Teaching Multilevel Classes in Adult ESLJoanne Pettis
This is a a short workshop I did for the TESL training program at the U of Winnipeg. It provides some strategies for dealing with multi-levels in your adult ESL class.
The driving principle of this session that oral language development is so critical to concept attainment that essentially the person in the classroom that does the most speaking, does the most learning. Intentional design for oral language interactions all day long, creates the space for multiple voices, perspectives and more learning.
Our 2016 catalog features a whole new design and layout for easy search and better view. CEFR leveling is incorporated for all our titles. Find out about our new releases on coursebooks, reading, listening, and grammar.
Graphic Organizers: Visuals to Enhance LearningPorterESOL
Graphic Organizers build unity in language when used to establish clear connections among discrete pieces of language. This classroom teacher’s presentation is practical; full of real samples of adult students’ work. As organization of information becomes clear, the resources unlock treasures for a range of ages, grades, and learning abilities.
Peer Editing Technique for Teaching WritingAna Fau
This is one of the technique for teaching writing and quite useful to encourage students' writing skill through giving feedback from and for their peers.
Task based learning through cooking : as a language learning toolTamsaPandya
This power point presentation shares idea about cooking as using language learning tool , task based learning always helps to learn new vocabulary and language.
Building Literacy In The FLES CurriculumLynn Fulton
This presentation shares four strategies one school has implemented to strengthen student literacy in both their first and second languages. The presentation provides information about the importance of environmental and functional print, the most relevant comprehension strategies for early language learners, and the role read-alouds play in literacy development.
Teaching Multilevel Classes in Adult ESLJoanne Pettis
This is a a short workshop I did for the TESL training program at the U of Winnipeg. It provides some strategies for dealing with multi-levels in your adult ESL class.
The driving principle of this session that oral language development is so critical to concept attainment that essentially the person in the classroom that does the most speaking, does the most learning. Intentional design for oral language interactions all day long, creates the space for multiple voices, perspectives and more learning.
Our 2016 catalog features a whole new design and layout for easy search and better view. CEFR leveling is incorporated for all our titles. Find out about our new releases on coursebooks, reading, listening, and grammar.
Graphic Organizers: Visuals to Enhance LearningPorterESOL
Graphic Organizers build unity in language when used to establish clear connections among discrete pieces of language. This classroom teacher’s presentation is practical; full of real samples of adult students’ work. As organization of information becomes clear, the resources unlock treasures for a range of ages, grades, and learning abilities.
Peer Editing Technique for Teaching WritingAna Fau
This is one of the technique for teaching writing and quite useful to encourage students' writing skill through giving feedback from and for their peers.
Task based learning through cooking : as a language learning toolTamsaPandya
This power point presentation shares idea about cooking as using language learning tool , task based learning always helps to learn new vocabulary and language.
Building Literacy In The FLES CurriculumLynn Fulton
This presentation shares four strategies one school has implemented to strengthen student literacy in both their first and second languages. The presentation provides information about the importance of environmental and functional print, the most relevant comprehension strategies for early language learners, and the role read-alouds play in literacy development.
CCRS, ELS, and the Changing Role of the ESL EducatorJohn Segota
How has the transition to college- and career-readiness standards impacted English learners, and the role of ESL/bilingual educators? This presentation will discuss the many issues that unfolded for English learners in this paradigm shift, what has changed for ESL/bilingual educators, and what this means for teacher education.
Presentation delivered November 19, 2016 at the ACTFL Annual Convention in Boston, MA.
Good teaching happens when competent teachers with non-discouraging personalities use non-defensive approaches to language teaching and learning, and cherish their students. Author: Dr. James E. Alatis
Dean Emeritus, School of Languages and Linguistics, Georgetown University.
Sheltered Instruction is a way to teach English Language Learners within the context of their academic classes. The SIOP model is the only research based method that effectively ensures that all students have equal access to the curriculum.
Common Core, ELLs, and the Changing Role of ESL EducatorsJohn Segota
The development of the Common Core State Standards (CCSS) presents a new educational paradigm in United States education policy. However, many questions remain about the impact upon English learners. Moreover, ESL educators have too often not been at the table in regards to CCSS implementation. This presentation will examine the changing role of ESL educators in this new era, and discuss how the CCSS presents opportunities for ESL-trained specialists. - Presentation at the 2015 NCTE annual conference.
All students are capable of learning. Teachers must find the best strategies to reach all learners. This presentation gives you hints about what can be done to help them learn at their level.
