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Diveristy Presentation


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Diveristy Presentation

  1. 1. English Language Learners Greg Anderson ELL Supervisor St. Paul Public Schools
  2. 2. A point... <ul><li>“ all human beings can acquire additional languages, but they must have the desire or the need to acquire the language and the opportunity to use the language they study for real communicative purpose.” </li></ul>
  3. 3. Seen another way... <ul><li>“ all human beings can acquire additional languages, but they must have the desire or the need to acquire the language and the opportunity to use the language they study for real communicative purpose .” </li></ul>
  4. 4. The Pre-Test
  5. 6. <ul><li>53 different languages are spoken by students in the Saint Paul School District - within that 53, there are 72 dialects. </li></ul>
  6. 8. 38% of the students in St. Paul are ELLs. The numbers are predicted to continue increasing.
  7. 10. A language spoken in Somalia, also called Oromiffa.
  8. 12. <ul><li>50% of incoming kindergartners in 2001-2002 in the Saint Paul Schools will be ELLs. </li></ul>
  9. 13. Student Diversity
  10. 14. Some Possible Student Diversities
  11. 15. Multiple Terms <ul><li>ESL </li></ul><ul><ul><li>English as a Second Language </li></ul></ul><ul><li>LEP </li></ul><ul><ul><li>Limited English Proficient </li></ul></ul><ul><li>ELL </li></ul><ul><ul><li>English Language Learner </li></ul></ul><ul><li>ENL </li></ul><ul><ul><li>English as a New Language </li></ul></ul>
  12. 16. Legal Requirements
  13. 17. Lau vs. Nichols <ul><li>The U.S. Supreme Court states that schools must teach English Language Learners the English skills they need to be successful in school. </li></ul><ul><li>(U.S. Supreme Court, 414 U.S. 563) </li></ul>
  14. 18. Minnesota Statute <ul><li>LEP Act M.S.126.261 provides state aid for school districts to implement appropriate services to ELLs. </li></ul>
  15. 19. The 21 Competencies
  16. 20. The 21 Competencies <ul><li>Leadership </li></ul><ul><li>Information Collection </li></ul><ul><li>Problem Analysis </li></ul><ul><li>Judgment </li></ul><ul><li>Organizational Oversight </li></ul><ul><li>Implementation Skills </li></ul><ul><li>Delegation of Authority </li></ul><ul><li>Instruction & Learning </li></ul><ul><li>Curriculum Design </li></ul><ul><li>Student Guidance </li></ul><ul><li>Staff Development </li></ul><ul><li>Measurement & Evaluation </li></ul><ul><li>Resource Allocation </li></ul><ul><li>Motivation </li></ul><ul><li>Sensitivity </li></ul><ul><li>Oral & Nonverbal Communication </li></ul><ul><li>Written Expression </li></ul><ul><li>Legal & Regulatory Applications </li></ul><ul><li>Philosophical & Cultural Values </li></ul><ul><li>Political & Policy Influences </li></ul><ul><li>Public Relations </li></ul>
  17. 21. Minnidiversota The Changing face of Minnesota
  18. 23. Refugees in Minnesota <ul><li>Somalis </li></ul><ul><li>Other Africans </li></ul><ul><li>Hmong </li></ul><ul><li>Other Southeast Asians </li></ul><ul><li>Russians </li></ul><ul><li>Note: Hispanics are not considered refugees </li></ul><ul><li>MN Data Center, Dept CFL 2000 </li></ul><ul><li>4,500 to 7,.500 </li></ul><ul><li>3,500 to 5,500 </li></ul><ul><li>57,000 to 63,000 </li></ul><ul><li>17,000 to 23,000 </li></ul><ul><li>5,000 to 7,000 </li></ul><ul><li>Note: The twin cities have one of the largest concentration of Somalis in the country and it is continuing to grow </li></ul>
  19. 24. Refugees in Minnesota <ul><li>It is not possible to accurately determine the number of refugees in Minnesota </li></ul><ul><li>Nor is it possible to determine the number of refugee students attending school in Minnesota </li></ul>
  20. 25. Saint Paul - 1994
  21. 26. Saint Paul - 2001
  22. 27. Saint Paul ELL Growth 1979 - 2001
  23. 28. Minnesota ELL Growth
  24. 29. ELLs... who, what, where...
