1. ELL 101 The Basics of Working with English Language Learners
David Irwin
To improve (From 2/28/08): More time: on metacognitive strategies, strategies for different age levels, more strategies in 1st session, language acquisition (also comment on having less time on L2A), handout powerpoint,

2. Welcome to the World of ELL! Go to one of the corners and discuss:
What is going well with the ELL program in your school or your ELL students in particular?
What are the challenges with the ELLs in your classroom or school?

3. Today we will learn about:
Language acquisition
“Sheltered Instruction” and a few related reading strategies
The cultures of some of our clients and how they affect learning
How to best work with classroom teacher
Behavior management tips
Look for some Mohammed & Maria pages to read to the group

4. In the beginning… ..there was “immersion”, aka submersion.
It seemed like a good idea at first… but it turned out to be a big disaster.

5. People started to wonder…
How do these kids learn?
Why does it take them so long to learn English?
If they can speak English, why can’t they read and write it?
Does their culture have anything to do with it?
Have group do their own wondering. KWL.
How do we raise their test scores?

6. What Factors Do You Believe Affect Second Language Acquisition?
Discuss at your table and be ready to share in whole group. (3 minutes)

7. Factors Affecting Second Language Acquisition
Motivation
Age
Personality and learning style
Peers and role models
Quality of instruction
First language development
Language distance and attitude
Cultural background
Echevarria, J. & Graves, A. (2007). Sheltered content instruction: Teaching students with diverse abilities, 3rd ed. Boston: Pearson-Allyn & Bacon.

8. Second Language Acquisition
Language is acquired, not learned
Natural Approach
5 Stages
Conversational and Academic Language (BICS & CALP)
Cummins Quadrant

9. 1 Beginning (Pre-production, Active/Receptive)
Very limited understanding of English
Learns to distinguish and produce English phonemes
Uses words, gestures, and actions
Practices repetitive social greetings
Imitates verbalizations of others to communicate:
Basic needs
Participate in discussions and activities
Respond to simple directions
WA ELD Proficiency Levels, OSPI, 2003.

10. 2 Advanced Beginning (Speech Emergence, Concrete/Functional)
Uses words and/or phrases
Uses appropriate social greetings
Participates in social discussions on familiar topics and in academic discussions
Develops correct word order in phrases
Begins to use content-related vocabulary
Retells simple stories and identifies the main points
WA ELD Proficiency Levels, OSPI, 2003.

11. 3 Intermediate (Speech Emergence, Concrete/Functional)
Uses simple and descriptive sentences with inconsistent use of syntax, tense, plurals, and subject/verb agreement
Tells a story, informs, explains, entertains, and participates in social and academic discussions
Begins to use root words, affixes, and cognates to determine the meaning of new words
Begins to support main ideas with details
WA ELD Proficiency Levels, OSPI, 2003.

12. 4 Advanced (Intermediate Fluency Related/Unified)
Uses descriptive sentences with common grammatical forms with some errors
Participates in academic and social discussions using appropriate ways of speaking based on audience and subject matter
Tells a story, informs, explains, entertains, and persuades
Uses simple figurative language and idiomatic expressions in discussions
Uses root words, affixes, and cognates to determine the meaning of new words
WA ELD Proficiency Levels, OSPI, 2003.

13. 5 Transitional (Advanced Fluency, Conceptual/Purposeful)
Has met criteria for exiting Transitional Bilingual Instructional Program (TBIP)
Speaks clearly and comprehensibly using standard English grammatical forms with random errors
Applies content-related vocabulary in a variety of contexts and situations
Gives oral presentations
WA ELD Proficiency Levels, OSPI, 2003.

14. ELD Proficiency Levels
Describes levels of ELD proficiency
Enables teacher to identify student’s ELD level by his/her performance
K-2, 3-5, 6-8, 9-12
Beginning, Adv Beginning, Intermediate, Advanced, Transitional

15. ELD Standards Sets targets for ELD proficiency
Enables teacher to set objectives student’s language acquisition/learning
K-2, 3-5, 6-8, 9-12
Beginning, Adv Beginning, Intermediate, Advanced, Transitional

16. Cummins: Conversational Fluency
Formerly BICS: Basic Interpersonal Communication Skills
“Playground English” - conversation in casual settings
High frequency words Anglo-Saxon based
Relies on facial expressions, gestures, etc.
Have it in L1 by age 5
Students have it in L2 in 1 or 2 years
Cummins, J. (1981). The role of primary language development in promoting educational success for language minority students. In Schooling and language minority students: A theoretical framework (pp. 3-49). Los Angeles: Evaluation, Dissemination, and Assessment Center, California State University, Los Angeles.

