1. Presented by: Anna Pacifico
ESL 101: What Every Teacher Should Know About English Language Learners
Presented by:
Anna Pacifico

3. Agenda Introductions Objectives Identification ESL Programs The Law
District Demographics
Culture
Parent Involvement
Second Language Acquisition
Classroom Strategies
SIOP Model
8 Components

4. Introductions

5. First, jot down a couple of reasons you
attended this workshop and what
you would like to leave with.
Next, introduce yourself and share:
Your name
Your school
What you teach
The objectives you wrote down

6. Then, turn to a partner and
discuss the origin of your
name.
Finally, share the origin of your
partner’s name with the group.

7. Objectives

8. Objectives
Participants will understand the basic principles behind teaching English as a second language, and learn effective classroom strategies to use with English language learners by listening to and reading the presentation, as well as asking questions throughout.

9. Identification

10. Acronyms ESL (English as a Second Language) ELL
(English Language Learner)
LEP
(Limited English Proficient)
SIFE
(Students with Interrupted or no Formal Education)
LAB-R
(Language Assessment Battery Revised)
NYSESLAT
(New York State English as a Second Language Achievement Test)
TESOL
(Teaching English to Speakers of Other Languages) L1
(First language) L2
(Second language)

11. Definition of LEP/ELL (154.2)
Pupils with limited English proficiency by reason of foreign birth or ancestry:
Speak a language other than English
Understand and speak little or no English
Score below a state designated level of testing
LAB-R
NYSESLAT

15. Esl programs

16. ESL Program Models Push-In Model Pull-Out Model Sheltered Classrooms
Bilingual Education
Dual Language Programs

17. ESL Pull-Out Model Most commonly used model
Instruction taught in English
Pros
Cons
Does not require bilingual staff
Fits into school schedule
Often disconnected from classroom because students are pulled out from their regular classroom
Research shows to be least effective

18. Language Instructional Time Free Standing ESL and Bilingual Programs
English
Proficiency
Level
(based on the LAB-R
or NYSESLAT)
Grades K - 8
Grades
Number of Units
Number of Units
ESL
NLA
ELA
ESL
NLA
ELA
Beginning 2 1 - 3
Intermediate
Advanced
NOTE:
1. NLA (Native Language Arts) is required for students in a bilingual
program.
2. One unit of study equals a minimum of 180 minutes per week Approved by Board of Regents May 2003
divided into daily allotments (36 minutes) of instructional time.

19. The Law

20. The Law Supreme Court Case Lau v. Nichols, 1974 No Child Left Behind
CR Part 154

21. Lau v. Nichols, 1974
Class action lawsuit brought by non-English proficient Chinese students against the San Francisco Unified School District
Supreme Court found that identical education does not constitute equal education under the Civil Rights Act of 1964
Required district to take affirmative action to overcome the educational barriers faced by non-English speaking students in the district

22. No Child Left Behind Title I Title III
Mandates English language proficiency testing and academic achievement testing of ELLs
Sets requirements for establishing achievement objectives and other educational reforms
Title III
Mandates language proficiency testing of ELLs
Discusses issues related to ELL programs
Outlines ELL-specific parent notifications

23. No Child Left Behind
LEAs receiving Title III and Title I funds are held accountable for meeting annual measurable achievement objectives (AMAOs) and making adequate yearly progress (AYP) on:
The NYSESLAT
The ELA

24. CR Part 154
Establishes standards for school districts serving LEP students in order to ensure:
LEP students receive appropriate services
LEP students have equal access and opportunities for participation in all school programs and services

25. Assessments for ELLs LAB-R – initial identification
NYSESLAT – determines continued eligibility as LEP/ELL and demonstrates progress
State Content Assessments
-ELA (more than 1 year in program)
-ELA Regents-required for high school graduation
-Math, Science, Social Studies
in English or native language, as appropriate and available

26. District demographics

27. Top Five Language Groups in Buffalo Public Schools
Total Number of LEP Students in Buffalo = 2,964
Multilingual Dept. October 2009
Language
Percent
Spanish
49.5%
Burmese Dialects
14%
Somali Dialects
11%
Arabic
7.5%
Vietnamese 2%
All Others
16%