  25. 30. ELL Student Achievement <ul><li>ELL Students are 3 times more likely to be low achievers. </li></ul><ul><li>30% of ELL students were retained at least one grade level (compared to 17% of native speakers). </li></ul><ul><li>1/3 of Hispanics and 2/3 of immigrant students drop out of school. </li></ul><ul><li>ELL students need to gain a year and a half every school year in order to make the adequate progress to compete with their native speakers peers. </li></ul>
  26. 31. Who Qualifies for Service? <ul><li>Student has to indicate a language other than English on the State Home Language Questionnaire Form. </li></ul><ul><li>Students who score under the 30% (40% LCD*) percentile on the MAT7 standardized test. </li></ul><ul><li>Student who has not passed the BST </li></ul><ul><li>*LCD = Latino Consent Decree, a St. Paul court stipulation for Hispanic students </li></ul>
  27. 32. Home Language Questionnaire (HLQ) <ul><li>A form required by the State. </li></ul><ul><li>The questions are: </li></ul><ul><ul><li>Which language did your child learn first? </li></ul></ul><ul><ul><li>Which language is most often spoken in your home? </li></ul></ul><ul><ul><li>Which language does your child usually speak? </li></ul></ul><ul><li>Handout 1 </li></ul>
  28. 33. PreLAS and LAS Testing <ul><li>The Student Placement center administers the PreLAS 2000 (Kindergarten only) and the LAS (Language Acquisition Scale*) test to newly arriving students to determine their level prior to the students taking the MAT7 for the first time. This determines the students ELL level. </li></ul><ul><li>*LAS is a product of MacMillan McGraw Hill </li></ul>
  29. 34. Oral Language Development of English Language Learners <ul><li>Pre-production </li></ul><ul><li>Early Production </li></ul><ul><li>Speech Emergence </li></ul><ul><li>Intermediate Fluency </li></ul><ul><li>Advanced Fluency (Transitional) </li></ul><ul><li>Fluent English Fluency </li></ul><ul><li>Handout 2 </li></ul>
  30. 35. ELL Levels <ul><li>Level 1: CALP Estimated at 0-1 Grade </li></ul><ul><li>Level 2: CALP Estimated at 2-3 Grade </li></ul><ul><li>Level 3: CALP Estimated at 3-4 Grade </li></ul><ul><li>Level 4: CALP Estimated at 4-5 Grade </li></ul><ul><li>Level 5: Transitional Level </li></ul><ul><li>Handout 3 </li></ul>
  31. 36. Can ELLs Pass Tests? <ul><li>Many students in ELL pass tests without accommodations. </li></ul><ul><li>Students can elect a “Pass LEP” for the BST. They can then retake the test until they achieve a “Pass State” or until they reach the age of 22. </li></ul><ul><li>Modifications are available to ELL students for some tests. </li></ul>
  32. 37. St. Paul Standardized Testing <ul><li>MAT7: Small group accommodations are allowed </li></ul><ul><li>MCA: Several accommodations are allowed for ELLs. Recent Immigrants are exempted from the test for 1 year. Additionally, the math test is available in Spanish. </li></ul><ul><li>BST: Recent Immigrants are exempted from the test for three years (State rule). </li></ul>
  33. 38. ELL Checklist & Report Card (Elementary) <ul><li>Saint Paul has developed checklists and report cards specifically for elementary ELLs </li></ul><ul><li>Handout 4 </li></ul>
  34. 39. Refusal of Services <ul><li>Parents have the right to refuse services. </li></ul><ul><li>Handout 5 </li></ul>
  35. 40. Map Activity <ul><li>Look at the map and answer the questions. </li></ul><ul><li>Think about the process metacognitively - what skills are you using to decode? </li></ul><ul><li>Handout 6 </li></ul>
  36. 41. Basic Interpersonal Communication Skills (BICs) <ul><li>This is the language students use in social interactions to communicate with their peers. </li></ul><ul><li>The social language takes 2-5 years for students to acquire. </li></ul>
  37. 42. Cognitive Academic Language Proficiency (CALP) <ul><li>Academic language is an extension of social language development. </li></ul><ul><li>A minimum of 5-7 years of formal educational is needed. </li></ul><ul><li>This is the language students need to have to succeed in content areas such as Math, Science, and Social Studies. </li></ul>
  38. 43. Iceberg
  39. 44. Krinklejump <ul><li>Read the following text and then answer the questions in complete sentences. </li></ul><ul><li>A krinklejup was parling a tristlebin. A barjam stipped. The barjam grupped “Minto” to the krinlejup. The krinlejup zisked zoely. </li></ul>
  40. 45. Krinklejup <ul><li>A krinklejup was parling a tristlebin. A barjam stipped. The barjam grupped “Minto” to the krinlejup. The krinlejup zisked zoely. </li></ul><ul><li>What was the krinklejup doing? </li></ul><ul><li>What stipped? </li></ul><ul><li>What did the barjam grup? </li></ul><ul><li>How did the krinklejup zisk? </li></ul><ul><li>Gibbons, Learning a Second Language, 1993. </li></ul>