17. Cummins: Discrete Language Skills
Direct instruction in phonemic awareness, phonics, reading, grammar, spelling, verb tenses.
May be learned concurrently with BICS
Cummins, J. (1981). The role of primary language development in promoting educational success for language minority students. In Schooling and language minority students: A theoretical framework (pp. 3-49). Los Angeles: Evaluation, Dissemination, and Assessment Center, California State University, Los Angeles.

18. Cummins: Academic Language Proficiency
Formerly CALP
Low frequency words Graeco-Roman based
Complex written and oral language
Technical, specialized language
Increases in 3rd grade, same year as separation on Thomas/Collier chart
Cummins, J. (1981). The role of primary language development in promoting educational success for language minority students. In Schooling and language minority students: A theoretical framework (pp. 3-49). Los Angeles: Evaluation, Dissemination, and Assessment Center, California State University, Los Angeles.

20. The Iceberg Model With 2 Languages
BICS
CALP L1 L2

21. Alexander Lukin
Alexander is 15 and was born and raised in Moscow. He attended public school from the ages of His family then moved to Tacoma, Washington. His parents were professors at Moscow University. He went to Mcilvaigh Middle School for 1 ½ years. He has been at Mt Tahoma HS since the beginning of the year.

22. Alexander
BICS
CALP L2 L1 L2 L1

23. Your turn Create a dual iceberg example for the following student.
Compare with a different partner. Defend your reasoning to your partner.
Compare to the example.

24. Teresa Gallegos
Teresa grew up in the city of San Salvador and went to school there until she was 12. She has basic literacy in Spanish. She moved with her family of six to Tacoma when she was 16. She attends high school but both of her parents work in the hotel industry, so she is responsible for her siblings after school until 6pm. She works at McDonald’s from 6:30-10:30 five nights a week.

25. Teresa
BICS
CALP L2 L1

26. Cognition/Context A C B D Cognitively Undemanding (Easy)
ESL/TPR, face-to-face conversation, hands-on art, PE.
Telephone conversations, personal notes, pop music A C
Context Reduced (Few clues)
Context Embedded (Clues) B D
High stakes tests, text-based math applications, research, lecture w/o visuals, WASL, ITBS, etc
Demonstrations, A-V assisted lessons, experiments, projects, math computation, math applications w realia and tools, visuals
Cognitively Demanding (Hard)

27. Latin-based Cognates Math
Spanish
English
Adición
addition
Sustracción
subtraction
Multiplicación
multiplication
Ecuación ?
Fracción
Propriedad
Probabilidad
Ángulo
Triángulo
Rectángulo
Círculo

28. Latin-based Cognates Science
Spanish
English
observar
Observe
Communicar
Communicate
Clasificar
Classify
Estimar ?
Medir
Inferir
Predecir
Identificar
Investigar
Experimentar
Interpretar

29. What are Best Practices for ELLs?
Mainstream Immersion
Dual Language Immersion
NOW
THEN
ESL Instruction (pull-out)
One-way Bilingual Education
Integrated content and language instruction in the regular classroom
L1 Instruction casual or prohibited

30. What is Sheltered Instruction?
Was: Protection from competition from English speakers
Now: The goal is to make grade-level content standards more accessible for English Language Learners (ELLs) while they develop and improve their English language proficiency.
Cummins, J. (1981). The role of primary language development in promoting educational success for language minority students. In Schooling and language minority students: A theoretical framework (pp. 3-49). Los Angeles: Evaluation, Dissemination, and Assessment Center, California State University, Los Angeles.