28. Languages Spoken by LEP Students in Buffalo

29. culture

30. What is culture?
the customary beliefs, social forms, and material traits of a racial, religious, or social group
the characteristic features of everyday existence
(as diversions or a way of life} shared by people
in a place or time
the set of shared attitudes, values, goals, and
practices that characterizes an institution or organization
the set of values, conventions, or social practices associated with a particular field, activity, or societal characteristics
Source: Merriam-Webster online dictionary

31. Stages of Culture Shock
Stage 1: Exciting
Experience “honeymoon” period
Feel very positive about the culture
Stage 2: Withdrawal
Find things different, strange and frustrating
Begin to dislike the culture, feel anxious and withdraw
Stage 3: Adjustment
Feel more confident in dealing with new culture
Understand and accept behavior
Stage 4: Enthusiasm
Feel “at home”
Enjoy new culture and function well in it
Adopt certain behaviors of new culture

32. “To Do” vs. “To Be” Cultures
To Do” Cultures
Define themselves by work
Have a mechanical view of society
Solve problems in a linear fashion
Use logical persuasion in discourse
“To Be” Cultures
Define themselves by relationships & geography
Have a “tribal” view of society
Solve problems in a circular fashion
Rely on “elders” to make decisions
Adapted from: “To Do vs. To Be Culture: Theory Summary”

33. Cultural Differences United States Other Cultures Praise Eye Contact
Encouraging
Embarrassing
Eye Contact
Expected
Rude
Physical Contact
Normal
Taboo
Personal Space
Arms length
Closer or Further

34. Value Differences United States Other Cultures Personal Control
Destiny
Change
Tradition
Competition
Cooperation
Self-help
Birthright
Individualism
Group
Materialism
Spiritualism
Informality
Formality
“Acting”
“Being”
Honesty
“Saving Face”
Direct
Indirect

35. Parent involvement

36. Parental Involvement Classroom letters
School Websites in multiple languages
Cultural Event Nights
Parent Advisory Committees
School Tours
Breakfasts
Classroom Volunteers
Parents as Teachers

37. Second language acquisition

38. Factors that Influence Language Development
Age of the student
Individual personality
Language background
Educational background
of student
of parent
Background experiences
Socio-economic level

39. L1 vs. L2 First Language Second Language Learned at home
Learned at school
Learned at a young age
Learned at an older age
Learned to communicate with family
Learned to communicate with teachers and peers in school
Largely unconscious
Partly “learned”
Partly “acquired”
Freedom to learn
Pressure to learn

40. Stages of Second Language Acquisition
Pre-production
Early Production
Speech Emergence
Intermediate Fluency
Advanced Fluency

41. Social vs. Academic Language
Social Language
Academic Language
Short segments
Longer segments
Words and Phrases
Sentences
Everyday Vocabulary
Specialized Vocabulary
Simple grammar
Complex grammar
Face-to-Face Interaction
Lectures and Textbooks
Immediate Feedback
Limited Feedback
Facial Expressions, Gestures
No Visual Cues
Informal
Formal

42. BICS vs. CALP Basic Interpersonal Communication Skills
Everyday language used to interact socially
Used on playground, in lunchroom, on bus
Context embedded
Takes 1-2 years to acquire
Cognitive Academic Language Proficiency
Specialized language used in educational settings
Used in classrooms, textbooks, and high-stakes tests
Context reduced
Takes 5-7 years to acquire
Based on the work of Dr. Jim Cummins, University of Toronto

43. The “Iceberg” Theory Surface Structures Deep Structures
Based on the work of Dr. Jim Cummins, University of Toronto

44. The “Iceberg” Theory Thinking Skills Knowledge Comprehension
Application
Language Skills
Pronunciation
Vocabulary
Grammar L1
Surface
Features L2
Surface
Features
Semantic
Meaning
Functional
Analysis
Synthesis
Evaluation
Common
Underlying
Proficiencies
Based on the work of Dr. Jim Cummins, University of Toronto

45. Source: Hohl, Elana. ESL 101: Practical Suggestions for Accommodating English Language Learners in the Regular Classroom.