Supporting Social-Emotional Development of Elementary ELLsJudie Haynes
ELLs are at a higher risk than their peers for social emotional development because they don't yet have the vocabulary for self-development and social interaction.
Using Internet Resources to Promote Content Learning Judie Haynes
Using Internet Resources to Promote Content Learning provides information on resources that teachers can use to help English learners learn content information
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Sectors of the Indian Economy - Class 10 Study Notes pdf
Changing Role of the ESL Teacher
1. The Changing Role
of the ESL Teacher
Judie Haynes
NJTESOL/NJBE
Spring Conference 2016
2. When did you start teaching ESL?
Get into groups that best represent when you started
to teach ESL.
Brainstorm what’s changed
1980 and before
1990
2000
2010
After 2010
.
3. Teacher Discussion
Discuss with a partner:
1. What are the biggest changes in your
teaching methods and environment since
you started to teach?”
2. How do you feel about the change in
teaching?
4. What Changed?
ESL teachers experienced:
• Shift to push-in or collaborative teaching
• Requirements that ESL teach with grade
level texts
• Emphasis on research-based teaching
methods
5. What Changed?
• Content teachers are expected to be
teachers of content and language
• ESL teachers are often expected to use
materials and methods that they feel are
inappropriate for ELLs
6. Key Challenges for ESL Teachers
ELLs;
• are often placed in classes where instruction is
aligned to rigorous content standards.
• need to develop conceptual understanding of the
content
• learn how to complete analytical tasks
Valdés, Kibler, and Walqu Changes in the Expertise of ESL Professionals:
Knowledge and Action in an Era of New Standards
7. Key Challenges for ESL Teachers
ELLs need to know:
• a repertoire of strategies to construct
meaning from academic talk and complex
text
• how to participate in academic discussions,
and to express themselves in writing across
a variety of academic situations.
8. Key Challenges for ESL Teachers
Inclusion of ELLs in new standards-aligned
instruction in the content area classroom ELLs
need to learn:
• strategies necessary to comprehend and use
language in a variety of academic settings so
that ELLs can function in “inclusive”
standards-based classrooms
9. How Teachers can Meet the Challenges
of Collaboration with Others
1. Informal conversations before or after
school
2. Curriculum alignment
3. Planning of instruction
4. co-developing classroom materials, and
common assessments
10. Collaboration
There are several models of coteaching. Key to a
successful collaboration is:
• roles of each teacher are clearly defined and
• both teachers’ strengths are honored.
• many ESL teachers complain that they are
treated like aides in the classroom
The Changing Role of the ESL Teacher from TESOL blog by Shaeley
Santiago.http://blog.tesol.org/the-changing-role-of-the-esl-
teacher/#sthash.1sBlbW6v.dpuf
11. According to Many Researchers
According to Honigsfeld and Dove in their book,
Common Core for the Not So Common Learner :
• Instructional approaches such as co-teaching have
a greater potential for a positive impact on ELLs
(although they require more time and resources
for adequate implementation.)
• Teaching in isolation is no longer a viable option to
ensure student achievement. It’s time for ESL and
content teachers to join forces for the benefit of all
our students.
12. ESL Teachers’ Role in Professional
Development
The specialized training of ESL teachers in
SLA and their training in working with
families from diverse cultural backgrounds
can used to provide professional development
for the entire staff. (Staehr-Fenner)
13. ESL Teachers’ Role in Professional
Development
ESL teachers can also provide professional
development through
• Mentoring
• modeling strategies beneficial for ELLs.
sheltered content instruction,
participating in a Professional Learning
Community (PLC) with content-area colleagues.
14. Standards-Aligned Instruction for ELLs
School reformers believe that standard-based
instruction:
• Leverages home language(s), cultural assets,
and prior knowledge.
• Is rigorous, grade-level appropriate
• Provides deliberate and appropriate
scaffolds.
15. How is this type of instruction
delivered in the ESL classroom?
16. Pull-out vs. Push-in ESL Programs
Lively discussions on the NJTESOL/NJBE
member hotlist about this issue.
• pull-out ESL vs. having ESL teachers push-
in to the general education classroom is still
a hot-button issue for practitioners in the
field.
17. Benefits of Pull-out vs. Push-in
ESL teachers can:
• teach grade level content using appropriate
materials and text for ELLs.
• easily differentiate instruction for ELLs of
varying ELD levels in the same class
• collaborate with classroom/subject area
teachers on content.