31. What is Sheltered Instruction?
Teachers scaffolding instruction to aid student comprehension of content topics and objectives.
Adjusting their speech
Adjusting instructional tasks
Providing appropriate background information and experiences
Short, Hudec, Echevarria (2002) Using the SIOP Model: Professional Development Manual for Sheltered Instruction. Center for Applied Linguistics, Washington, DC

32. What is Sheltered Instruction?
The practice of highlighting key language features and incorporating instructional strategies that make the content comprehensible to all learners.
Short, Hudec, Echevarria (2002) Using the SIOP Model: Professional Development Manual for Sheltered Instruction. Center for Applied Linguistics, Washington, DC

33. What is Sheltered Instruction?
An approach that can extend the time students have for getting language support services while receiving the content subjects needed for graduation.
Short, Hudec, Echevarria (2002) Using the SIOP Model: Professional Development Manual for Sheltered Instruction. Center for Applied Linguistics, Washington, DC

34. Movie Time!

35. Building Background The Depth of Vocabulary
Vocabulary knowledge correlates to comprehension.
It takes 12 productions of a word to create mastery.
Comprehension depends on 90-95% knowledge of words in a text.
To overcome vocabulary deficit in ELLs, we must explicitly teach it daily.

36. Vocabulary Tier 1
Basic words that students know concept and label in Spanish (L1) and English (e.g. dog, cat, run, song).
Basic words that students know concept and label in Spanish but need English label (e.g. find, hate, tooth).
These need to be turned into handouts for the selection of vocabulary
M. Calderon, Johns Hopkins U. 2005

37. Idioms Tier 1 Beat your brains out By the skin of your teeth
Simple idioms are basic expressions that ELLs are unlikely to know.
Beat your brains out
By the skin of your teeth
Cut it out!
Get a kick out that
Keep your nose to the grindstone
Can't make heads or tails of that
Until you're blue in the face
Make up your mind
Let’s hit the books
He has to run around in the shower just to get wet.
A “phrasal” is a verb plus a preposition which together mean something completely different from the verb alone. An ELL might understand “turn” as in “turn right” or “it’s my turn.” But when you add in the preposition, these phrasals have very different meanings. The same with the word “give.”
Idioms are phrases that, again, mean something different from what the words might seem. “Pull my leg” isn’t literal--it means teasing.
Slang is much more transient than idioms. ELLs usually learn slang from their peers, along with some other choice words and phrases we’d rather they not learn. The best reaction is to just say those words aren’t nice words to say. Students understand that concept very well.

38. Vocabulary Tier 2
Importance and utility: words characteristic of mature language users and appear frequently across a variety of domains.
Instructional potential: words that can be worked with in a variety of ways so that students can build rich representations of them and of their connections to other words and concepts.
Conceptual understanding: words for which students understand the general concept but provide precision and specificity in describing the concept.
M. Calderon, Johns Hopkins U. 2005

39. Vocabulary Tier 2
Polysemous (multiple but related meanings) & homonymous words (sounds/spells the same but completely different meaning)
How many meanings do you know for trunk?
Which meanings are related to each other?
Which are completed different?
How about set, table, push, ring, bad, and slip?
M. Calderon, Johns Hopkins U. 2005

40. Would you identify the following variations in the meanings of "up" as polysemy or homonymy?
There is a two-letter word that perhaps has more meanings than any other English two-letter word, and it is "up".
It's easy to understand up, meaning toward the sky or at the top of the list, but when we awaken in the morning, why do we wake up?
At a meeting, why does a topic come up? Why do we speak up and why are the officers up for election and why is it up to the secretary to write up a report?
We call up our friends and we use it to brighten up a room, polish up the silver, and we warm up the leftovers and clean up the kitchen. We lock up the house and some guys fix up the old car.
At other times the little word has real special meaning. People stir up trouble, line up for tickets, work up an appetite, and think up excuses.
To be dressed is one thing but to be dressed up is extra special. Another use of up is confusing as a drain must be opened up because it is stopped up.
We open up a store in the morning but we close it up at night. Do you have the impression that we seem to be pretty mixed up about up?

41. To be knowledgeable of the proper uses of up, look up the word in the dictionary. In a desk size dictionary, the word up, takes up almost 1/4th the page and definitions add up to about thirty.
If you are up to it, you might try building up a list of the many ways up is used. It will take up a lot of your time, but if you don't give up, you may wind up with a hundred or more.
When it threatens to rain, we say it is clouding up . When the sun comes out we say it is clearing up. When it rains, it wets up the earth. When it doesn't rain for awhile, things dry up.
One could go on and on, but I'll wrap it up, for now my time is up; so, I'll shut up.

