![From Deficiency to Biliteracy: Meeting the Needs of Long Term English Language Learners Presenter: Nelson Flores CUNY Graduate Center [email_address] Principal Investigator: Kate Menken CUNY Graduate Center & Queens College [email_address] with Tatyana Kleyn—City University of New York Laura Ascenzi-Moreno, Nabin Chae, Alexander Funk – CUNY Graduate Center AERA Conference 2010 Denver, CO](https://image.slidesharecdn.com/aeraconference-12849359925494-phpapp01/85/LTELL-Presentation-at-AERA-1-320.jpg)
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LTELL Presentation at AERA
- 1. From Deficiency to Biliteracy: Meeting the Needs of Long Term English Language Learners Presenter: Nelson Flores CUNY Graduate Center [email_address] Principal Investigator: Kate Menken CUNY Graduate Center & Queens College [email_address] with Tatyana Kleyn—City University of New York Laura Ascenzi-Moreno, Nabin Chae, Alexander Funk – CUNY Graduate Center AERA Conference 2010 Denver, CO
- 2. LTELLs by Grade in New York City, 2007-2008 Source: NYCDOE, 2008 Grade Number % of ELLs 7 2,839 32.5 8 2,365 28.6 9 4,120 29.8 10 3,411 25.6 11 1,825 24.4 12 2,270 35.4
- 5. Programming Sequence Content-Area Courses Programming for Long-Term English Language Learners Spanish Language & Literacy Development Advanced Placement Spanish Language Course Spanish as a Native Language (4 semesters) Advanced Placement Spanish Literature Course ESL Course Sequence ESL for LTELLs (4 semesters) Exit ELL Status Content Courses infused with explicit literacy strategies
- 13. Academic Performance School GPA School 1 64% School 2 71% Average GPA 67.5% R: How are you doing in school? Mina: Okay. R: You’re doing okay. What kind of grades do you get? M: Umm, I get 75 to 58.
- 14. Program Outcomes in English
- 15. Program Outcomes in Spanish
Editor's Notes
- Limited literacy skills in English and their native language, in combination with strong oral skills for social purposes, are defining characteristics ALLD Pre-Test indicates that EBs read on average three grades below level in English and three and one-half grades below level in Spanish (though with a wide range, particularly in Spanish)
- This slide presents a visual model of the programmatic structure implemented at the two study sites. The program incorporates the previous points of a focus on literacy development in both English and Spanish language, academic literacy across content areas, and consistency in programming across the school. This visual model also presents the programming across time – students will take Spanish for 4 semesters eventually taking the Spanish regents – which underlines the program’s emphasis on academic language. These students will take an ESL course which is separate from the needs of newcomers – acknowledging their oral skills but weaknesses in literacy.
- The second phase of a 3 year study. The first phase included interviews with
- English ALLD Performance & Gain These scores are determined by ANOVA and measured by grade levels below. Both schools showed improvement in average grade level. School 3, the control school, showed a loss.
- Spanish ALLD Performance & Gains By the end of the study, students in School 1 performed significantly better. Student performance at school 2 remained relatively flat (did not experience language loss) School 3, the control school, experienced loss in performance.