Breaking the barrier presentation

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Breaking the barrier presentation

  1. 1. Breaking the Barrier for ELL Students Beginning a Native Language Collection Dr. Cathi Fuhrman
  2. 2. October 28, 2011 3:15 PM to 04:30 PM <ul><li>Session # </li></ul>
  3. 3. Workshop Resources <ul><li>http://palibraries.libguides.com/ AASLNativeLanguage </li></ul>
  4. 4. Why? <ul><li>Standards </li></ul><ul><li>ELL Research </li></ul><ul><li>Cultural Acceptance </li></ul>
  5. 5. Standards <ul><li>Common Beliefs </li></ul><ul><ul><li>Reading is a foundational skill for learning, personal growth, and enjoyment. </li></ul></ul><ul><ul><li>All children deserve equitable access to books and reading, to information, and to information technology in an environment that is safe and conducive to learning. </li></ul></ul>
  6. 6. Standards <ul><li>21 st Century Learners </li></ul><ul><ul><li>4.1.1 Read, view, and listen for pleasure and personal growth. </li></ul></ul><ul><ul><li>4.1.2 Read widely and fluently to make connections with self, the world, and previous reading. </li></ul></ul>
  7. 7. Research <ul><li>Statistics </li></ul><ul><ul><li>10% of students are ELL – Average in U.S. </li></ul></ul><ul><ul><li>Your district? </li></ul></ul><ul><ul><ul><li>Hempfield </li></ul></ul></ul><ul><ul><ul><ul><ul><li>6977 students – 376 ELL – 5.3% </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>31 Languages – 40 Countries </li></ul></ul></ul></ul></ul><ul><ul><li>80% of ELL students are Hispanic – US Avg. </li></ul></ul><ul><ul><li>8% of ELL students are Asian – US Avg. </li></ul></ul>
  8. 8. Research <ul><li>Language Development </li></ul><ul><ul><li>Research done in 2006 by the National Literacy Panel (NLP) and the Center for Research on Education, Diversity and Excellence (CREDE) found that &quot;primary languages reading instruction promotes reading achievement in English (and in the primary language)&quot; (Goldenberg 12). </li></ul></ul>
  9. 9. Research <ul><li>Language Development </li></ul><ul><ul><li>Five meta-analyses on the same issue by five independent researchers or groups of researchers with diverse perspectives came to the same conclusion.  &quot;Learning to read in the home language promotes reading achievements in the second language&quot; (Goldenberg 15). </li></ul></ul>
  10. 10. Research <ul><li>Cultural Acceptance </li></ul><ul><ul><li>&quot;Research suggests that students who are valued by the wider society (and by the schools that inevitably tend to reflect that society) succeed to a greater extent than students whose background are devalued.&quot;  Students’ cultural identities are more likely to be validated if the school encourages them to continue to develop their first language skills (Cummins 53). </li></ul></ul><ul><ul><li>“ Native language use can be respected and fostered through the availability of books and other materials in the student's native language...&quot; (Gersten, et.al.) </li></ul></ul><ul><ul><li>ELL students will view the Library as the place the welcomes them and values their native language. </li></ul></ul>
  11. 11. Assessing Needs <ul><li>&quot;Researchers have discovered that, unfortunately, many language minority schoolchildren in the United States have limited access to books in their native languages&quot; (Dawson 2002). </li></ul><ul><li>&quot;A percentage of the budget that corresponds with the percentage of ESL students is spent for materials for their needs, particularly in the media center&quot; (Claire 60).   </li></ul>
  12. 12. Assessing Needs <ul><li>ELL Population </li></ul><ul><ul><li>Native Language </li></ul></ul><ul><ul><ul><li>Some languages are dependent on country of origin </li></ul></ul></ul><ul><ul><ul><li>Calculate % of each language at each grade level </li></ul></ul></ul><ul><ul><li>Dialects of Language (Simplified Chinese vs Traditional Chinese) </li></ul></ul><ul><ul><li>ELL Placement </li></ul></ul><ul><ul><ul><li>Entering, Beginning, Developing, Expanding, Bridging </li></ul></ul></ul>
  13. 13. Assessing Needs <ul><li>ELL Teachers </li></ul><ul><ul><ul><li>Give Teachers resources to choose titles </li></ul></ul></ul><ul><ul><ul><li>Literacy Strategies </li></ul></ul></ul><ul><li>English Language Books </li></ul><ul><ul><li>What’s popular with regular education students? </li></ul></ul><ul><li>ELL Students </li></ul><ul><li>Public Library </li></ul>
  14. 14. Funding <ul><li>ELL Funding </li></ul><ul><li>Grants </li></ul>
  15. 15. Locating Resources <ul><li>ELL Specific Vendors </li></ul><ul><li>Book Jobbers </li></ul><ul><ul><li>Follett Titlewave </li></ul></ul><ul><ul><li>Brodart </li></ul></ul><ul><ul><li>Bound to Stay Bound </li></ul></ul><ul><li>Amazon </li></ul><ul><li>Alibris </li></ul>
  16. 16. Cataloging <ul><li>Packing Lists – Reconcile with PO </li></ul><ul><li>Consistent Call #’s – Union Catalog </li></ul><ul><li>Vendor Cataloging </li></ul><ul><li>Original Cataloging </li></ul><ul><ul><li>World Cat.org </li></ul></ul><ul><ul><li>Pull Summaries from English version </li></ul></ul><ul><ul><li>Find Original Publisher Site </li></ul></ul><ul><ul><li>Use Google Translate for Russian/Asian characters </li></ul></ul>
  17. 17. Promoting <ul><li>ELL Classes/Teachers </li></ul><ul><li>Orientation with ELL Classes </li></ul><ul><li>Special Section – Signage </li></ul><ul><li>Variety of Reading Levels </li></ul><ul><ul><li>Needs of students </li></ul></ul><ul><ul><li>Siblings </li></ul></ul><ul><li>Summer Reading </li></ul><ul><li>What do the students say? </li></ul>
  18. 18. Questions? <ul><li>Email </li></ul><ul><li>MARC Records </li></ul>

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