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Chapter 11 class notes
- 1. Chapter 11: LanguageDiversity and Schooling
- 2. ELS ARE ANASSET TO OUR SCHOOLS BE A HOSPITABLE/ACCEPTING TEACHER
- 3. Value Emergent Bilinguals •Combat the “deficit” perspective imposed by the educational system (”Limited English Proficient”, bias in assessments, homework grades, etc.) • Do NOT tell students or parents that they should speak English at home • Provide the accommodations provided on their EL plan • Use cultural books and resources to enhance instruction • Window of the World Box- use of real objects
- 4. Characteristics of aHospitable Teacher Be a listener, advocate! Be open to being the student (Learn from others) Know your students’ needs Be welcoming and gracious to all Understand and honor other cultures
- 5. JUST A LITTLEINFORMATION • Students with English as their second language may be called EL (English Learners) or ELL (English Language Learners) – This seems to change yearly; back and forth! • In a school setting you may have an EL specialist part time (floater); HOWEVER, the main responsibility for teaching EL students falls on the classroom teacher and the school as a whole. • The manner in which schools treat linguistically diverse students is directly related to the ways in which they are perceived and treated by society. • ESL or English as a Second Language is the name of the teacher prep program for TEST QUESTION
- 7. So… WHY dowe have so many immigrants in the US? What do you think? To improve their lives- financially/economic ally In order to survive– safety, political unrest, etc.. Advances in mass transit– it easier to get here now days. Globalization and borderless economies of the 21st century
- 8. • You WILLhave an EL student– regardless of where you teach or whether you want one or not! • ALL children have normal transitions– home to school, childhood to adolescents, elementary to middle school- then to high school, from mom’s house to dad’s house, etc. BUT EL students have those same transitions PLUS the new language and cultural barriers. • EL students also have dialects from their countries, exactly like the US has different dialects. • Just within what we call Hispanic, there will be various dialects/ languages that may or may not overlap– South American, Dominican Republic, Northern Mexico, Southern Mexico, Spain, etc… • EL ALSO encompasses Chinese (Mandarin, Cantonese), Indian, Vietnamese, Arabic, Korean, Japanese, Native American, Hawaiian, Aluetian (Native Alaskans), French– just to name a few! TEST QUESTION
- 9. We are boundedby law to provide equitable educational opportunities for these students. • Title VII – Provides funds for different EL programs to enhance and supplement instruction. It provides funding for development, training, and research for the education of EL students. • EEOA (Equal Education Opportunity Act)- Protects students’ rights for equal educational opportunities. Because of this act, 12 Chinese students filed a class action law suit in CA because they were not being given equal opportunities in their educational setting. Guidelines came from this. 1. THEORY-The school must have an ELL program based on educational research. 2. PRACTICE– The school must actually implement the program in practice. 3. RESULTS– The school must show growth results using data. TEST QUESTION
- 10. This has beena political battle for 35 + years Reagan– stated that it is “absolutely wrong and against American concepts to have a bilingual education program.” He never used the word bilingual during his presidential terms. He was not against people speaking their native language at home, but he felt students would not learn our country’s language if they were not made to speak it. Clinton– supported teaching languages other than English, and the word bilingual was used often in his educational speeches and policies. George W. Bush– in 2002 started the NCLB act and Title III replace Title VII. Title III is the reform measure- “Language Instruction for limited English and Immigrant students.” The word bilingual was once again deleted, however, he pursued helping them. This new law was more focused on learning English and supporting ELs with this process. THIS IS AN ON-GOING PROCESS
- 11. • First officialset of federal guidelines reminding schools of their obligations to EL students under the administration of Barack Obama in 2015 ... • Under the guidelines issued by the Department of Education and the Department of Justice under Obama, schools are expected to identify English language learners in a timely and reliable manner, offer ESL students an educationally sound language assistance program, provide qualified staff and resources and make sure ESL students have equal access to programs and activities and avoid unnecessary segregation of English learners from other students in the schools. • Other obligations include making sure students don't suffer academically from their time in an ESL program and moving the students out of the program when they are proficient in English. The guidelines also seek to evaluate ESL programs to ensure they're effective and provide parents of ESL children with school information in a language they understand. • Currently 5 million children in the U.S. are English learners, about 9 percent of all U.S. public school students.
