Lte ls

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Lte ls

  1. 1. Achieve Language Academy 2013-14
  2. 2. “This report is presented as a wake-up call to California educators and policymakers to acknowledge the large number of English Learner students amassing in California secondary schools who, despite many years in our schools and despite being close to the age in which they should be able to graduate, are still not English proficient and have indeed incurred major academic deficits”
  3. 3. What is the definition of a Long Term English Learner? A Long Term English Learner (LTEL) is a student who has been enrolled in U.S. schools for more than six years, still requires language services and is struggling academically. •
  4. 4. Who are LTELs? They are often orally bilingual but have limited literacy skills in their native language and limited academic literacy skills in English. They generally fall into two main groups, transnationals who have moved back and forth between countries, and students with inconsistent schooling in the U.S. Have often not resided in the United States continuously, despite the fact that they may have been born in this country. So the U.S.-born label can be misleading. They struggle in content areas and are at high risk for dropping out and have different needs from newly arrived ELs. Literacy skills that students learn in their native languages transfer to English, but longterm ELs rarely have had the opportunity to hone their native language skills. Experience inconsistent schooling because of frequent moves or incoherent language programming within and across the schools they have attended. Thus, many have significant gaps in their schooling.
  5. 5. Data/Statistics How Many Language Learners are Long Term? New York City Public Schools 33% Chicago 33% Colorado 23% California 59% • Despite the reality that large numbers of such students currently attend U.S. schools, there has been practically no research conducted about them to date, nor do specialized educational programs exist to meet their needs in these districts.
  6. 6. Most LTELs’ schooling history is weak or had limited language support • 75% of ELs spent 2+ years with no services or in mainstream classes with no support • Only 5% receive primary language programs or instruction • Increase in mainstream placement with no ELD program • Just over ½ are in Structured English immersion, ELD/SDAIE
  7. 7. Factors that contribute to an EL becoming long term... periods of time in which ELs received no language development support; elementary school curricula not designed for English Learners; enrollment in weak program models and poorly implemented English Learner programs; limited access to the full curriculum; a history of inconsistent placements; placement into interventions designed for native English speakers and treatment like struggling readers rather than addressing ELD needs; social and linguistic isolation; transnational moves.
  8. 8. Characteristics of Long Term English learners By the time LTELs arrive in secondary schools, they have significant gaps in academic background. They have very weak academic language and significant deficits in reading and writing skills. The majority of LTELs are “stuck” at Intermediate levels of English proficiency or below. At Achieve, only about 5% of students are exited from services each year. Many have developed habits of non-engagement, passivity and invisibility in school. Most LTELs want to go to college, and are unaware that their academic program is not preparing them for that goal.
  9. 9. Some common misconceptions • “The sooner and more fully immersed in English, the better. Time spent in the home language takes away from learning English”. Research consensus is that continued development of the home language in school, along with English, benefits English proficiency and overall language and literacy and long term academic success. • “Just good teaching works for all students. English Learners don’t need special curriculum, services or instruction.” Research confirms that English Learners need instruction and materials to be adapted and supplemented to address the language barrier. Oral language development is particularly important for English Learners. • “English is more important than other subjects. If they aren’t doing well in English, devote more time to English language arts. Science, social studies and art can wait.” And yet, academic language is best learned in the context of learning academic content. Language development needs to occur throughout the full curriculum in order to foster academic language and prevent academic gaps.
  10. 10. Recommendations for Programming English Language Development along with a grade level core ELA Clustered placement in heterogeneous core classes Focus on academic language in content courses (SDAIE/SIOP Strategies) with instructional rigor Native speaker classes for native language literacy support Focus on study skills and time management
  11. 11. Essential components of instruction for LTELs: • A focus on oral language development • A focus on academic language and vocabulary • Consistent routines • A focus on expository and informational text • Student goal setting • A focus on student engagement and participation • Grade level rigor with language support • Building community and relationships for support • A focus on explicitly taught study skills • - Olsen, 2012 Fact: Secondary students speak less than 90 seconds per day in school!
  12. 12. Questions to find out… • Which of our students are LTELs and are we using differentiated teaching strategies to support their access to the content? • Are we analyzing the language demands of the content being taught and identifying precise language objectives? • Are students actively engaging with and practicing academic vocabulary? (listening, speaking, reading and writing) • If possible track student engagement and active participation • What supports are we providing for students at each language level?

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