This document provides information and strategies for mainstream classroom teachers to effectively support English Language Learners (ELLs). It discusses that most ELLs in the US are Spanish-speakers from immigrant families and face socioeconomic challenges. While ELLs develop social English quickly, academic English takes longer and must be explicitly taught. The document recommends strategies like building background knowledge, explicit vocabulary and language development instruction, scaffolding, and connecting reading and writing. It emphasizes the importance of both the students' native language and English in developing literacy in order to support ELLs in mainstream classrooms.
Benefits of Having Culturally and Linguistically Diverse Students1teachingJ
This slide show presents a case study of a culturally and linguistically diverse student. It presents his challenges, his funds of knowledge, and things that teachers might consider when working with diverse students.
Benefits of Having Culturally and Linguistically Diverse Students1teachingJ
This slide show presents a case study of a culturally and linguistically diverse student. It presents his challenges, his funds of knowledge, and things that teachers might consider when working with diverse students.
Understanding Struggling English Language Learners: Learning Disabilities, th...admills
In this session participants will review some of the best practices to teach reading to English Language Learners who are Learning Disabled. We will discuss differences and similarities between students who are learning disabled and English Language Learners, research based interventions, and the RTI process.
14 Middle School Journal November 2012linguistic ide.docxaulasnilda
14 Middle School Journal November 2012
linguistic identities are. Simply treating ELLs just like
everyone else will not close the achievement gap between
these students and their grade level peers. In an age of
differentiated instruction, middle level educators need to
be cognizant of specific reading strategies that will allow
their ELLs to achieve their true potential.
The benefits and challenges
of biliteracy
ELLs have a variety of unique characteristics that
teachers should consider when determining appropriate
instruction. Because students come to schools with
varying levels of first language proficiencies, the amount
of language instruction required varies from one student
to the next. Before instruction begins, it is essential for
teachers to gauge each student’s language proficiency
level to guide future instruction. However, when teachers
assess a student's language proficiency, it is important
for them to keep in mind that a student may sound fluent
in English when, in fact, he or she is not. According to
Cummins (1981), students have two levels of language
proficiency: “basic interpersonal communication skills
(BICS)” and “cognitive academic language proficiency
(CALP)” (p. 16). Generally, students who sound fluent
have strong social language skills (BICS) because
these skills typically develop in the first three years of
learning a new language (Watkins & Lindahl, 2010).
In social situations, such as lunch time in the cafeteria,
ELLs might have lengthy conversations in English about
Carlos (a pseudonym) moved from Guatemala to the
United States when he was in sixth grade. When Carlos
started school, his teachers expected him to speak only
in English and practice English in his Spanish-speaking
household. Carlos’s state test scores showed that, at the
end of sixth grade, he was significantly below his grade
level peers in reading. Sadly, Carlos began to state that
he hated school and wanted to move back to Guatemala.
That summer, Carlos moved again. At his new middle
school in Illinois, Carlos’s teacher allowed him to write
in Spanish while learning English content at grade level
and to read bilingual books (English and Spanish). He
also received daily small-group reading instruction that
focused on vocabulary in context and comprehension.
That year on his reading tests, Carlos’s scores grew
significantly from the year before, and his motivation to
learn became evident by the smile on his face and his
desire to excel at each task his teacher assigned.
Carlos’s story is not unique; similar educational
experiences happen to English language learners, or
ELLs, every year in the United States. According to
the U.S. Department of Education’s National Center
for Education Statistics (2010), in 2008 there were
approximately 10.9 million children in the United States
who did not speak English in their homes. Unfortunately,
today too many of the 10.9 million ELLs still receive ...
Understanding Struggling English Language Learners: Learning Disabilities, th...admills
In this session participants will review some of the best practices to teach reading to English Language Learners who are Learning Disabled. We will discuss differences and similarities between students who are learning disabled and English Language Learners, research based interventions, and the RTI process.
14 Middle School Journal November 2012linguistic ide.docxaulasnilda
14 Middle School Journal November 2012
linguistic identities are. Simply treating ELLs just like
everyone else will not close the achievement gap between
these students and their grade level peers. In an age of
differentiated instruction, middle level educators need to
be cognizant of specific reading strategies that will allow
their ELLs to achieve their true potential.
The benefits and challenges
of biliteracy
ELLs have a variety of unique characteristics that
teachers should consider when determining appropriate
instruction. Because students come to schools with
varying levels of first language proficiencies, the amount
of language instruction required varies from one student
to the next. Before instruction begins, it is essential for
teachers to gauge each student’s language proficiency
level to guide future instruction. However, when teachers
assess a student's language proficiency, it is important
for them to keep in mind that a student may sound fluent
in English when, in fact, he or she is not. According to
Cummins (1981), students have two levels of language
proficiency: “basic interpersonal communication skills
(BICS)” and “cognitive academic language proficiency
(CALP)” (p. 16). Generally, students who sound fluent
have strong social language skills (BICS) because
these skills typically develop in the first three years of
learning a new language (Watkins & Lindahl, 2010).
