1. Dr. Elena Izquierdo UNIVERSITY OF TEXAS AT EL PASO ielena@utep.edu
Leadership
in English Language Learning
Dr. Elena Izquierdo
UNIVERSITY OF TEXAS AT EL PASO

2. serve the highest percentage of Hispanic students in the nation.
The fastest growing segment of the school age population are students with limited English proficiency, English Language learners (ELLs). Classrooms all around the U. S. have ELL students who are providing a big challenge for teachers who are not prepared to instruct these students and for districts that are being held accountable for the education of all students.
New Mexico classrooms
serve the highest percentage of Hispanic students in the nation.
ELLs and Schooling
Dr. Elena Izquierdo University of Texas at El Paso

3. UNIVERSITY OF TEXAS AT EL PASO
Leadership in English Language Learning
What do we really know about English Language Learners?
What is an ELL?
How many ELLS in your school?
Discussion
DR. ELENA IZQUIERDO
UNIVERSITY OF TEXAS AT EL PASO

4. The New Mexico English Language Learner Defined
English Language Learners
ELL
Students whose primary or home language is other than English, including recent immigrants
Students from heritage language groups needing enrichment and further development of academic English, some of whom maintain degrees of fluency in their heritage language;
Any other students needing enrichment and further development of academic English.
The New Mexico English Language Learner Defined

5. Exited Bilingual Program
A Snap Shop at our data
Bilingual Program
Exited Bilingual Program
Parent Denials
Not Served
ELLS
Who are our ELLs?
Discussion
Dr. Elena Izquierdo University of Texas at El Paso

6. How are ELL students doing academically?
Nationally, the achievement gap
between ELLs and all public school
students is significant.
Data from the National Assessment
of Educational Progress indicates
that many ELLs are performing poorly.
NCLB, through regulations, allows
students to remain in the English
language learner subgroup for two
years for AYP purposes which
assumes incorrectly that all English
language learners will learn English
at the same rate.
Whether measured by state tests required under No Child Left Behind or by the NAEP
When compared to their native English-speaking peers in all grades and content areas, this subgroup lags behind.
Nation’s Report Card: 29% of eighth-grade ELLs scored at or above the basic achievement level in reading, compared to 75% of non ELLs.
Similar gaps were demonstrated in mathematics (National Center for Education Statistics, National Assessment of Educational Progress (NAEP): Reading and Mathematics).
Dr. Elena Izquierdo University of Texas at El Paso

7. Numbers are mis-leading!
ELLs and Schooling
While the number of students with limited English proficiency continues to grow their level of achievement has lagged significantly behind that of their native English speaking counterparts that has created a gap.
Numbers are mis-leading!
Dr. Elena Izquierdo University of Texas at El Paso

8. Copyright 8 2001, Wayne P.Thomas & Virginia P. Collier
Program 1: Two-way bilingual education Program 2: One-way bilingual education Program 3: Transitional BE, including ESL Content Program 4: Transitional BE, including ESL, both taught traditionally Program 5: ESL taught through academic content Program 6: ESL Pull out
Copyright , Wayne P.Thomas & Virginia P. Collier

9. INSTRUCTIONAL PROGRAMS
A. Dual Language Programs
B. 3-Hour Bilingual Education Program (Maintenance)
C. 2-Hour Transitional Bilingual Program
Three bilingual education models are used in Las Cruces Public Schools.
Dr. Elena Izquierdo University of Texas at El Paso

10. At the middle and high school levels, grades 6-12, students are provided a minute period of Spanish for native speakers (equivalent in time to the English language arts class offered to English speakers) and a period of minutes of English as a Second Language.
The rest of the curriculum is in English, with sheltered content instruction.
Dr. Elena Izquierdo University of Texas at El Paso

11. Establish state-level English language proficiency standards;
Annually administer a standards-aligned English language proficiency assessment to measure progress in the acquisition of academic English language skills;
Define annual achievement objectives for increasing and measuring the level of LEP children’s development and attainment in English language proficiency; and
Include LEP students in academic content assessments in English language arts, mathematics, and science.
No Child Left Behind Act expects them to achieve at the same high level as their English-proficient peers in all content areas.
Dr. Elena Izquierdo University of Texas at El Paso

12. What do these English Standards look like?
Leadership in English Language Learning
To these ends, states must establish English language proficiency standards and measure student achievement toward these standards
What do these English Standards look like?
DR. ELENA IZQUIERDO
UNIVERSITY OF TEXAS AT EL PASO

13. 1. Social and
Instructional
language
2. The language of
Language Arts
3. The language of
Mathematics
4. The language of
Science
5. The language of
Social Studies
Dr. Elena Izquierdo University of Texas at El Paso
NM English Language Proficiency Standards THE NEW MEXICO PREK-12 ENGLISH LANGUAGE DEVELOPMENT (ELD) STANDARDS, 2009 EDITION

14. Next Steps System-wide Sheltered Instruction Revisit Literacy
Revisit Program Models
Extensive Profession Development in the ELDs
Next Steps
Dr. Elena Izquierdo University of Texas at El Paso

15. Literacy Development is everything!

16. Reading: A Process of Constructing Meaning
Syntactic Semantic
Graphophonics
Pragmatics

17. Quality Professional Development
Second Language Acquisition & Learning in a Second Language
Reading in L/2
Semantics
syntax
phonology
Reading in L/1
Content
Literacy
&
Academic Language
Quality Professional Development