  41. 46. Native Language Support <ul><li>Support in the student’s native language is now generally viewed as critical to the student’s success. </li></ul><ul><li>The native language fluency should be supported and encouraged to the extent possible. </li></ul><ul><li>Transfer will occur from the native language to English. </li></ul><ul><li>“ Code-switching” (Mixing of languages) is normal and acceptable </li></ul>
  42. 47. Key Differences between First and Second Language Acquisition <ul><li>First Language </li></ul><ul><li>Learned at Home </li></ul><ul><li>Learned by young Children </li></ul><ul><li>Learned in order to communicate with loved ones </li></ul><ul><li>largely an unconscious process </li></ul><ul><li>not time pressure to learn </li></ul><ul><li>must learn developmental concepts as well as language </li></ul><ul><li>Handout 7 </li></ul><ul><li>Second Language </li></ul>
  43. 48. The Basics <ul><li>Build on and Develop Background Knowledge </li></ul><ul><li>Teach Skills in a Meaningful Context </li></ul><ul><li>Make Language Accessible </li></ul><ul><li>Lower Affective Filters </li></ul><ul><li>1, 2, 3, 4.... </li></ul>
  44. 49. Lowering Student’s Affective Filter <ul><li>Lowering the student’s resistance/fear to learning English is called lowering the affective filter. </li></ul><ul><li>Student’s who have a lowered affective filter learn more readily and more adeptly than students with a high affective filter. </li></ul><ul><ul><li>Handout 8 </li></ul></ul>
  45. 50. Developing Language for Literacy <ul><li>Oral language development is the foundation for literacy </li></ul><ul><li>Each culture utilizes language for teaching in particular ways </li></ul><ul><li>Academic English is the language of economic power in the US. </li></ul><ul><li>How does the instruction in your school bridge how ELLs use language at home with how the need to use language at school? </li></ul>
  46. 51. How does Language Build? <ul><li>Language Builders </li></ul><ul><ul><li>BUILD concepts and vocabulary so vital to the language acquisition process. </li></ul></ul><ul><li>Language through Literature </li></ul><ul><ul><li>WIDEN language proficiency through rich context of literature </li></ul></ul><ul><li>Language through Content </li></ul><ul><ul><li>DEEPEN language proficiency into all content areas. </li></ul></ul>
  47. 52. Common Writing Difficulties for ELLs <ul><li>correct placement of articles </li></ul><ul><li>consistent use of verb tense </li></ul><ul><li>subject/verb agreement </li></ul><ul><li>use of pronouns </li></ul><ul><li>use of prepositions </li></ul><ul><li>spelling </li></ul><ul><li>unusual sentence structure </li></ul><ul><li>punctuation </li></ul><ul><li>Above all - understand that ELLs will appear to master a grammatical point and often seem to regress. This is normal </li></ul>
  48. 53. Content Instruction <ul><li>Allows access to the mainstream curriculum </li></ul><ul><li>Academic language must be learned in academic courses </li></ul><ul><li>Promotes the students’ cognitive development </li></ul><ul><li>Motivating </li></ul><ul><li>It’s a great way to learn a language </li></ul><ul><li>Other reasons? </li></ul>
  49. 54. Expectations of Content Instruction <ul><li>Instruction should be comprehensible to all learners </li></ul><ul><li>Learning should be interactive </li></ul><ul><li>Instruction should be cognitively challenging </li></ul><ul><li>Instruction should promote cross-cultural understanding </li></ul><ul><li>Instruction should facilitate language development and academic achievement in the content areas </li></ul><ul><li>The goal of instruction should be achievement of academic standards by all students </li></ul>
  50. 55. State Aid <ul><li>In addition to generating regular basic skills revenue, ELLs generate state aid for ELL services. </li></ul><ul><ul><li>LEP Base Revenue: Districts will receive $584 per LEP student reported in the unduplicated end of year student count as reported in MARSS. (See CFL website for formula). </li></ul></ul>
  51. 56. Title I & Compensatory Aid <ul><li>ELLs eligible for free and reduced price lunch also generate state and federal compensatory revenue. </li></ul>
  52. 57. The 21 Competencies <ul><li>Leadership </li></ul><ul><li>Information Collection </li></ul><ul><li>Problem Analysis </li></ul><ul><li>Judgment </li></ul><ul><li>Organizational Oversight </li></ul><ul><li>Implementation Skills </li></ul><ul><li>Delegation of Authority </li></ul><ul><li>Instruction & Learning </li></ul><ul><li>Curriculum Design </li></ul><ul><li>Student Guidance </li></ul><ul><li>Staff Development </li></ul><ul><li>Measurement & Evaluation </li></ul><ul><li>Resource Allocation </li></ul><ul><li>Motivation </li></ul><ul><li>Sensitivity </li></ul><ul><li>Oral & Nonverbal Communication </li></ul><ul><li>Written Expression </li></ul><ul><li>Legal & Regulatory Applications </li></ul><ul><li>Philosophical & Cultural Values </li></ul><ul><li>Political & Policy Influences </li></ul><ul><li>Public Relations </li></ul>
  53. 58. Our Feature Presentation...