In social situations, such as lunch time in the cafeteria,
ELLs might have lengthy conversations in English about
Carlos (a pseudonym) moved from Guatemala to the
United States when he was in sixth grade. When Carlos
started school, his teachers expected him to speak only
in English and practice English in his Spanish-speaking
household. Carlos’s state test scores showed that, at the
end of sixth grade, he was significantly below his grade
level peers in reading. Sadly, Carlos began to state that
he hated school and wanted to move back to Guatemala.
That summer, Carlos moved again. At his new middle
school in Illinois, Carlos’s teacher allowed him to write
in Spanish while learning English content at grade level
and to read bilingual books (English and Spanish). He
also received daily small-group reading instruction that
focused on vocabulary in context and comprehension.
That year on his reading tests, Carlos’s scores grew
significantly from the year before, and his motivation to
learn became evident by the smile on his face and his
desire to excel at each task his teacher assigned.
Carlos’s story is not unique; similar educational
experiences happen to English language learners, or
ELLs, every year in the United States. According to
the U.S. Department of Education’s National Center
for Education Statistics (2010), in 2008 there were
approximately 10.9 million children in the United States
who did not speak English in their homes. Unfortunately,
today too many of the 10.9 million ELLs still receive ...
Teaching English Language Learners ELLsB. J. Zagorac
This presentation provides background knowledge and information on the population of ELL children in the United States. In the body of the presentation, research-based strategies are provides for teachers and anyone who works with ELL students in an academic environment.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
English Language Learners in the Mainstream Classroom
1. English Language Learners in the Mainstream Classroom “To learn to read is to learn to walk. To learn to write is to learn to rise.” José Martí “To learn to read is to learn to walk. To learn to write is to learn to rise.” José Martí Karen M. Adrián Connecticut Writing Project July 2010 Karen M. Adrián Connecticut Writing Project July 2010 El Inmigrante (Coti)
2. Agenda: Cognados Introducción a Barack Obama Actividad de Vocabulario Discurso de Obama a los Estudiantes Diagrama/Dibujo
3. Cognados/Cognates Aquellosterminos con un mismoorigenetimológico Words that have a common etymological origin Educación: Education Introducción: Introduction Lista de Cognados del Discurso de Obama a los Estudiantes
4. ConocimientoAntecedente: Obama 1. ¿QuiénesBarack Obama? El presidente de los EstadosUnidos 2. ¿Cuántosde ustedeseschucharónelDiscursode Obama a losEstudiantes? Univision 27
5. Vocabulario/Vocabulary Cuentenen grupos detres personas (uno, dos, tres, uno, dos, tres...) Dividense en susgruposytomenunaseccion de laspalabras del vocabulario Busquenlaspalabras en el diccionario de la red: http://www.wordreference.com/definicion/ Completen el Arbol de Vocabulario con lastres (3) palabrasmasimportantes de sulista Voy a ir a cadagrupoparapronunciarlaspalabrascorrectamente Si necesitantraducirlaspalabrasusen la pagina del red: www.spanishdict.com
6. Discurso de Obama a los Estudiantes/Obama Speech to Students (septiembre 2009) En susgrupos, cadagrupova a teneruna parte del discurso de Obama a losEstudiantes(con la versión en ingles) Tienenque leer el discursoypresentar un proyectoresumiendosuseccion a la clase en manera de diagrama/dibujo (diagram/drawing) NOTA: Necesitanusarlastrespalabras del vocabulariomasimportantesen sudiagrama/dibujo Tienen 15 minutos. ¡BUENA SUERTE!
8. REFLECCIÓN/ REFLECTION Please reflect on the activity that we just did: How did you feel about yourself as a Spanish language learner? What was the most difficult part of the activity? What observations did you make about the instruction? Discussion
9. Jenny B. “When I couldn’t speak English and I couldn’t read English and I couldn’t write English, it was like going to school and not learning anything because I couldn’t understand the teachers and they couldn’t understand me. Now that I speak English, I still don’t understand my teachers!”
10. JoleighC. “I know what I need to know and no teacher showed me that. I learned from my friends and from TV.” “Writing in English is not important because they don’t make me do it since I don’t know the language well enough.”
