Nyu Pte Overview Of Ells Oct2009


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This document, part of NYU's Partnership for Teacher Excellence Curriculum Development Project, provides an overview of the needs of English Language Learners and types programs for these students in New York City.

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  • Review with students ELLs in New York City: Student Demographic Report: Summer 2006.
  • Nyu Pte Overview Of Ells Oct2009

    1. 1. A Part of the Partnership Curriculum Development Project in Working with ELLS Spring 2009
    2. 2. Manadou from Mali <ul><li>Manadou immigrated to the U.S. at the age of 15. </li></ul><ul><li>He had no schooling in Mali and was not able to read or write when he enrolled in high school shortly after coming to the U.S. </li></ul><ul><li>He is able to speak fairly well but his reading and writing abilities are only at a fourth grade level. </li></ul><ul><li>(DeCapua, Smathers, & Tang 2009) </li></ul>
    3. 3. Mali
    4. 4. Mali
    5. 5. Sonia from the Dominican Republic <ul><li>Sonia comes from a rural part of the Dominican Republic. </li></ul><ul><li>Her school attendance is erratic. </li></ul><ul><li>She is in the eleventh grade but her reading and writing proficiencies are at about the seventh grade level. </li></ul><ul><li>(DeCapua, Smathers, & Tang 2009) </li></ul>
    6. 6. The Dominican Republic
    7. 7. Chang-Ching from China <ul><li>Chang-Ching came to the U.S. a year ago atage 18. </li></ul><ul><li>He was placed in the 9 th grade because of his age. </li></ul><ul><li>His writing is high-beginning level but he has begun to show improvement. </li></ul><ul><li>(DeCapua, Smathers, & Tang 2009) </li></ul>
    8. 8. China
    9. 9. Brenda from Bosnia* <ul><li>At age 13, Brenda came with her family to the U.S. </li></ul><ul><li>Because she arrived during the Spring semester, she only attended eighth grade for about two months. </li></ul><ul><li>Brenda is now in her first year of high school. </li></ul><ul><li>She reads at about a fifth-grade level. </li></ul><ul><li>(DeCapua, Smathers, & Tang 2009) </li></ul>
    10. 10. Bosnia
    11. 11. Luis from Mexico <ul><li>Luis is 15 years old and from a rural area of Mexico. </li></ul><ul><li>He frequently has gaps in his attendance because his father, mother, younger brother and younger sister are migrants. </li></ul><ul><li>He has just completed his first term of 9 th grade. </li></ul><ul><li>Luis’ written English and reading abilities are at a third grade level. </li></ul><ul><li>(DeCapua, Smathers, & Tang 2009) </li></ul>
    12. 12. Mexico
    13. 13. Leon from Sierra Leone <ul><li>Leon, a 16 year old high school student, immigrated from Sierra Leone two years ago. </li></ul><ul><li>He likes Science and Math better than English. </li></ul><ul><li>He says “Science is my favorite subject and I always curious about the nature.” “I like the math teacher.” </li></ul><ul><li>Leon is barely passing all of his classes. </li></ul><ul><li>(DeCapua, Smathers, & Tang 2009) </li></ul>
    14. 15. <ul><li>2007-2008: 148,401 ELLs (represents 14.1% of total student population) </li></ul><ul><ul><ul><ul><li>Queens: 42,694 (15.3%) </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Brooklyn: 38,183 (11.8%) </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Bronx: 38,021 (16.9%) </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Manhattan: 25,939 (15.6%) </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Staten Island: 3,564 (5.9%) </li></ul></ul></ul></ul>
    15. 16. <ul><ul><ul><ul><ul><li>Predominant Language Groups </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Spanish: 68% </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Chinese: 11.2% </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Bengali: 2.9% </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Arabic: 2.5% </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Haitian Creole: 2.3% </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Russian: 1.9% </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Urdu: 1.8% </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>French: 1.3%, </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Korean/Albanian: 1.1% </li></ul></ul></ul></ul></ul><ul><li>Source: New York City’s English Language Learners: Demographics , NYCDOE/OELL, Summer 2008 </li></ul>
    16. 17. LATIN AMERICAN AND CARIBBEAN STUDENTS IN NYC <ul><li>Dominican Republic </li></ul><ul><li>Mexico </li></ul><ul><li>Haiti </li></ul><ul><li>Ecuador </li></ul><ul><li>Colombia </li></ul><ul><li>Honduras </li></ul><ul><li>El Salvador </li></ul><ul><li>Guatemala </li></ul><ul><li>Nicaragua </li></ul>
    17. 18. ASIA,THE PACIFIC AND ARAB STATES <ul><li>Asia & the Pacific </li></ul><ul><li>China </li></ul><ul><li>Pakistan </li></ul><ul><li>Bangladesh </li></ul><ul><li>India </li></ul><ul><li>Korea </li></ul><ul><li>Arab States </li></ul><ul><li>Yemen </li></ul><ul><li>There are about 200 countries of origin of NYC immigrant students. This, of course, does not preclude ELL/SIFE from many, many other countries including Albania, Egypt, Iraq, Peru, Poland, Russia, and African nations. *Sources : </li></ul><ul><li>-ELL language group data: “2001-2002 Facts & Figures,” NYCDOE/DELL. </li></ul>