  54. 59. Feature Presentation <ul><li>The video You can Talk with your Child’s School and its companion You can Help your Child in School are available at no cost from Children, Families and Learning. (Contact Paul Magnuson). </li></ul><ul><li>The videos are be available in Russian, Hmong, Spanish, Vietnamese, Somali, Amharic and English </li></ul>
  55. 60. State Meeting in May <ul><li>The State Limited English Proficiency (LEP) conference starts tomorrow afternoon and runs through Friday afternoon at the RiverCentre in Saint Paul. </li></ul>
  56. 61. Saint Paul Resources <ul><li>Saint Paul Public Schools ELL Department offers several training opportunities that can be customized to meet your needs </li></ul><ul><li>Saint Paul also has 8 Teachers on special assignment that can answer questions on a variety of topics </li></ul><ul><li>Saint Paul is also a leader in collaboration and implementation of new models. </li></ul>
  57. 62. Saint Paul ELL Websites <ul><li>Main SPPS page </li></ul><ul><ul><li> </li></ul></ul><ul><li>Public resources </li></ul><ul><ul><li> </li></ul></ul><ul><li>Teacher resources </li></ul><ul><ul><li> </li></ul></ul>
  58. 63. University Resources <ul><li>Hamline University in Saint Paul offers an ESL Certificate for Mainstream Teachers. </li></ul><ul><li>The University of Minnesota offers courses in ESL </li></ul><ul><li>Proposed course for Administrative Licensure </li></ul>
  59. 64. State Websites <ul><li> </li></ul>
  60. 65. State Resources <ul><li>Paul Magnuson ( </li></ul><ul><li>Leigh Schliesser ( </li></ul><ul><li>María de Juric ( </li></ul><ul><li>Lisa Boelke ( </li></ul>
  61. 66. Federal Resources <ul><li>Office of Bilingual Education and Minority Language Affairs (OBEMLA) - Title VII may be Title III. </li></ul><ul><li>Office of Civil Rights (OCR) </li></ul>
  62. 67. Post Test <ul><li>The more English students hear, the more English they will learn </li></ul><ul><li>False, ELLs do not learn by listening alone. They need comprehensible input and opportunities to practice the language. </li></ul>
  63. 68. <ul><li>Providing special consideration for teaching ESL students is not needed since historically immigrants learned English without special assistance and participated effectively in society. </li></ul><ul><li>False. Most immigrants in the past had cultural organizations to help acclimatize them and minimal schooling or academic language was required for success. </li></ul>
  64. 69. <ul><li>ELLs need little extra assistance in math because math does not require English skills </li></ul><ul><li>False. Math can be a very language intensive subject. </li></ul>
  65. 70. <ul><li>Because ESL students need to acquire oral language, the lecture approach is an effective method for teaching them basic language skills. </li></ul><ul><li>False. The students may lack the CALP to process the material and few contextual clues are present to assist them. </li></ul>
  66. 71. <ul><li>In most cases, it is better for ELLs to speak their first language at home. </li></ul><ul><li>True. The language skills learned in their native language will transfer to English and provide a background for English. </li></ul>
  67. 72. <ul><li>Students will have difficulties with identity and self-esteem if they do not make a choice about which language and culture they wish to have. </li></ul><ul><li>False. Bilingualism and Biculturalism are gifts. Some “code-switching” may occur, but it is not detrimental. </li></ul>
  68. 73. <ul><li>If a student’s pronunciation in English is good, we can assume the student has acquired the skills necessary to be successful in academic work. </li></ul><ul><li>False. BICS are not CALP. </li></ul>
  69. 74. Closing Thought <ul><li>“ Limited English proficiency does not mean limited thinking proficiency” </li></ul>