42. And You Thought English Was Easy….
1) The bandage was wound around the wound. 2) The farm was used to produce produce. 3) The dump was so full that it had to refuse more refuse. 4) We must polish the Polish furniture. 5) He could lead if he would get the lead out. 6) The soldier decided to desert his dessert in the desert. 7) Since there is no time like the present, he thought it was time to present the present. 8) A bass was painted on the head of the bass drum.

43. Polysemous words are common in math: PRIME POWER RADICAL IMAGINARY LEG
RIGHT
ROUND
SIDE
M. Calderon, Johns Hopkins U. 2005

44. Vocabulary Tier 2 Transition Words
Cause & Effect -- because, due to, as a result, since, for this reason, therefore, in order to, so that, thus…
Contrast -- or, but, although, however, in contrast, nevertheless, on the other hand, while …
Addition or comparison -- and, also, as well as, in addition, likewise, moreover, by the way …
Giving examples -- for example, for instance, in particular, such as …
M. Calderon, Johns Hopkins U. 2005

45. Vocabulary Tier 2
Cognates. Many cognates are Tier 2 words in Beck’s hierarchy, such as coincidence (coincidencia), absurd (absurdo), concentrate (concéntrate), and fortunate (afortunado).
Literate Spanish speakers have a great advantage over monolingual English speakers because many cognates are high frequency words in Spanish but low frequency words in English.
In addition some students will need to learn the concept for some cognates: democracy [democracia].
M. Calderon, Johns Hopkins U. 2005

46. Vocabulary Tier 2 FALSE Cognates!!!! ATTEND -- ATENDER
ASSIST -- ASISTIR
EMBARRASED -- EMBARASADA
M. Calderon, Johns Hopkins U. 2005

47. Low frequency words in English
Vocabulary Tier 3
Low frequency words in English
Words that are limited to specific domains such as social studies, math, language arts or science. Although they are low-frequency words, they are very important for understanding content. For instance: lathe, isotope [cognate], peninsula [cognate], mitochondria.
M. Calderon, Johns Hopkins U. 2005

48. For Tier 1 Words
1. Use ESL strategies for teaching (Vocabulary-on-the-Run) such as:
Pantomime
Gestures
Real objects
Points to pictures
Quick draws
2. You can also briefly explain the meaning in the context of the sentence.
M. Calderon, Johns Hopkins U. 2005

49. For Tier 2 & 3 Vocabulary Say the word in context
 Give a kid-friendly definition
 Say the word in a different context
 Ask the students to say the word three times with you
Engage students through semantic organizers or other activities. Discuss the difference between the new word and related words or different meanings for that word.
Say the word again
M. Calderon, Johns Hopkins U. 2005

50. 6-Step Oral Strategy The miners were compensated eventually.
Something done to balance or make up for something else. It can be a payment for work, or something good that happens to make up for something bad.
When he crashed into my car, he compensated me with full payment.
Compensated, compensated, compensated
How do your parents compensate you when you get good grades?
Compensated
Teacher says the word in context.
Explains meaning with student-friendly definitions.
Provides examples in contexts other than the one in the text.
Asks students to repeat the word 3 times.
Engages students in activities to develop word/concept knowledge.
Students say the word again.
M. Calderon, Johns Hopkins U. 2005

51. 6-Step Oral Strategy
There are a lot of cumulus clouds in the sky today.
A big, white, fluffy cloud, flat on the bottom and rounded on top.
On sunny days, sometimes there are big white fluffy clouds in the sky, like cotton balls.
Cumulus, cumulus, cumulus
Have you ever seen any cumulus clouds that look like animals?
Cumulus
M. Calderón/JHU
Teacher says the word in context.
Explains meaning with student-friendly definitions.
Provides examples in contexts other than the one in the text.
Asks students to repeat the word 3 times.
Engages students in activities to develop word/concept knowledge.
Students say the word again.

53. 6-Step Oral Strategy
Teacher says the word in context.
Explains meaning with student-friendly definitions.
Provides examples in contexts other than the one in the text.
Asks students to repeat the word 3 times.
Engages students in activities to develop word/concept knowledge.
Students say the word again.
Be careful swimming the ocean or you’ll be washed away by the current.
Current means that something is moving in a stream.
Strong air current is called wind. Electrical current will shock you. Ocean current flows all around the world.
Students to say the word 3 times.
Ask students to show each other an example of current, either verbal or drawn.
Students say the word again.