    18. 19. Dominicans and Mexican Students <ul><li>It is very likely that the majority of Spanish-speaking ELL/SIFE is from the Dominican Republic and Mexico, which combined represent about 55% of our immigrant students from 19 Spanish-speaking countries. </li></ul><ul><li>ELL language group data: “2001-2002 Facts & Figures,” NYCDOE/DELL. </li></ul>
    19. 20. <ul><li>Part 154.1 Definition of an ELL </li></ul><ul><li>A pupil of foreign birth or ancestry who speaks a language other than English at home </li></ul><ul><li>Understands and speaks little or no English </li></ul><ul><li>Score below state designated level of proficiency on LAB-R </li></ul>
    20. 21. “ LEP” STUDENTS <ul><li>“ Limited-English proficient (LEP) students are those whose native or dominant language is other than English and whose difficulties in speaking, reading, writing or understanding English are sufficient to deny them the opportunity to learn successfully in an English-only classroom.” </li></ul>
    21. 22. <ul><li>Working with ELLs = A Rewarding Experience </li></ul><ul><li>Make each one feel welcome </li></ul><ul><li>Make each one feel safe in the classroom environment </li></ul><ul><li>Make each one feel that s/he is “a part of” </li></ul><ul><li>Open and maintain channels of communication </li></ul>
    22. 23. <ul><li>a wide range in the different types of ELLs enrolled in NYC schools: </li></ul><ul><ul><ul><ul><ul><li>Recent Immigrants </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Long-term ELLs </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>U.S. born ELLs </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Age-limited/older ELLs </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>SLIFE (students with limited or interrupted formal education) </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Former ELLs </li></ul></ul></ul></ul></ul>
    23. 24. <ul><li>Nationally, there are over 2.8 million ELL students in grades K-12. This represents an increase of 105% since the 1990-91 school year. </li></ul><ul><li>The greatest increase in the immigrant student population has been concentrated in the secondary schools. </li></ul>
    24. 25. <ul><li>The overall number of ELLs has dramatically increased across all grade levels, with roughly 2/3 of all ELLs now being born in the United States. </li></ul><ul><li>Almost 15% of New York City public school students are ELLs. </li></ul>
    25. 26. <ul><li>Culture shock is the feeling people experience when they spend any length of time in another culture and begin to realize that their understanding and interpretation of the world and the behaviors around them differ from and often conflict with those of the new culture. </li></ul><ul><li>(DeCapua & Wintergerst, 2004) </li></ul>
    26. 27. <ul><li>Students may be in shock after facing different expectations about how to behave in school and what is expected of them: examples: </li></ul><ul><li>sitting at a desk, holding a writing implement, raising one’s hand to answer the teacher’s question and waiting to be called on. </li></ul><ul><li>DeCapua, Smathers & Tang (2009) </li></ul>
    27. 28. <ul><li>Currently Used : </li></ul><ul><ul><li>HLIS (Home Language Identification Survey) </li></ul></ul><ul><ul><li>Language Assessment Battery – Revised </li></ul></ul><ul><ul><li>New York State English as a Second Language </li></ul></ul><ul><ul><li>Achievement Test </li></ul></ul><ul><li>Once a student has been identified as an ELL, s/he is placed in an age-appropriate grade level with access to ELL services. </li></ul>
    28. 29. <ul><li>In order to understand the ELL student it is important to know: </li></ul><ul><ul><ul><li>L1 used at home </li></ul></ul></ul><ul><ul><ul><li>Literacy level in L1 </li></ul></ul></ul><ul><ul><ul><li>Support system available to student: family, guardian, etc. </li></ul></ul></ul><ul><ul><ul><li>Reason(s) for immigrating to U.S. </li></ul></ul></ul><ul><ul><ul><li>Socio-economic and religious backgrounds </li></ul></ul></ul><ul><ul><ul><li>Cultural concepts of the student’s school/education in his/her home country </li></ul></ul></ul>
    29. 30. <ul><li>provides a single place where educators can find important information to use to accelerate student learning. </li></ul><ul><li>ARIS provides New York City educators with a secure online platform for: </li></ul>
    30. 31. <ul><li>Exploring data they can use to improve student outcomes </li></ul><ul><li>Sharing what they have learned by publishing documents and taking part in discussions and blogs </li></ul><ul><li>Finding other educators facing similar challenges </li></ul><ul><li>Creating collaborative communities to solve problems together </li></ul>
    31. 32. <ul><li>1990. 32,000,000 people over age of 5 spoke a language other than English in the home---approximately 14% of the U.S. population . </li></ul><ul><li>2000. Nearly 47,000,000---approximately 18% of the population . </li></ul><ul><li>ELLs in elementary and secondary schools reflect this increase . </li></ul>