46. Classroom strategies

47. Challenges that ELLs Identify
No one to help at home with homework
Vocabulary, vocabulary, vocabulary
No background in the subject
Too many new concepts
Tests, notes, text too difficult
Too much to write and remember
Pacing is too fast
Teacher speaks too fast
Dislike reading
Adapted from: Hohl, Elana. ESL 101: Practical Suggestions for Accommodating English Language Learners in the Regular Classroom.

48. Primary / Secondary
Teaching in primary grades tends to be more context embedded (show and tell/hands on/movement)
Teaching in secondary grades tends to be less context imbedded and require more listening without the benefit of visual clues (lectures, read and respond to textbooks).
Learning for ELLs at the secondary level depends on teachers using strategies and accommodations to help their students learn.
Source: Hohl, Elana. ESL 101: Practical Suggestions for Accommodating English Language Learners in the Regular Classroom.

49. Simple Suggestions from ELLs
Explain things to me; help me to understand
Use easier words
Teach us how to do it (model)
Repeat in different ways (scaffold)
Use verbal and non-verbal cues
Write on the board
Use positive reinforcement
Speak slower
Give us more time to do the work/assignment
Say it more than once so we can “get it”
Do group work so someone can explain to me
Don’t write in cursive
Write it AND tell me
Give me written notes so I can study at home
Source: Hohl, Elana. ESL 101: Practical Suggestions for Accommodating English Language Learners in the Regular Classroom.

50. Classroom Strategies for ELLs
SIOP Model
(Sheltered Instruction Observation Protocol)
Lesson Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice/Application
Lesson Delivery
Review/Assessment

51. Lesson Preparation

52. Lesson Preparation Create both content and language objectives
Make sure they are measurable and student friendly
Formula: Students will ________________________ by _________________________________________.
Include meaningful activities
Make sure concepts are made explicit and age appropriate
Prepare supplemental materials
Provide a print rich environment
Try to target all 4 modalities: Speaking,
Listening, Reading, and Writing

53. Building background

54. Build Background Link new to past learning
Link new learning to past experiences
Make comparisons, real world
connections, (a.k.a. why is this concept
important?)
Brainstorm together
Use picture cards, internet, ask students to bring in things from home
Students can make word webs, draw pictures, add to a concept wall

55. Comprehensible input

56. Comprehensible Input
Speak appropriately to accommodate students’ proficiency level (avoid idiomatic expressions)
Clearly explain academic tasks
Use a variety of techniques to make content concepts clear
Modeling
Hands-on activities
Use materials, visuals, demos, gestures, film clips, body language, realia
Graphic organizers such as K-W-L charts, webs, Venn diagrams
Visuals in texts
Demonstrations
Collaborative group work
Encourage L1 use
Think-Pair-Share

57. Adapting Texts Pre-select and pre-teach essential vocabulary
Highlight important concepts
Use graphic organizers, such as T-notes and Venn diagrams
Discuss the text. Don’t expect ELLs to be able to read it on their own.
Find parallel texts/trade books that are written at a lower language level
Examine new uses of familiar words
Discuss synonyms
Have students keep personal dictionaries

58. strategies

59. Strategies Scaffold instruction Use a variety of questioning types
Provide ample opportunities for students
to use strategies--GIST, SQP2R, Reciprocal teaching, mnemonics, 12 minute research paper, 2 column
notes, repeated readings, …
Think-alouds, paraphrasing, partnering…
Employ a variety of question types including higher order/critical thinking questions-use Question Cube, Thinking Cube, Bloom’s Taxonomy…
Total Physical Response

60. C2IT Strategies
In order to improve English language proficiency and increase academic achievement in the core subject areas, you must “see to it” that students are:
Comprehending (Krashen)
Connecting (Marzano)
Interacting (Swain, Kagan)
Thinking (Cummins, Chamot & O’Malley)
Adapted from: Four Principles for Instruction of ELLs, Center for Applied Linguistics The C2IT acronym was created by Amy Suzanne King, copyright 2009

61. Interaction

62. Increasing Opportunities for Teacher-Student Interaction
Create a low anxiety classroom
Encourage participation- in many forms
Lengthen wait time
Begin with Yes/No and one-word response questions, and gradually ask more difficult questions as student gains more knowledge and language skills
Try to understand the message
rather than the language
Repeat, review and summarize