55. Ocean Currents and Global Climate
Tier 2
current, fluid, instead, mixing, dense
Tier 3
equator, deep ocean current, surface current, mid-latitudes, polar region, equatorial region, light ray

56. Student Response: “Horrible” “Good” Lunches

57. Horrible Lunch!

58. Student Response to Show Comprehension
Which of these is horrible?
A rose or
a bee sting?
Ice cream or
getting in trouble?
Clap to show choice.
Show pictures of pleasant things and horrible things and ask which is horrible. Students applaud their answer.
M. Calderón/JHU

59. Explicit Vocabulary Instruction-Selection of vocabulary
Select words that are unknown.
Select words that are critical to passage understanding.
Select words that students are likely to encounter in the future. (Stahl, 1986)
Focus on Tier Two words (Beck & McKeown, 2003)
Academic Vocabulary
Select words that are difficult, needing interpretation.
A. Archer 2006

60. Explicit Instruction - Step 1. Prepare Student-Friendly Explanations
Dictionary Definition
relieved - (1) To free wholly or partly from pain, stress, pressure. (2) To lessen or alleviate, as pain or pressure
Student-Friendly Explanation (Beck, McKeown, & Kucan, 2003)
Uses known words.
Is easy to understand.
When something that was difficult is over or never happened at all, you feel relieved.
A. Archer 2006

61. Explicit Instruction- Practice Activity Write Student-Friendly Explanations
Dictionary Definition
Student-Friendly Explanations
disgusting - to cause to feel disgust; be sickening, repulsive, or very distasteful to
fragile - easily broken, damaged, or destroyed
gratitude - a feeling of grateful appreciation for favors or benefits received
loitering - to linger in an aimless way; spend time idly

62. Vocabulary Cards Picture Word scoliosis Definition
Curvature of the spine
Sentence Scoliosis can be corrected if caught early.

63. Working with vocab cards
Comb bind
Ring bind
Zip lock bag
Word wall or pocket chart
Arrange by definition category, word family, color, size, difficulty, alphabetical, etc.
Teacher or students determine categories
Why change the word wall frequently?

65. Strategies Choose a Materials Manager Gather
10 half sheets for each person, variety of colors
4 whole sheets

66. 8-Tab Foldable Word on outside
Definition or sentence plus picture inside

67. Strategies Specific, researched methods
What do they look like?
Visuals
Charts
Graphic organizers
Modeling
Flexible grouping
Body language
Sound like?
Prompting
Paraphrasing
Contextualizing – “Marsupials, animals who keep their babies in a pouch, live around here, maybe in your yard.”

68. Content Area Strategies
Cognitive Strategies
Partner Reading
Bookmaking
Survey Question Predict Read Respond Summarize (SQP2RS)
Teach the Text Backward
Directed Reading Thinking Activity (DRTA)
Question Answer Response (QAR)

69. Partner Reading for Everyone
For literature or content area text
Each partner takes a turn
Practice active listening
Talk and encourage each other
Teacher reads and models each strategy
This works in high school too…

70. Partner Reading Method 1
Partner A reads first sentence. Partner B helps.
Partner B reads second sentence. Partner A helps.
Continue to end of selection
Whole group reads selection in unison.
Teacher leads short discussion to check comprehension.
M. Calderón/JHU

71. Partner Reading Method 2
Partner A reads a paragraph. Partner B helps.
Partner A retells what happened in the paragraph. Partner B adds details.
Change roles for the next paragraph.
Teacher leads discussion to check comprehension.
M. Calderón/JHU

72. Partner Reading Method 3
Partner A reads a paragraph.
Partner B listens and writes a question the teacher might ask.
Partner A answers.
Switch roles.
Teacher leads discussion to check comprehension. Students share questions with whole group.
M. Calderón/JHU

73. Question Answer Response QAR
Right There
Question can be answered by reading a single sentence (or two next to each other)
Think and Search
Question can be answered by putting information together from different parts of the text.
Author & Me Question is answered by thinking about your own ideas and experience and parts of the text.
On Your Own
The answer is inside your head, maybe sparked by ideas form the text. Think about what you already know about the question.