11. Statistics (based on the Urban Institute): 76% of ELLs elementary-age are born in the United States 56% of ELLs middle- and high school-age are born in the United States 80% of ELL parents are born outside of the United States 80% of all ELLs are Spanish-speakers “Most ELLs are at risk for poor school outcomes not only because of language, but also because of socioeconomic factors” (Goldenberg 10).
12. Basic Information: “About a third of children of immigrants and half of limited English proficient students have parents with less than a high school education... LEP students or English language learners then tend to be highly segregated. That is, as a result of the ongoing racial and ethnic segregation and segregation by income in America’s public schools, we see heavily concentrations of children of immigrants and LEPs in the same schools, mostly in inner city but increasingly in places like Allentown (PA) and suburban areas as well” (Courrier). “These children comprise the fastest-growing segment of the student population, with the highest growth rates occurring in grades 7-12 (Kindler 2002 as referenced by the Alliance for Excellence Education 2007)
13. More Information: 42% of the teachers surveyed by the National Center for Education Statistics indicated that they had ELLs in their classroom, but only 12.5% of these teacher received more than eight hours of professional development specifically related to ELLs (NCES, 2002). In a study of content-area teachers held by Short (2002), one social studies teacher stated, “I believed that was someone else’s job.” The Teachers of English to Speakers of Other Languages (TESOL) holds that in order for ELL students to receive an appropriate, effective, and meaningful education, all school personnel should understand the basic issues of second-language acquisition, bilingualism, the difference between social and academic language proficiency, and the roles that language and culture play in learning (McGraner 6)
14. Legislation: NCLB, Title III “The 2002 reauthorization of the Elementary and Secondary Education Act (known as the No Child Left Behind Act) prompted an unprecedented focus on the academic achievement of limited-English-proficient (LEP) students” (National Comprehensive Center for Teacher Quality) Schools and districts nationwide are now accountable for helping “limited English proficient children meet the same challenging state academic and content and student academic achievement standards as all students are expected to meet (NCLB, Part A, Subpart 1).” Only 11 states met their accountability goals for English-language learners under the No Child Left Behind Act in the 2007-08 school year, concludes a study commissioned by the U.S. Department of Education. Do educators in your school assume shared responsibility for the achievement of English Language Learners, or do they leave up to the ELL/Bilingual teachers and tutors (if there are any)?
15. School and the English Language Learners “School is often ELL students’ first point of contact with U.S. culture, and educators must be well poised to ensure this contact results in strong family, community, and academic engagement” (MacGraner 5).
16. First (L1) and Second (L2)Language Acquisition “A student’s proficiency in their first language is likely to be more predictive of how easily they will acquire English literacy” (Thompson 4). “CREDE (Center for Research on Education) researchers concluded that the longer ELLs received instruction in a mix of their first language and English, the better their achievement in English” (Goldenberg 12). “In other words, students who acquire literacy skills in their first language are able to transfer those skills to their second language provided that they have received adequate education to exposure to literacy in their first language” (Pappamihiel et al 2008). “Unfortunately, student who don’t receive the chance to continue to grow in both their languages are often without fluency in either (Hubbard & Shorey 53).
17. Conversational vs. Academic English What is conversational English? “ELLsdevelop conversational English much more quickly than academic English . Although students typically learn social language through interaction with their peers, academic language must be taught explicitly and takes much longer” (Connecting Research to English Language Learners to Practice 2009). What is academic English? “Academic English – the type that is essential for school success – is particularly difficult to master because it is generally not used outside of the classroom and it draws on new vocabulary, more complex sentence structures, and rhetorical forms not typically encountered in nonacademic settings” (Goldenberg 13). “Moreover, teachers must understand that students may demonstrate a solid command of conversational or social English and may be successful in nonacademic environments without possessing the knowledge and skills required to successfully access and master academic core content in academic environments” (National Comprehensive Center for Teacher Quality (2009).
18. Mainstream Teachers “Before mainstream teachers can effectively teach ELL students academic content, they must have a solid knowledge of teaching their subject matter” (Graner & Saenz 7). “Reading and writing are mutually reinforcing skills for ELLs just as they are for native English speaker (Echevarría, Short & Powers 2006 as referenced by Alliance for Excellence Education) “The disconnect between the two cultures makes the students feel lost when they return to their mainstream classroom community after being away for one or two periods... To deal with this dilemma and provide effective instruction for ELLs, collaboration models or team teaching between ESL teachers and mainstream classroom teachers are highly recommended by researchers” (Fu 326).
