Elementary ESLSupporting Bilingualism<br />Inclusion<br />Pull-out<br />Planning<br />
The ESL Team<br />
Determining Eligibility<br />
Inclusion – what does it look like?<br />
Pull-out – what does it look like?<br />
Planning – what does it look like?<br />
Supporting Bilingualism<br />Why and how?<br />The need to do this is research based.<br />
Let’s start with why?<br />
Myth 1: Learning two languages causes language delay.<br />Brain tissue density: language, memory, attention<br />More neu...
“These studies have also demonstrated that knowing more than one language does not delay the acquisition of English or imp...
Myth 2 : Total English immersion is best<br />Loss of first language<br />English dominance<br />Poor communication with e...
Myth 3: Because we can’t speak all the languages of our children, we should provide English-only instruction.<br />“Even w...
“...children who receive systematic learning opportunities in their home language from ages 3 – 8 consistently outperform ...
Ok, so now we know why, let’s move on to how?<br />
Supporting Home Languages<br />“Supporting the child’s home language is not just a luxury – it’s a necessity.”<br />“…chil...
Maintaining home languages<br />Read, read, read in your own language (ICDL)<br />Bilingual dictionaries (translation apps...
Esl at ism 2011-12
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Esl at ism 2011-12

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Esl at ism 2011-12

  1. 1. Elementary ESLSupporting Bilingualism<br />Inclusion<br />Pull-out<br />Planning<br />
  2. 2. The ESL Team<br />
  3. 3. Determining Eligibility<br />
  4. 4. Inclusion – what does it look like?<br />
  5. 5. Pull-out – what does it look like?<br />
  6. 6.
  7. 7. Planning – what does it look like?<br />
  8. 8. Supporting Bilingualism<br />Why and how?<br />The need to do this is research based.<br />
  9. 9. Let’s start with why?<br />
  10. 10. Myth 1: Learning two languages causes language delay.<br />Brain tissue density: language, memory, attention<br />More neural activity in language processing<br />
  11. 11. “These studies have also demonstrated that knowing more than one language does not delay the acquisition of English or impede academic achievement in English when both languages are supported.”<br />
  12. 12. Myth 2 : Total English immersion is best<br />Loss of first language<br />English dominance<br />Poor communication with extended families<br />Lower academic achievement in English<br />
  13. 13. Myth 3: Because we can’t speak all the languages of our children, we should provide English-only instruction.<br />“Even when teachers do not speak the child’s first language, there are many specific teaching practices that will support native language development.”<br />
  14. 14. “...children who receive systematic learning opportunities in their home language from ages 3 – 8 consistently outperform those who attend English-only programs on measures of academic achievement in English during the middle and high school years.”<br />
  15. 15. Ok, so now we know why, let’s move on to how?<br />
  16. 16. Supporting Home Languages<br />“Supporting the child’s home language is not just a luxury – it’s a necessity.”<br />“…children who learn literacy skills in their home language are likely to transfer those skills effectively to English.” <br />(Nemeth, K, 2009; Meeting the Home Language Mandate: Practical strategies for all classrooms; in Young Children ~ March 2009) <br />
  17. 17. Maintaining home languages<br />Read, read, read in your own language (ICDL)<br />Bilingual dictionaries (translation apps)<br />Read in your language<br />Always use your own language at home<br />Read in your language<br />Become a bilingual parent volunteer<br />Use Skype to stay in touch with family and friends<br />Read in your language<br />Share ideas with each other<br />
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