1. English-Language Learners Classroom Interactions | Equity Project | Fall 2013

2. ESOL Common Acronyms: L 1 = First Language L 2 = Second Language SIOP = S heltered I nstruction O bservation P rotocol ELL = E nglish L anguage L earner Common Acronyms: L 1 = First Language L 2 = Second Language SIOP = S heltered I nstruction O bservation P rotocol ELL = E nglish L anguage L earner E nglish for S peakers of O ther L anguages

3. Definition of an English-Language Learner Dr. Francie Christopher, University of Kansas ≠ First language ≠ English U.S. born citizen of parents that speak another language Immigrant (with family, or after family) Foreign adoptee Political refugee Temporarily living in the United States

4. Did you know… 3.5 million to 5.3 million51 percent “ From the 1997-98 school year to the 2008-09 school year, the number of English-language learners enrolled in public schools increased from 3.5 million to 5.3 million, or by 51 percent. ” (National Clearinghouse for English Language Acquisition, 2011) 3.5 million to 5.3 million51 percent “ From the 1997-98 school year to the 2008-09 school year, the number of English-language learners enrolled in public schools increased from 3.5 million to 5.3 million, or by 51 percent. ” (National Clearinghouse for English Language Acquisition, 2011)

5. 2009 National Assessment of Educational Progress | Slavin, Madden & Calderon, 2010 “Nationwide, only 12 percent of students with limited English scored “ at or above proficient ” in mathematics in the 4th grade ” vs. “42 percent of students not classified as English-language learners.” “The gap was considerably wider in 8th-grade math, where 5 percent of ELLs were proficient or above … compared with 35 percent of non-ELL students.” “The math assessment is available in Spanish as well as English, but the NAEP reading test was not as of 2011.” “ Only 3 percent of ELLs reached proficient in 8th grade reading, compared with 34 percent of non-ELLs.”

6. What are schools required to do? “States also have to comply with provisions for English-language learners in the No Child Left Behind Act of 2001 (ESEA).” “School districts are required by the law to meet targets set by their states for “ adequate yearly progress,” or AYP, for English- language learners or face sanctions.” “The law requires states to develop English-language-proficiency standards and implement English-language-proficiency tests.”

7. Experiencing ESL Started learning English at the age of 4. Kindergarten classroom consisted of extremely diverse students. Consisted of one-on-one meetings with the primary teacher or assistant teacher. English Immersion classroom Hands-on activities and illustrations were used in order to allow universal learning regardless of native language. As we grew older, accents were apparent in students who had difficulty grasping pronunciation due to their native language. Louis F. Simeone Elementary School | Elmhurst | New York City

8. There They’re Their How would you explain this to an English-Language Learner?

9. Methods for ELL Teachers English Immersion - Lessons are taught completely in English. Teachers should strive to teach their lessons in simplified English in order for students to understand both the language and the content. English as a Second Language - May include support to individuals in their native tongue. Classes are comprised of students with diverse language knowledge who are not fluent in English. Transitional Bilingual Education - Class time is divided up so that some subjects are taught in the student’s native language while a certain amount of time is devoted to learning the English language. Classes are homogenous in respect to the native language of the students. Two-Way Bilingual or Dual-Language Education - Two different languages are used to teach students, who may be dominant in one of them. The goal is to have students become proficient in both languages. Two teachers usually teach this type of classroom with each one teaching only one language.

10. How do the Common Core State Standards affect English- Language Learners? McGraw-Hill School Education

11. Tips for Teachers  Use illustrations in order to teach a concept, then attach words to it.  Simplify your instructions so that all students with a range of ability can comprehend them.  Eliminate the worst possible answer from this array of options. vs.  Which answer is wrong?  Repeat important concept vocabulary in order to expose students to them.  Use illustrations in order to teach a concept, then attach words to it.  Simplify your instructions so that all students with a range of ability can comprehend them.  Eliminate the worst possible answer from this array of options. vs.  Which answer is wrong?  Repeat important concept vocabulary in order to expose students to them.

12. The Game of Tag  Choose one person to be the ELL student.  Student will leave the classroom before the activity starts, then return after the rest of the class has been given instructions.  Student will have headphones on for the entire duration of the activity, to simulate “gibberish” going through their heads.  Everybody else tries to explain the game of tag without using any words.  Can the ELL student figure out what you’re trying to teach them?  Choose one person to be the ELL student.  Student will leave the classroom before the activity starts, then return after the rest of the class has been given instructions.  Student will have headphones on for the entire duration of the activity, to simulate “gibberish” going through their heads.  Everybody else tries to explain the game of tag without using any words.  Can the ELL student figure out what you’re trying to teach them? How would you explain the game of tag to somebody who doesn’t understand a word you’re saying?

13. References English-Language Learners. Education Week. 4 August 2004. Updated 16 June 2011. http://www.edweek.org/ew/issues/english- language-learners/. Francie Christopher, PhD, University of Kansas McGraw-Hill School Education. YouTube. http://www.youtube.com/watch?v=RQdKd5zeM9Y Personal Reference: Vivian Choong, University of Kansas