18. Benefits of Push-in vs. Pull-out
Through collaboration, ESL teachers can:
• collaborate in planning lessons that give
ELLs the academic language they need to
succeed in content area classes
• Model teaching strategies for ELs
• demonstrate what makes ESL teachers
experts in teaching language
Adapted from TESOL blog by Monica Schnee
19. Benefits of Push-in vs. Pull-out
ESL teachers can:
• work in small groups to differentiate
instruction
• Scaffold instruction so ELs can participate in
content classes at every level of proficiency
• provide a continuity of instruction that is
seamless for the learner
Adapted from TESOL blog by Monica Schnee
20. Benefits of Push-in vs. Pull-out
• learn what the quality of English-speakers’
language is like.
• ensure that ELLs’ experiences are valued in the
general education classroom
• give students appropriate comprehensible
input and lower the affective filter.
Monica Schnee: http://blog.tesol.org/pull-out-vs-push-in-esl-programs-in-
elementary-schools/#sthash.QrCJ7GHa.dpuf
21. Hybrid Model
Monica Schnee says in a recent blog “the key to
students’ success is to offer ESL instruction in the
classroom and also to pull out ELLs at the lower
levels of acquisition for an extra ESL period a day
to meet the social-instructional and basic
academic language needs.z” She calls this a
hybrid model of ESL instruction.”
Push in vs. pull-out programs in the elementary school:
http://blog.tesol.org/pull-out-vs-push-in-esl-programs-in-
elementary-schools/#sthash.QrCJ7GHa.dpuf
22. Push-in or Pull-out? Why?
Discuss with a small group what you think of
the hybrid model. Report groups’ thoughts.
23. My Info
Email: judieh@optonline.net
Twitter: @judiehaynes
#ELLCHAT- Monday nights at 9PM on Twitter
Publications: The Essential Guide for
Educating Beginning English Learners
https://us.corwin.com/en-us/nam/the-
essential-guide-for-educating-beginning-
english-learners/book237736
Editor's Notes
In 1980 I taught in a Magnet Center in Orange, NJ. I had about 20 Haitian students in my room in grades 1-5. They were of varying levels of ELA.. Their background included those students who were working on grade level in L1 and those who had limited literacy in L1. The students in grades 3-6 spent the entire day with me. I thought that I was creating a safe enviornment for them where they could learn. In fact, they were isolated from their classmates and they didn’t know how to interact with them. I left the job when the district put two brothers in my classroom who were middle school aged but performed on a 2nd and 3rd grade level. They had rarely gone to school.
-Emphasis on research-based teaching methods – Move away from eclectic methods used in past
coteaching or closer collaboration between content teachers and ESL teachers,
expecting content teachers to be both teachers of content and teachers of language,
designing push-in models in which ESL teachers are in classrooms with content
teachers,
providing professional development for content teachers in the theories of second
language acquisition and best practices for supporting ELLs and enhancing the status
of ESL instruction and ESL teachers (Maxwell, 2013).
Lack of understanding on the part of administrators the unsuitability of these requirements for beginning and low intermediate ELLS.
Gone are the days of an ESL teacher worrying only about a student’s cultural adjustment and progress in English language proficiency. Now the stakes are much higher with proficiency in reading, math, and science being the ultimate goal.
Challenge 2 - Teachers should recognize that it is possible to achieve the standards for reading
and literature, writing & research, language development and speaking & listening
without manifesting native like control of conventions and vocabulary.
collaboration ranges from informal means (e.g., short conversations before or after school) to formal instructional approaches such as coordinated planning, curriculum alignment, codeveloping classroom materials, and common assessments. Formal instructional approaches - See more at: http://blog.tesol.org/the-changing-role-of-the-esl-teacher/#sthash.1sBlbW6v.dpuf
Let’s explore collaboration and professional development as two areas where the role of the ESL teacher is evolving to meet these challenges.
This is the opinion of many school reformers who are not teaching K-12 ELLs. Kenji Hakuta teaches at Stanford University,
Waqui works for
I need to say here that push-in has become very popular among school administrators since the advent of the Common Core Standards. I think there are some occasions when it works very well (i.e. teachers have mutual respect, common planning time)
But a large percentage of cases it is disastrous for beginning and low intermediate ELLs)
Teachers can see that classroom teachers can see that the best practice for Els work with all students
ensure that ELLs’ experiences are valued the same way as those of their monolingual peers.
It must be said here that Monica teaches mostly K-1 students using this hybrid model. She has built an excellent relationship over the last 8 years with the teachers she works with.