- 12. 5 Instructional Programs ImplementedOver the Last Several Decades 1. Submersion– students are placed in English only classrooms and given no special instructional support--- THIS IS ILLEGAL! 2. English as a second language (ESL)--- No instruction is given in the student’s primary language, taught through pull-out programs, and integrated in content throughout the day. 3. Transitional-Bilingual Education (TBE)---students receive some instruction in their primary language, but must transition to English only, generally within 1-3 years. 4. Maintenance Bilingual Education (MBE)--- students receive instruction in their primary language and in English in grades K-6. The goal is to be academically proficient in both languages. 5. Dual Language Programs--- the language minority and language majority are educated in the same program learning both languages. Bilingual - speaks 2 languages fluently TEST QUESTION
- 13. 2 Domains ofELL Language Development • BICS (Basic Interpersonal Communication Skills)--playground, in the lunch room, on the school bus, at parties, playing sports and talking on the telephone. Usually takes 1-3 years. *Pragmatics– learning language for social purposes • CALPS (Cognitive Academic Language Proficiency)– formal academic learning: This includes listening, speaking, reading, and writing about subject area content material. This level of language learning is essential for students to succeed in school. Students need time and support to become proficient in academic areas. This usually takes from 5-7 years. Syntax-- rules of word order in a sentence Semantics– meanings of words and sentences Morphology– rules of word formations (written and spelling) Phonology– the sounds of our spoken language Phonics– ties the sounds to specific symbols (letters) in our language TEST QUESTION
- 14. SO… What dowe do as a classroom teacher? 1. High level of noise in the classroom– ELs need to hear language 2. Students working in small groups 3. Hands-on materials– concrete examples 4. Word walls– pictures, native word, and English word 5. Student work displayed 6. Teachers modeling CORRECT language 7. High expectations with scaffolding 8. Assessments to drive instruction– to determine where they are and where they need to be 9. Welcoming and safe environment for students AND families 10. Co-teaching with specialist 11. Paraphrase the content learning 12. Conversation based instruction that forces the EL students to talk TEST QUESTION
- 15. Strategies for ELStudents • High level of noise • Students work in small groups • Concrete examples-hands on materials • Word walls-pictures, native words and English words • Student work displayed • Teacher modeling the correct language • Assessments to drive instruction-to determine where they are and where they need to be • High expectations with scaffolding • Welcoming and safe environment for students and families • Co-teach with specialist • Paraphrase Content learning • Conversation based instruction that forces the EL student to talk. • Model correct English • Use Google translate or other apps and websites that would aid in helping students and parents.
- 16. Digitals tools to facilitatestudent learning with EL students Epic offers: bilingual books, read alouds and varied Lexile Levels... How might you use this feature to help students learn?
- 17. https://youtu.be/kQRf64SZi wU NEWSELA is another great digital tool •NEWSELAoffers the same current news stories at different reading levels (Lexile Levels) and even in Spanish... It is current news that is relevant to the world your students live in. It has 5 different reading levels. Quizzes are available for most articles along with a teacher report that marks their progress. •How might you use this feature to help students learn? app
- 18. Google Translate isanother good digital tool... • Google's free service instantly translates words, phrases, and web pages between English and over 100 other languages. • Using the Translate app, you can use your phone’s camera to translate text in the world around you, like signs or handwritten notes. https://translate.google.com/ •Another internet page that translates from English written text to another language: http://myeasytranslator.com/
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- 20. In Closing… • It isimportant that teachers understand that students’ home languages are NOT inferior to the English language. • Teachers’ negative attitudes lower academic achievement for EL students. OUR ATTITUDE IS EVERYTHING! • Do not equate not being able to speak English as being academically deficient.
- 21. HOMEWORK Next class Oct.15 Read Chapter 12 Disabilities Study Class notes Work on Literature Presentation and bibliography due Nov. 28