74. Bloom’s Taxonomy KNOWLEDGE RT. I can repeat it. What does it say?
COMPREHENSION
TS. I can explain it. What does it mean?
APPLICATION
TS. I can use it. How can I use it?
ANALYSIS
TS/OYO. I can take it apart and see how it is put together. What are it’s parts and how do they work together?
SYNTHESIS
TS/OYO. I can put it together in a new way. How can I modify or improve it?
EVALUATION
OYO. I can decide what is good or bad, true or false, strong or weak, useful or useless. What are it’s good and bad qualities and how do I judge them?

75. Your turn again -- Read Jumanji:
Read Jumanji using Partner Method 3.
Partner B write three questions.
Select three Tier 2/3 words that ELLs would need to learn.
Prepare to teach 2 of those words with a vocab strategy of your choice.
M. Calderon, Johns Hopkins U. 2005

76. TIER TIER 3
Word:
Strategy:
M. Calderon, Johns Hopkins U. 2005

77. Jumanji questions: Right There: Think & Search Author & Me
On Your Own:

78. Language Experience Approach (LEA)
Share an experience: book, video, field trip, etc. Tell the class that together you will write a story about the experience. Everyone will have a chance to contribute and everyone will get credit.
Map the story. Use graphic organizer (see examples) to rough out main story components.
Write rough draft. Students contribute sentences to the story. Teacher writes down verbatim on chart paper and writes students’ initials after the sentence.
Group reads the story through and decides on quality and quantity. Decide together on changes. If sentences need to be moved or edited, ask permission of the author.
Write final version. Options depending on age and skill: 1) Teacher types the story, makes copies for all to illustrate. 2) Students write or type their own.
Publish.
Group reads story with variety of techniques: popcorn, partner read, choral, etc.
Display books for all to see!

79. Bookmaking Alphabet Sequencing Character analysis Classifying
Word & picture for primary
Add rhyme, sentence or paragraph for upper grades
content areas (even middle/high school)
Sequencing
Character analysis
Classifying
Language Experience Approach
Make folded books for Alphabet. See sample file box.

80. What Is Culture?
Concrete Level -- Heroes and Holidays, dances, costumes, food, flags.
Behavioral Level – Language, religious practices, gender roles, rituals.
Symbolic Level – Shared values, beliefs, mores, definition of family, meaning of education.
There are many definitions for culture. Some think of big “C” “Culture” which would refer to the opera, art museums, etc. But culture affects every aspect of life.
Culture can be compared to an iceberg. Only one seventh of the iceberg can be seen. “Above-the-surface” cultural aspects are heroes, holidays, food, music, clothing. These are obvious to those from another culture.
However, below the service, the other six sevenths of the iceberg, is where the potential danger lies. It’s the aspects of culture you don’t know about that usually breeds misunderstandings. These underlying cultural rules have to do with eye contact, gender roles, child-rearing issues, attitudes about youth and the aged, personal space, facial expressions and body language to name a few. Here are a few examples:
In many Asian cultures it is an insult to pat a child on the head.
Many youth, particularly Hispanic, are taught not to look an adult eye-to-eye; that is a sign of challenge or disrespect.
In many cultures it is poor manners (or even insulting) to introduce yourself to someone, especially across genders. You must be introduced by a third party.
In many cultures showing the bottom of your feet (as in crossing your legs and picking up your foot from the ground) is a terrible offense.
The American “ok” hand gesture is obscene in most of the rest of the world.
Nitza Hidalgo: Multicultural Teacher Introspection

81. Assimilation Vs. Acculturation
English Only
Loss of Heritage Language
Loss of Heritage Culture
One “America”
Melting Pot
English Also
Heritage Language Active
Heritage Culture Retained/Practiced
Diversity
Mosaic
Assimilation is the process by which you fully adopt (if that’s possible) the culture of your new country. You leave off the old ways and completely adopt new ways.
Acculturation is the process by which you learn the language and cultural mores of the new country, while retaining your heritage language and culture.
Of course, this is a continuum. Trainers are encouraged to share their own own personal stories on this issue. The following is the experience of one of the presentation authors: “Growing up, I thought I belonged to the ‘melting pot’ and was chided by my father for wanting to learn more about my heritage culture. I believed, as most European Americans, that I didn’t have a ‘culture.’ Then I traveled to Europe. I learned very definitely that I was quite German culturally. I traveled to the countries of all my great-grandparents, and Germany was the country in which I felt most at home.”
Many people want to focus on the “samenesses” of cultures rather than the differences. They think the differences don’t matter. While the commonalties bring us together, the differences, if they go unrecognized or dishonored, will continue to keep us apart.

