Approaching ELL Students

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Approaching ELL Students - A Brief Introduction to Bilingual Education and Effective Research-Based Strategies

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  • This graph shows the effectiveness of various models of bilingual education. The first two are purely subtractive education. You can see that the students’ achievement improve for a short time before it begins to decline and never gets to the 40 th percentile. (define percentile). The next three models are a combination of additive and subtractive education. The more additive education is used in the model the higher the students’ achievement. Only one model is purely additive education. That is the two-way bilingual education. This graph shows that the research shows that students who graduate from these types of programs better than the monolingual English student. Our Dual Language is a two-way bilingual education program.
  • Approaching ELL Students

    1. 1. <ul><li>“ Approaching ELL Students - A Brief Introduction to Bilingual Education and Effective Research-Based Strategies” </li></ul>Maribel Vilchez www.maribelvilchez.com Olympia, Washington November 2009 “ You can do it all! It’s just a matter of dreaming… for free”
    2. 2. <ul><li>Who are you? </li></ul><ul><li>What’s out there? And, where do we fit? </li></ul><ul><li>What and how do we do based on our reality? </li></ul>Approaching ELL Students
    3. 3. <ul><li>Enrollment </li></ul><ul><li>October 2008 Student Count 9,435 </li></ul><ul><li>May 2009 Student Count 9,525 </li></ul><ul><li>Gender (October 2008) </li></ul><ul><li>Male 4,820 51.1% </li></ul><ul><li>Female 4,615 48.9% </li></ul>Olympia School District Source: OSPI
    4. 4. Olympia School District <ul><li>Ethnicity (October 2008) </li></ul><ul><li>American Indian/Alaskan Native 104 1.1% </li></ul><ul><li>Asian 823 8.7% </li></ul><ul><li>Pacific Islander 78 0.8% </li></ul><ul><li>Asian/Pacific Islander 901 9.5% </li></ul><ul><li>Black 223 2.4% </li></ul><ul><li>Hispanic/ Latino 475 5.0% </li></ul><ul><li>White 7,091 75.2% </li></ul>Source: OSPI
    5. 5. <ul><li>Other Information </li></ul><ul><li>Unexcused Absence Rate (2008-09) 2,479 0.3% </li></ul><ul><li>Annual Dropout Rate (2007-08) 83 2.5% </li></ul><ul><li>On-Time Graduation Rate (2007-08) 679 84.6% </li></ul><ul><li>Extended Graduation Rate (2007-08) 720 9.8% </li></ul>Olympia School District Source: OSPI
    6. 6. Source: OSPI
    7. 7. Source: OSPI
    8. 8. Research: Thomas & Collier <ul><li>ESL (Pullout) </li></ul><ul><li>ESL (content/sheltered – No L1 support) </li></ul><ul><li>Structured English immersion </li></ul><ul><li>Transitional Bilingual (Late and Early exit) </li></ul><ul><li>Dual Language Program </li></ul><ul><li>One-way </li></ul>
    9. 9. Bilingual Programs Additive Subtractive Immersion Maintenance Submersion ELL S. E. I Transitional Pull out Self- contained Early Exit Late Exit Sink or swim
    10. 10.
    11. 11.
    12. 12. Academic Effectiveness of Bilingual Education Models
    13. 13. ELL student achievement in English language standardized tests in grade 11 according to program model (Thomas & Colllier, 2001- 2008).
    14. 14. Evergreen Elementary Vision Evergreen Elementary School has implemented a dual language educational program with the vision of producing students who are: * Bilingual in English and Spanish * Bi-Literate in Spanish and English * Achieving at or above grade level academically in both languages. * Understanding and respectful of our multi-cultural society.
    15. 15. 5 th Latino Reading School District State Year School District State 2005-06 37.5% 52.6% 56.4% 2006-07 33.3% 44.2% 52.5% 2007-08 44.1% 46.3% 57.2% 2008-09 65.7% 64.7% 55.4%
    16. 16. 5 th ELL Reading School District State Year School District State 2005-06 23.1% 26.7% 26.8% 2006-07 27.8% 27.8% 21.8% 2007-08 33.3% 33.3% 31.0% 2008-09 43.8% 47.1% 27.5%
    17. 17. 5 th All Science School District State Year School District State 2003-04 20.7% 22.3% 28.2% 2004-05 25.6% 19.1% 35.6% 2005-06 25.0% 25.4% 35.7% 2006-07 22.7% 27.0% 36.5% 2007-08 34.4% 30.8% 43.0% 2008-09 52.5% 40.8% 44.9%
    18. 18. 5 th Female Science School District State Year School District State 2004-05 29.2% 21.8% 38.1% 2005-06 27.0% 29.3% 38.9% 2006-07 23.3% 31.2% 38.4% 2007-08 40.6% 39.4% 46.3% 2008-09 64.7% 47.7% 46.9%
    19. 19. Experts’ Contribution to ELL Education <ul><li>Thomas & Collier </li></ul><ul><li>Catherine Collier </li></ul><ul><li>Jim Cummins </li></ul><ul><li>Stephen Krashen </li></ul><ul><li>Susan Kovalik </li></ul><ul><li>Arthur Costa </li></ul><ul><li>Howard Gardner </li></ul><ul><li>Spencer Kagan </li></ul><ul><li>Isabel Beck </li></ul><ul><li>SIOP (Sheltered Instruction Observation Protocol) </li></ul><ul><li>GLAD ( Guided Language Acquisition design ) </li></ul>
    20. 20. Research- Based Strategies What do we do? <ul><li>To teach to the standards </li></ul><ul><li>To introduce high content and academic vocabulary </li></ul><ul><li>To assess and understand students’ background </li></ul><ul><li>To provide comprehensible input </li></ul><ul><li>To teach language structure </li></ul>
    21. 21. <ul><li>Pictorial Input Chart / Illustrated informational Chart </li></ul><ul><li>Narrative charts / Live Flannel Boards/ Live Story Charts </li></ul><ul><li>Sentence Frames </li></ul><ul><li>Word games </li></ul><ul><li>KWL type charts / Informational Charts </li></ul><ul><li>Observation Charts </li></ul><ul><li>Songs or Chants </li></ul><ul><li>Board games </li></ul><ul><li>Visual aids - Realia </li></ul><ul><li>Big Books </li></ul><ul><li>Mini books </li></ul>Research – Based Strategies How do we do it?
    22. 22. Pictorial Input Chart
    23. 23. Narrative Input Chart
    24. 24. Sentence Frame
    25. 25. Observational Chart
    26. 26. Informational Chart
    27. 27. “ I've come to the frightening conclusion in that I am the decisive element in the classroom. It's my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or de-humanized.” Haim Ginott

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