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Research based information

Research based information






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    Research based information Research based information Presentation Transcript

    • Research-Based Informationto keep in mind while teaching English Language Learners
      American Educator, Summer 2008, Teaching English Language Learners.
      Susana Dutro/2008, A Focused Approach to Systematic ELD.
    • Achievement Gap for ELLs
      2007 National Assessment of Educational
      Progress, Fourth Grade ELLs:
      * scored 36 points below non-ELLs in reading.
      * scored 25 points below non-ELLs in math.
      Eighth grade scores: 42 points below in reading
      37 points below in math
    • Statistics
      1990 – 1 in 20 students
      2008 – 1 in 9 students
      2028 – demographers project 1 in 4 students
      80% of ELLs are Spanish speakers
      *24% are from families below poverty level before immigrating.
      *Less than 40% of the adult immigrants have a high school education.
      *87.5% of ELL population were born in the US.
      Language and socioeconomic factors put ELLs at
      risk of poor educational outcomes.
    • CREDE ReviewA report on researched findings about educating English language learners:
      *Teaching students to read in their L1 promotes higher levels of reading in English.
      *What we know about good instruction and curriculum in general holds true for ELLs as well; but
      *When instructing ELLs in English, teachers must modify instruction, taking into account students ‘ language limitations.
    • Overview of English Proficiency Levels
      Student uses gestures, learns high-frequency words and basic phrases.
      Effective Instructional Practices:
      *Exposure to abundant basic vocabulary supported with visuals and realia.
      *Making explicit connections to known vocabulary/concepts in L1 if possible.
      *Model simple sentence patterns.
      *Provide many repetitions.
    • Early intermediate:
      Student learns to use routine expressions independently, responds orally/writing using simple sentences when provided scaffold.
      Effective Instructional Practices:
      *Give extensive practice in variety of ways to communicate thoughts.
      *Provide instructional feedback.
      *Repetitive and patterned text extends grammatical forms practice.
      *Begin building standard content vocabulary around standard content themes.
    • Intermediate:
      Student learns to use a variety of verb tenses and grammatical structures, express ideas, describe events, give information orally/writing, comprehend basic content learning. (All using scaffolds)
      Suggested Teaching Strategies:
      *Focus on array of academic purposes.
      *Explore word relationships: word sorts/graphic organizers.
      *Increasingly precise vocabulary using frames, stems …
      Exposure to varied and extended texts with scaffolds.
      *Build English content vocabulary within thematic content.
    • Early Advanced:
      Student initiates and sustains spontaneous language interactions
      Is able to comprehend increasingly complex oral and written material.
      Uses academic vocabulary to represent thoughts.
      Effective Instructional Practices:
      *Consistent exposure to complex narrative and expository text, focused on comprehension.
      *Develop academic vocabulary and complex tenses.
      *Address persistent problem areas in grammar.
      *Discuss and use metaphoric and figurative language.
    • Advanced:
      The student comprehends general and implied meanings.
      Writes for social and academic purposes, although expression is sometimes stilted.
      Have mastered language conventions for formal and informal use.
      Effective Instructional Practices:
      *Repeated opportunities to express thinking about abstract concepts.
      *Authentic practice opportunities to develop fluency and automaticity in communication.
      *Direct instruction of finer, more subtle points of usage.
    • Addressing the needs of ELLs through Research- Based Strategies will:
      Help to close the wide learning gap between
      Ells and English speaking students.
      Benefit L1 and L2 students through best
      Instructional practices.
      Reduce the costs of large scale under-
      achievement in the future of US society.
      If any of these arguments appeals to you, then
      Advocate for research-based, ESOL instruction.