82. Effects of Assimilation The normal side effects of assimilation can look like a traditional learning disability.
Code Switching
Distractibility
Resistance to Change
Disorientation
Stress-Related Behaviors
Heightened Anxiety
Confusion in Lack of Control
Withdrawal
Silence/ Unresponsiveness
Response Fatigue
These Effects of Acculturation are very frequently misread by those who have never experienced trying to acculturate. One way a monolingual could have a taste of this experience is to listen to TV or the radio in a language they don’t understand for more than a couple of hours. This will bring about the confusion, distractibility, and slight fatigue. If you put yourself in another country for more than just a few days’ vacation, especially if you’re away from the vacation/ resort areas, more of these effects will become apparent.

83. Discourse Patterns Tied to Culture
Linear
Ideas are developed in a sequential pattern, leading to conclusion. 5 paragraph essay.
Circular
Ideas are developed by creating context to illustrate conclusion

84. Discourse Patterns Direct Indirect
Statements are made directly, little reliance on context or timing.
Indirect
Meaning conveyed by suggestion, nonverbal cues, or statements made within earshot of the intended receiver but not directly to them.

85. Discourse Patterns Detached Attached
Discussion is calm and objective. Focus on the ideas, not the person.
Attached
Discussion is passionate, emotional. Speaker conveys his/her personal connection to the issue.
Similar to Intellectual/Relational

86. Translate Direct to Indirect:
That’s not a good idea.
That’s not the point.
What we need to do is…
What do you think, Anh?
You’re doing that wrong.
I don’t agree.

87. Translate Indirect to Direct
That’s a very interesting idea.
Thank you for your input.
We will try our best.
I’ll really try to make it to party.
Can we move on?

91. Thanks go to MadMac: Bill Madigan & Jorge MacFarland

92. Transference The influence of one language on another
Can be positive (assists acquisition) or negative (interferes)
Occurs more readily if L1 concepts are strong (Cummins 1979)
Affected by educational level in L1, personal and economic background

93. Code Switching & Code Mixing
Interspersing English with L1
Normal part of language acquisition
Helps clarify meaning
Used by student and teacher
Switch between separate sentences, not within sentences (code-mixing).
Teacher can switch but not mix. Ex: Bueno, ya nos acabamos. Todos siéntense. The time is up.
Brice, Roseberry-McKibbin 2001

94. Ambiguities Actual Headlines
British Left Waffles on Falkland Islands
Hospitals are Sued by 7 Foot Doctors
Include your Children when Baking Cookies
Safety Experts Say School Bus Passengers Should Be Belted
Man Struck by Lightning Faces Battery Charge

95. Activity: Think/Pair/Share
With a partner, discuss a time you were in another country and faced the language barrier. How did it feel and what did you do? What are the implications for your ELL population?

96. Collaborating with the Teacher
What is his/her job, what is your job?
How can you supplement the teacher’s lesson plan for better learning?
Preview, Delivery, Review

97. Ocean Current lesson The day before the lesson The day of the lesson
Do vocab warm-up acitivites
Discuss the concepts in L1 if possible
Collect a list on chart paper of assumptions and predictions OR KWL chart.
The day of the lesson
Work with the kids in the class while the teacher teaches
The day after the lesson
Check back to the chart. What assumptions and predictions were true?
What do they know now?
What other questions?

98. Planning time – it’s rough out there!
Find a time when you can meet with the teacher, weekly, biweekly, even monthly.
Get the plans for the next time period.
Bring something to the meeting: how the kids are doing, anything you notice about them – health, behavior, quality of work, etc.

