Studies agree that the socio-economic levels of the home and the community have a tremendous impact on students. Poverty is not tied to any specific language or culture and impacts all children. Language acquisition compounds the influence of poverty. Poverty is not tied to any specific language or culture and impacts all children. Language acquisition compounds the influence of poverty. There is little support for academic language in poor homes. There is little support for academic language in poor homes.

6. Culture Cultural differences do exist, but they are not as great a barrier as many assume. Cultural differences do exist, but they are not as great a barrier as many assume. The older the student, the more influence the native language and culture exerts. The older the student, the more influence the native language and culture exerts. The most obvious manifestations are in word problems and/or content specific essays that result in distraction from the topic or main idea. The most obvious manifestations are in word problems and/or content specific essays that result in distraction from the topic or main idea.

7. Levels of English Language Acquisition Preproduction: ELLS may not speak as they listen and attempt to figure out what is being said. Preproduction: ELLS may not speak as they listen and attempt to figure out what is being said. –The younger you are, the more time you may spend in this stage. –This stage also varies by topic and background knowledge. You may speak early about social issues, but remain in preproduction in math or science.

8. Levels of English Language Acquisition Early Production: Students respond in one or two word phrases. This mirrors native language acquisition patterns of the holophrastic and two word stage. Early Production: Students respond in one or two word phrases. This mirrors native language acquisition patterns of the holophrastic and two word stage. Yes/No questions are the easiest. Yes/No questions are the easiest. Accepting two word sentences for complete meaning is appropriate. Accepting two word sentences for complete meaning is appropriate. –Answer correct = The answer is correct. –Left 22 = The remainder is 22.

9. Levels of English Language Acquisition Speech Emergence: Students begin to use telegraphic speech similar to native speakers. It clearly contains subject and verb, and various compliments like direct objects, adverbial phrases of time and place. However, surface conventions of grammar are not perfect. Speech Emergence: Students begin to use telegraphic speech similar to native speakers. It clearly contains subject and verb, and various compliments like direct objects, adverbial phrases of time and place. However, surface conventions of grammar are not perfect. –Me get the answer right. –The butler kill Ms Scarlett with candlestick.

10. Levels of English Language Acquisition Intermediate to Advanced levels of Fluency: The surface patterns more and more approach native speakers. Vocabulary plays its key role in these stages. Early intermediate fluency has fewer derivations. Intermediate to Advanced levels of Fluency: The surface patterns more and more approach native speakers. Vocabulary plays its key role in these stages. Early intermediate fluency has fewer derivations. –Early – love, like –Intermediate – love, like, cherish, adore, –Advanced – love, like, cherish, adore, infatuated, fond of, head over heels for, to die for, etc Idioms come slowly, only with time

11. Levels of English Language Acquisition Movement between the levels is topic and content specific. Movement between the levels is topic and content specific. A student may be advanced fluent in playground or neighborhood English and speech emergent in science. A student may be advanced fluent in playground or neighborhood English and speech emergent in science. Neighborhood English may or may not influence the surface structure of the grammar of an English Language Learner. Neighborhood English may or may not influence the surface structure of the grammar of an English Language Learner.

12. Levels of English Language Acquisition Finally, older students with prior academic preparation may read much better than they speak. Finally, older students with prior academic preparation may read much better than they speak. Especially for older students with a romance language background, many cognates assist in this process. Especially for older students with a romance language background, many cognates assist in this process. Text selection in English should be based on the native language reading level as soon as possible. Text selection in English should be based on the native language reading level as soon as possible.

13. Cummins Framework Level 1: Context embedded/cognitively undemanding –Survival (social, playground) English –TPR (Total Physical Response), acting out simple directions –Yes/no questions

14. Cummins Framework Level 2: Context reduced/cognitively undemanding –Survival (social, playground) English –TPR (Total Physical Response), acting out simple directions –Predictable responses (fine, and you?, wh questions) –Beginning reading, sound-letter correspondence, word reading, etc

15. Cummins Framework Level 3: Context embedded/cognitively demanding –Begin to develop Academic English –Make products (charts, maps, hands-on activities) –Tackle text with support (sheltered English) –Write reports (through process writing) –Participate in HOTS discussions