63. Interaction
Use a variety of grouping configurations pairs, triads, teams, varied by language proficiency or interest
Provide frequent opportunities for interaction and discussion
Sufficient wait time
Provide opportunities (when possible) for native language support
Teacher aides
Bilingual glossaries/dictionaries
Online translations
Have students write down answers while
waiting for one student to respond
Assign individual roles during group work

64. Practice/application

65. Practice/Application
Students engaged in hands-on activities/use of manipulatives
Give both oral and written directions
Help students identify multiple steps
Model what you want the student to do
Show the student examples of good work
Have the students repeat the directions back to you
Ask for questions

66. Homework Help Provide a word bank
Assign fewer questions- choose questions that target the "big idea”
Evaluate for content only-the message and not the means
Provide models and outlines
Allow students adequate time to write down the homework assignment
Write the assignment down in the same place every day
Allow time to begin in class
Allow extra time to complete the assignment

67. Lesson delivery

68. Lesson Delivery Clearly support content and language objectives
Give students ample opportunities to “show off” their knowledge
Engage students % of the lesson—less “teacher talk”, no “down-time”, students
are actively working in whole groups, small groups, individually…
Appropriately pace the lesson to students’ ability level

69. Begin at the End What is It? Comprehension strategy
Reversed sequence of instruction
Traditional
Reversed
Read the material.
Do extension activity
Answer study questions
Discuss material
Preview study questions
Read the Material
Based on: “Teach the Text Backwards,” Judith H. Jameson, Center for Applied Linguistics & “Reading in Reverse,” Jodi Reiss, 102 Content Strategies for English Language Learners

70. Review/assessment

71. Review/Assessment Review key vocabulary
Conduct assessment of all learning objectives
Content
Language
Regularly give feedback to students on
their output--clarify, discuss, correct responses
Use a variety of quick reviews
Never ask an ELL student, “Do you understand?”
Use signals (thumbs up, thumbs down)
Ask them to complete the sentence
Ask them to show you
Ask an open-ended question
Use picture cards
Numbered wheels
Small dry erase boards

72. Assessments
For essay questions, allow students to use visuals and graphics, e.g. sequenced pictures, labeled diagrams, maps, etc.
Replace multiple choice questions
(or even short answer and essay questions)
with completion questions which require a much
lower reading/language demand
Example: The battle of Antietam was important because __________ .
Use alternate assessments:
Portfolios
Learning logs
Self assessments

73. Adapting Assessments
Use the cloze technique, omitting key words from a paragraph that students have to replace (Using a word list is often helpful in determining comprehension of key concepts)
Allow use of a dictionary
Allow extended time to complete tests
Shorten the test by choosing the concepts
that are the most important
Limit choices on multiple choice tests
Divide word banks into smaller groups
Allow students to use their notes
(Encourages them to pay attention and take notes)
Give an open book test

74. Remember to keep expectations realistic at the beginning of the year for both you and your ELLs.

75. Sources
Grognet, A., Jameson J.H., Franco, L., and Maria Derrick-Mescua (2000). Enhancing English Language Learning in Elementary Classrooms. Center for Applied Linguistics Publications. Cummins, J. (1979) Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, No. 19, Cummins, J. (1994). Knowledge, power and identity in teaching English as a second language. In F. Genesse (Ed.), Educating second language children: The whole child, the whole curriculum, the whole community (pp ). Cambridge: Cambridge University Press. Echevarria, J., Vogt, M.E., & Short, D. (2006). Making content comprehensible for English language learners: The SIOP model. Ferris, P. (2009). Regulations for LEP Students: CR Part 154 , NCLB Title I and Title III, ppt. Department of Multilingual Education. Buffalo Public Schools. Hohl, E. ESL 101: Practical Suggestions for Accommodating English Language Learners in the Regular Classroom. St. James the Less Columbus. (April 2010). Short, D. J., Echevarria, J. (1999) The Sheltered Instruction Observation Protocol: A Tool for Teacher-Researcher Collaboration and Professional Development. Center for Research on Education Diversity and Excellence, (March 2008).

76. Buffalo Public School #18
Contact Information:
E mail:
Teacher Webpage:
Buffalo Public School #18
118 Hampshire St.
Buffalo, NY 14213
(716)