    32. 33. <ul><li>Restrictions : </li></ul><ul><li>No pupil shall be served in bilingual or English as Second Language (ESL) education program in excess of three years from date of enrollment. </li></ul>
    33. 34. <ul><li>Initial Identification : </li></ul><ul><li>Process followed to determine English proficiency at the time of a pupil’s enrollment in NYS public school system for the first time or at time of re-entry into NYS system with no available record of prior screening (LAB-R). </li></ul>
    34. 35. <ul><li>Assessment : </li></ul><ul><li>Pupils will have annual English language assessment as determined by scores on the New York State English as a Second Language Achievement Test (NYSESLAT). </li></ul>
    35. 36. <ul><li>Parents and guardians of ELLs are often unfamiliar with the U.S. education system and do not realize that they and the student(s) have rights. </li></ul><ul><li>Schools are responsible for conducting orientation programs that inform all concerned of their education rights. </li></ul>
    36. 37. <ul><li>-the high 4-year English Language Learner (ELL) dropout rate (June 2007): 29.4% statewide, </li></ul><ul><li>-the low 4-year ELL graduation rate (June 2007): 25.2% statewide; 23.5% in NYC. </li></ul><ul><li>http://www.thenyic.org/templates/documentFinder.asp?did=932 </li></ul>
    37. 38. <ul><li>None of the current identification tools assess academic ability. </li></ul><ul><li>Extremely high drop-out rate for ELLs in secondary school </li></ul><ul><li>How long does it take to learn English? To learn Academic English ? </li></ul><ul><li>NCLB & NYC/NYS policies regarding testing/assessment of ELLs </li></ul>
    38. 39. <ul><li>Dual Language Program </li></ul><ul><ul><li>50% Instruction in Native Language of ELLs </li></ul></ul><ul><ul><li>50% Instruction in English </li></ul></ul><ul><ul><li>Students of the native language are taught alongside English-speaking students so that all students become bicultural and fluent in both languages. </li></ul></ul>
    39. 40. <ul><li>Parents of students who have been </li></ul><ul><li>identified as ELLs have the right to </li></ul><ul><li>choose the type of program they want to </li></ul><ul><li>place the ELL(s) : </li></ul><ul><ul><ul><ul><li>Transitional bilingual </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Dual Language </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Free-standing ESL program </li></ul></ul></ul></ul>
    40. 41. <ul><li>Transitional Bilingual Education (TBE) </li></ul><ul><li>Language and subject matter taught in the student’s native language </li></ul><ul><li>Intensive instruction in English as Second Language </li></ul>
    41. 42. <ul><li>Freestanding English as Second Language Program </li></ul><ul><ul><li>All language and subject matter (content area) instruction in English </li></ul></ul><ul><ul><li>Use specific instructional (ESL) strategies </li></ul></ul><ul><ul><li>Support in native language may be available </li></ul></ul>
    42. 43. Push In and Pull out Models <ul><li>Push In Class: </li></ul><ul><li>ESL teacher works with Ells in the content class to help further their comprehension of the content introduced by the teacher. </li></ul><ul><li>Pull out Class: </li></ul><ul><li>ESL teacher takes a group of ELLs out of the content class and works with them to develop their understanding of the concepts discussed in class or to improve their English. </li></ul>
    43. 44. <ul><li>“ Issue Brief,” National Center for Education Statistics, August 2004. </li></ul><ul><li>http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2004035 </li></ul><ul><li>New York City’s English Language Learners: Demographics </li></ul><ul><li>http://schools.nyc.gov/NR/rdonlyres/3A4EC4C-14BD-49C4-B2E6-8EDF5D873BE4/42968/2008_DemoReportFINAL.pdf </li></ul><ul><li>Commissioner’s Regulations, Part 154 </li></ul><ul><ul><li>http://www.emsc.nysed.gov/biling/nysregshtml.htm </li></ul></ul><ul><li>Walqui, Aida (2000). Access and Engagement . Mchenry, IL: CAL/Delta. </li></ul>
    44. 45. <ul><li>Board of Education. (2002). Statistical Summary. New York: New York City Board of Education. </li></ul><ul><li>DeCapua, A., & Wintergerst, A. C. (2004). Crossing cultures in the language classroom . Ann Arbor: University of Michigan Press. </li></ul><ul><li>DeCapua, A., Smathers, W., & Tang, L. F. (2009). Meeting the needs of students with limited or interrupted schooling: A guide for educators. Ann Arbor: University of Michigan Press. </li></ul>
    45. 46. <ul><li>Kadamus , J.A. (2004, January 28). Report on Building Capacity to Improve the Performance of Limited English Proficient/ English Language Learners. Albany, NY: The State Education Department. </li></ul><ul><li>Mayor’s Task Force on Bilingual Education. (2002). Recommendations for Immediate Reform. New York: Office of the Mayor. </li></ul>
    46. 47. <ul><li>Tuite, A.(2009). Meeting the needs of English Language Learners in the New Century High Schools. Downloaded on June 5, 2009 from www.newvisions.org/schools/downloads/ellinfopak </li></ul>