99. Title I says…
(2) RESPONSIBILITIES PARAPROFESSIONALS MAY BE ASSIGNED- A paraprofessional described in paragraph (1) may be assigned —
(A) to provide one-on-one tutoring for eligible students, if the tutoring is scheduled at a time when a student would not otherwise receive instruction from a teacher;
(B) to assist with classroom management, such as organizing instructional and other materials;
(C) to provide assistance in a computer laboratory;
(D) to conduct parental involvement activities;
(E) to provide support in a library or media center;
(F) to act as a translator; or
(G) to provide instructional services to students in accordance with paragraph (3).
(3) ADDITIONAL LIMITATIONS- A paraprofessional described in paragraph (1) —
(A) may not provide any instructional service to a student unless the paraprofessional is working under the direct supervision of a teacher consistent with section 1119; and
(B) may assume limited duties that are assigned to similar personnel who are not working in a program supported with funds under this part, including duties beyond classroom instruction or that do not benefit participating children, so long as the amount of time spent on such duties is the same proportion of total work time as prevails with respect to similar personnel at the same school.

100. Behavior management
Know your school’s program and follow it. Consistency is big.
Check on what kind of support you have from the teacher.
Set verbal expectations for your groups. Set clear consequences. Follow through when you give a warning.

101. Practice Let’s run a couple of practice groups and see what happens.
We’ll need a teacher and a few students….

103. Mistakes are to expected, respected and inspected!
Last little bit ---
Mistakes are to expected, respected and inspected!
Don’t Stress! Start with one or two of these ideas at first, in one content area or one period. Build into it and talk to your teacher and other paras for support.
Thanks for your time & your dedication! It’s a big job and we respect you for it. Call if I can help you.
Take it easy -- but take it!

105. Acknowledgements Material in this presentation draws on the work of
Archer, Anita, “Dynamic Vocabulary Instruction in Secondary Classrooms,” presentation at OSPI January Conference, Seattle, WA 2006.
Calderon & Rowe, “Project ExC-ELL: Expediting Comprehension for English Language Learners in Secondary Schools” training, Johns Hopkins University, 2005.
Echevarria, Vogt & Short, Making Content Comprehensible for English Learners: The SIOP Model, 2nd Edition, Pearson, 2004.
Echevarria & Graves, Sheltered Content Instruction: Teaching English Language Learners with Diverse Abilities 2nd Edition, Allyn & Bacon, 2003.
Figueroa, Richard, “Scientifically Based Reading Research”: The Definitional Dilemma for California Migrant Education Students (draft), UC Davis, 2002.
Freeman, David & Yvonne, “Checklist for Effective Practices with English Learners”, TESOL ESL in Bilingual Ed Interest Section, 2000.
Gibbons, Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom, Heinemann, 2002.
Gonzales, Dr. Phillip C., “Reading Strategies for the Secondary Education Student” presentation, Promising Practices State Conference, 2004

106. Gutierrez, K. D. , Baquedano-Lopez, P. , & Asato, J
Gutierrez, K.D., Baquedano-Lopez, P., & Asato, J., “English for the Children”: The new literacy of the Old World Order, language, policy and educational reform. Bilingual Research Journal, 24, 1-24,
Jameson, Judith, Enhancing English Language Learning in Elementary Classrooms, Delta Systems, Krashen, Stephen, The Power of Reading: Insights from the Research, Libraries Unlimited, 1993.
Krashen, S. Does “pure” phonemic awareness training affect reading comprehension? Perceptual and Motor Skills, 93, , 2001.
LaRock, Vicki, Research Based Vocabulary Instruction: So Many Words, So Little Time. National Center for Reading First Technical Assistance, 2004.
Montaño-Harmon, “English for Academic Purposes” training, California State University Fullerton, 2003.
National Reading Panel, Report of the National Reading Panel: Teaching Children to Read, 2000.
Tovani, Cris, I Read It But I Don’t Get It: Comprehension Strategies for Adolescent Readers, Stenhouse, 2000.
Tovani, Cris, Do I Really Have to Teach Reading: Content Comprehension Grades 6- 12, Stenhouse, 2004.
Vacca & Vacca, Content Area Reading: Literacy and Learning Across the Curriculum, 6th Edition, Longman, 1999.
Zike, Dinah, Big Book of Projects: How to design, develop, & make projects from kindergarten through college, dinah-might adventures, San Antonio, 1989.

107. Download and Contact Forms and templates: www.langdevopps.com
Contact Dave Irwin: