1. ESL English as a Second Language Lesa Shelton

2. ESL Acronyms  ESL- English as a Second Language  ELL- English Language Learner  LEP- Limited English Proficiency  TESOL- Teaching English to Speakers of Other Languages  ELP – English Language Proficiency

3. Defining LEP  Students who are age 3-21;  Are enrolled in or preparing to enroll in an elementary or secondary school;  Were not born in the US OR their native language is not English OR come from an environment where a language other than English is dominant OR  Native American or Alaskan Native or native of an outlying area;  AND come from an environment where a language other than English has an impact on the student’s level of language proficiency OR  Migratory, and have a native language other than English;  AND come from an environment where a language other than English is dominant

4. Virginia LEP Enrollment 1997 to 2009

5. LEP Student Country of Birth for 2009-2010

6. Most Commonly Spoken Languages as of September 2009

7. ESL in Danville City Schools  Approximately 220 students  Approximately 10 -15 different languages Including: Spanish, Vietnamese, Mandarin, Urdu, Russian, Uzbek, Arabic, Hindi 3 Teachers traveling to 16 sites

8. Lau v Nichols (1974) The Supreme Court ruled in 1974, that “there is no equality of treatment merely by providing students with the same facilities, textbooks, teachers and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education.” In other words, schools are required to develop programs that address the specific needs of ESL students, so that the students can receive comprehensible instruction and participate in a meaningful education.

9. Plyler v Doe (1982) The Supreme Court stated that if the purpose of the Texas law was to diminish the hope of attaining the American Dream for a specific group of students, the courts could not uphold the law as constitutional, providing this explanation: “the creation and perpetuation of a subclass of illiterates within our boundaries, surely adding to the problems and costs of unemployment, welfare, and crime” would be self-defeating. In turn, they ruled that illegal immigrant children were protected by the Fourteenth Amendment. Furthermore, undocumented children could not be held accountable for the “sins” of their parents. It is the understanding of our ESL department that documentation of legal presence should never be requested from parents, as that would be a direct violation of OCR regulations and the Plyler v Doe ruling.

10. NCLB  According to No Child Left Behind, ESL students must meet the same requirements as native speakers for SOL testing.  No Child Left Behind not only monitors the entire school population, but has set requirements for subgroups such as ESL, SPED, Low SES, and Minorities.

11. Accountability Requirements for LEP Students Title III requires states to ensure:  annual increases in the number or percentage of LEP students making progress in learning English (Annual Measurable Achievement Objective: AMAO 1);  annual increases in the number or percentage of LEP students achieving full proficiency in English (AMAO 2); and  AYP targets in reading and mathematics are met annually (AMAO 3). [Sec. 3113]

12. NCLB AMAOs for Math, Reading, Proficiency, and Progress (2009-2010)  Math-79% of students must pass as a group but also as sub-groups  Reading-81% pass  Proficiency-35%  Progress-45% It should be noted that no other subgroup under NCLB is required to participate in additional assessments and/or annual measurable achievement objectives (AMAOs). In other words, LEP students have additional standards that must be addressed.

13. World-Class Instructional Design and Assessment (WIDA) English Language Proficiency (ELP) Standards

14. Virginia is 1 of 24 WIDA States WIDA is a consortium of states dedicated to the design and implementation of high standards and equitable educational opportunities for English language learners. WIDA educational products and services fall into three main categories: standards and assessments, professional development for educators, and research.

15. Five WIDA ELP Standards  Standard 1: English language learners communicate for SOCIAL AND INSTRUCTIONAL purposes within the school setting.  Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS.  Standard 3: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS.

16. Five WIDA ELP Standards  Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE.  Standard 5: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SOCIAL STUDIES.

17. Methods of instruction  Bilingual classes  Sheltered classes  Pull out services

18. 4 Domains  Speaking  Listening  Reading  Writing

19. Levels  Levels 1 – 4  Level 5  Level 6 (1 st year formerly LEP)  Level 6 (2 nd year formerly LEP)  Goal for each student to gain one level each year  Spring testing

20. Understanding ESL Students  BICS vs. CALPS  BICS- Basic Interpersonal Communication Skills  CALPS – Cognitive Academic Language Proficiency Skills

21. Understanding ESL Students  Respect Cultural Differences  Lack of eye contact  Does not ask questions -  Collective v/s Individualistic See handbook (pp. 13 – 18)

22. Cultural adjustments 1. Allow students to do projects that celebrate L1/C1 (if students want to). 2. Make sure classroom rules are known (not just implicit), since classrooms in home country may be VERY different. (Ex.: What to call the teacher?) 3. Make special effort to involve parents in projects, parents' night, etc. (through partnership with ESL teacher?). On the other hand, consider families' economic and social situations when making assignments or when arranging special events. 4. Where possible, employ texts, stories, and examples in teaching that also introduce cultural information from ELLs' various home countries. 5. Invite family members of ELLs to visit class to present cultural information. 6. Get to know students' cultures (and religions) and find out about any cultural rules and taboos that are important to know about (topics, behaviors, beliefs).

23. Linguistic adjustments Adjust TALK when working with ELLs:  Limit use of SLANG and informal style.  Careful of sarcasm or "kidding" (may not be interpreted correctly).  Allow plenty of wait time when asking questions.  Ask only one question at a time, and wait for response. (Don't assume silence=can't respond).  Slow speed of speech slightly when working one-on-one.  Provide definitions of key terms (and write on board).  Organize presentations with summary, connections (as any good teacher does).  Careful of "over-paraphrasing."  Provide a good model: Do NOT produce "foreigner talk."  Do NOT speak louder to be understood.

24. Making Accommodations Accommodations are not only acceptable, but are essential.

25. Accommodations  All students have the right to “equal access” to the curriculum.  Providing an ESL student with the same instruction, materials, and assessment does not constitute equal access.

26. Accommodations What types of accommodations are available?

27. Accommodations  Services  Instructional Approaches  Materials  Modified/ Alternative Assignments  Modified/ Alternative Assessments

28. General principles of accommodation for instruction and assessment of ELLs DODON'T A) Set high expectations. A) Abandon content, even for beginners. B) Use "good teacher" behaviors. B) Think a completely new set of teaching strategies is needed for ELLs. C) Keep ELLs actively engaged. C) Expect ELLs to perform OR to be silent. D) Treat each ELL as an individual. D) "Lump" all native speakers or all ELLs together (NS vs. ELL).

29. General principles of accommodation for instruction and assessment of ELLs DODON'T E) Find out as much as you can about the ELLs. E) Depend ONLY on ESL teacher for information. F) Make use of ELLs' rich linguistic and cultural background. F) Put ELLs on the spot. G) Watch ELLs for signs of trauma and social, academic difficulties. G) Forget to notice progress, no matter how small! H) Assess students constantly.H) Expect "easy" and quick kinds of assessments to be easy for ELLs.

30. What can the classroom teacher do?  Have regular contact with the ESL teacher in your school  Learn about your students’ cultures  Know your student’s level of ELP  Know what to expect at each level of proficiency  Use the available accommodations

31. Stages of Language Acquisition  Silent/Receptive Stage  Early Production Stage  Speech Emergence Stage  Intermediate Fluency Stage  Advanced Fluency Stage From Krashen(1982) (see handbook – p.5)

32. Five Key Elements in the Effective Language Learning Environment  Comprehensible Input  Reduced anxiety level  Contextual clues  Verbal interaction  Active participation (see handbook – p.6)

33. Other Factors that influence learning a Second Language  Age of student  Limited or interrupted schooling and literacy in L1  Family and home circumstances that bring children to the U.S.  Sound/Letter correspondence in English (see handbook – p.9)

34. Help on the internet  VDOE- Virginia Department of Education http://www.doe.virginia.gov/VDOE/Instruction/ESL/  Help! They can’t speak English! www.escort.org  WIDA http://www.wida.us/ See additional listings – pp. 35 - 36

35. Anticipated 2010-2011 Professional Development Center for Applied Linguistics (CAL) “What’s Different About Teaching Reading to Students Learning English?”’ University of Mary Washington “Differentiated Instruction Across the Curriculum for English Language Learners” George Mason University “Reading and Writing Strategies for English Language Learners”

36. Open time for questions/ discussion