19. STRATEGIES THAT WORK “Students learn English when they are immersed in reading and writing” (Custodio & Sutton 1998) “Educators must have a repertoire of strategies so that they can vary their interactions and curriculum as needed” (MacGillivray & Rueda )
20. Cognitive Strategies “Curriculum that balances basic and higher-order skills, explicit skills instruction for certain tasks (particularly in acquiring learning strategies), instructional approaches to enhance comprehension, and articulation and coordination of programs and practices within and between schools” (Olson & Land 2007). How can we break this quote down instructionally? Directives vs. high-level cognitive and open-ended questions study (Verpleatse 1998)
21. Background Knowledge “Learning builds on previous experience” (National Research Council 2000). “The languages used by the students and their family members, the students’ cross-cultural experiences, and their [first language] and [second language] literacy history are integral parts of ELLs’ knowledge, skills, and identity” (de Jong & Harper 2005). “Teachers must either activate what prior knowledge exists and apply it to lessons or explicitly build background knowledge for these students” (Short & Echevarría 2005). “Gibbons suggest many activities to help build students’ background knowledge, including creating a semantic web, wallpapering, creating a list of questions about that students would like to learn, reading about the topic, using cooperative activities (such as jigsaw), using electronic resources, interviewing an expert, watching a video, visiting a museum, and practicing grammatical structures that will be useful in writing about a topic” (Liviant 2006)
22. Vocabulary and Language Development “A[n] effective instructional practice is the explicit teaching of academic vocabulary” (National Comprehensive Center for Teacher Quality) “Teachers introduce new concepts by discussing vocabulary words key to that concept” (Alliance for Excellence Education 2005) 2 to 3 receptive and 5to 9 productive vocabulary words are identified for lesson emphasis: “Receptive vocabulary words are those that are low frequency and not necessarily everyday speech, and productive vocabulary words may be new or confusing to ELLs even though they are commonly used (figurative language or phrases without literal translations)” (Avalos et al 2007). “The language curriculum should include not only instruction in the specialized language of each academic subject area (for example in math, hypotenuse, angle and so on), but also academic cohesion words and phrases (such as thus, therefore, as a result of) and specialized academic process words (such as explicate, enumerate, define)” (Rance-Roney 32).
23. Supporting ELLs in English-Only Settings Predictable and consistent classroom management routines aided by diagrams, lists, and easy-to-read schedules on the board or on charts Graphic organizers Additional time and opportunities for practice Visual cues, pictures and physical gestures Identifying, highlighting and clarifying difficult words and passages Summarize and paraphrase Provide opportunities for extended interactions with teacher and peers Adjust instruction (teacher vocabulary, rate of speech, sentence complexity) Targeting both content and English language objectives in every lesson (Goldenberg 2008)
24. The Education Alliance Teachers demonstrate how writing and reading are connected Teachers demonstrate how writing and reading are tools for thinking and learning Teacher explicitly demonstrate the process of writing Teachers model exemplary writing practices and demonstrate how writers write about topics that are meaningful to them Teachers teach grammar in the context of actual writing Teachers provide varied and increasingly challenging writing experiences Teachers develop a list of core words for their students to use in their writing Teachers regularly integrate spelling into writing and reading instruction
25. National Comprehensive Center for Teacher Quality Instruction should be explicit and systematic (scaffolding, whole-group instruction, supplemental interventions) Teaching of academic vocabulary (short, explicit segments of class time in which the teacher directly teacher key vocabulary; saying the vocabulary word, writing it on the boadr, asking students to say it and write it and defining the term with pictures, demonstration, and examples familiar to students ELL students must have the opportunity to speak and hear academic vocabulary in the classroom Effectively using visuals in teaching academic content Give purposeful, consistent and systematic feedback
26. Alliance for Excellent Education Vocabulary and language development Guided interaction (listening, speaking, reading and writing collaboratively) Metacognition and authentic assessment (i.e. portfolio of improved writing) Explicit instruction, or direct teaching Meaning-based context and universal themes Modeling, graphic organizers, and visuals
27. Writing Assignments “Immigration Journals” Journal writing where English words are inserted into the journals that are first mostly in the L1 then progress throughout the year until the majority of the entry is in English (Fu 2007)
28.
29. Writing with ELLs(Hubbard & Shorey) Emphasize writing for genuine audiences, student choice, and teacher supported through revision and editing Write with your students, conferring with them about your own writing as well as theirs, and demonstrating strategies and writing techniques through minilessons Offer an opportunity to draw Do not underestimate the power of the first language because it is the language of the heart (PUT ASIDE ENGLISH-ONLY THINKING) Model writing by reading published immigrant authors
30. Journaling with Spanish: Write about a teaching experience you had using the Spanish vocabulary you learned today (it could be a funny, embarrassing, difficult or horrible time).
31. “But if we understand writing as a medium through which language learners attempt to understand and control the shifting perspectives in their lives, to express and explore new identities, and to position themselves in new ways, writing in a second language becomes a powerfully motivating and potentially transformative force” (Vollmer 2002)