16. Cummins Framework Level 4: Context reduced/cognitively demanding –Use Academic English –Make products (charts, maps, hands-on activities) –Tackle text without support – Write reports and essays without multiple stages and support –Participate in HOTS discussions

17. The Buzz Words CALLA – Cognitive Academic Language Learning Approach CALLA – Cognitive Academic Language Learning Approach SIOP – Sheltered Instruction Observation Protocol SIOP – Sheltered Instruction Observation Protocol Sheltered Immersion Sheltered Immersion Sheltered English Sheltered English Bilingual Education Bilingual Education

18. CALLA Pick your content area – math is suggested as the first, depth v breadth Pick your content area – math is suggested as the first, depth v breadth Academic language acquisition Academic language acquisition Learning strategy Instruction Learning strategy Instruction

19. The SIOP Model Identify the language demands Identify the language demands Plan language objectives and make them explicit to students Plan language objectives and make them explicit to students Emphasize academic vocabulary Emphasize academic vocabulary Activate and strengthen background knowledge Activate and strengthen background knowledge Promote oral interaction and extend academic skills Promote oral interaction and extend academic skills Review vocabulary and content concepts Review vocabulary and content concepts Give students feedback Give students feedback

20. Language Considerations Simple (but unknown) everyday English – two word verbs (ran up), idioms Simple (but unknown) everyday English – two word verbs (ran up), idioms Background knowledge Background knowledge Passive tense – would have given Passive tense – would have given Noun phrase/ clause statements – the new funding level of the company Noun phrase/ clause statements – the new funding level of the company Function words – given that, although, Function words – given that, although, Academic vocabulary – product, range Academic vocabulary – product, range

21. Native Language Instruction Simple (but unknown) everyday English – two word verbs (ran up), idioms Simple (but unknown) everyday English – two word verbs (ran up), idioms Background knowledge Background knowledge Passive tense – would have given Passive tense – would have given Noun phrase/ clause statements – the new funding level of the company Noun phrase/ clause statements – the new funding level of the company Function words – given that, although, Function words – given that, although, Academic vocabulary – product, range Academic vocabulary – product, range

22. Problem 1 Students in Mr. Jacobs English class were giving speeches. Each students speech was 7 to 10 minutes long. Which of the following is the best estimate for the total number of speeches that could be given in a 2 hour class? A. 4 speeches B. 8 speeches C. 13 speeches D. 19 speeches

23. Problem 2 A submarine is 285 feet under the surface of the ocean. A helicopter is flying at 4,500 feet above sea level. Given that the helicopter is directly above the submarine, how far apart are they? A submarine is 285 feet under the surface of the ocean. A helicopter is flying at 4,500 feet above sea level. Given that the helicopter is directly above the submarine, how far apart are they? A. 285 feet B. 4, 215 feet C. 4, 785 feet D. 4, 500 feet

24. Resources Bielenberg, Brian & Wong Fillmore, L. (2005) The English They Need for the Test. In Educational Leadership (pp 45-49) ASCD. Chamot, Anna U. & OMalley, J.M. (1994) The CALLA Handbook, Addison-Wesley Publishing Co. Gilles, Carol, et.al. (1998) Whole Language Strategies for secondary Students, Richard C. Owens Publishers, Inc. Hadley, Alice O.. (1993) Teaching Language in Context, Heinle & Heinle.

25. Resources Krashen, Stephen D. (1983) Bilingual Education and Second Language Acquisition Theory. In Schooling and Language Minority Children: A Theoretical Framework (pp 51-79) Evaluation, Dissemination and Assessment Center, California State University. Short, Deborah & Echevarria, J (2005) Teacher Skills to Support English Language Learners.. In Educational Leadership (pp 8-13) ASCD. Terrell, Tracy D. (1983) The Natural Approach in Bilingual Education, In Schooling and Language Minority Children: A Theoretical Framework (pp 117-146) Evaluation, Dissemination and Assessment Center, California State University. Urschel, Betsy (2005) Teaching Mathematics to English Language Learners, presentation at NJ Abbott Secondary Institute, Southern regional Education Board.