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Making Content Accessible
- 1. Making Content Accessible EDESL771 PreK-12 ESL Curriculum and Materials through the Content Areas Hunter College MA in TESOL, Laura Baecher 1
- 2. Legal Precedent forSheltered Instruction and ELD • 1964 - Civil Rights Act, Title VI • 1974 - Lau vs. Nichols • 1981 - Castañeda vs. Pickard • 1982 - Plyler vs. Doe All school districts and therefore all teachers have a dual obligation in the law to serve English learners by: Developing students’ English proficiency • English Language Development (ELD) Providing meaningful access to academic content instruction • Sheltered Instruction 2
- 3. Sheltering Content andEnglish Language Development Sheltered Content Both Involve: Focus on Content Opportuni3es for Objec3ve Interac3on Making Content Purposeful and Flexible Comprehensible Grouping Recognizing Linguis3c Hands-‐on Ac3vi3es Demands of Texts Ac3va3ng Prior Knowledge English Language Development Focus on Language Objec3ve Modeling Target Language Language Development Ac3vi3es Feedback on Form Hunter College MA in TESOL, Laura Baecher 3
- 4. What is ShelteredInstruction? Sheltered Language Instruction is: Sheltered Language Instruction is not: • Usually delivered by the core content • Only the responsibility of the ESL teacher teacher • Making core content standards • Lecture only style teaching accessible to all learners • Faulting students’ lack of English • Clear grade level, content and proficiency as the barrier to their language objectives access to content learning • Active student engagement • Just one strategy (i.e. word wall) • Building background knowledge • An extra adult in the classroom/ • Uses visuals, manipulative, gestures, Teacher Assistant paraphrasing, etc. • Academic Support • Multiple strategies (including those • Study Hall used in programs such as, SIOP, • Independent Study CALLA, CLIL and SDAIE) • Necessarily a class just of ELLs • Thinking, “How do I make my academic content accessible to this student?” Hunter College MA in TESOL, Laura Baecher 4
- 5. What is EnglishLanguage Development? ELD is: ELD is not: • A separate, graded class in systematic • Reading instruction, “Reading English Language Development Recovery”, “Double Dose” reading, A • A state mandated program based on literacy class state ELP (English Language Proficiency) • An extra adult to help in the standards classroom/Teacher Assistant • A class in which students are grouped by • Sheltered content instruction language proficiency levels • Tutoring time, Academic Support, • Explicitly reflected in the school’s master • Special help with classroom projects/ schedule Independent Study • Assessed using the statewide ELPA • Just vocabulary (English Language Proficiency • SIOP, SDAIE (although some of these Assessment) strategies can be used in an ELD • A scope and sequence of vocabulary, class) language functions and grammatical • Just a software program (can be forms used to supplement live instruction) • Meeting minimum minutes mandated by state and beyond Hunter College MA in TESOL, Laura Baecher 5
- 6. The Need forContent to be Made Accessible Persistent gap in academic achievement for those from culturally and linguistically diverse groups: " Many teachers are underprepared to make content comprehensible for ELLs. " Few teachers trained to teach initial literacy or content-area literacy to secondary ELLs. " ELLs are tested in all subject areas well before they reach proficiency in English " ELLs take 6-8 years to develop academic English and during that time cannot lose years of content- area learning Hunter College MA in TESOL, Laura Baecher 6
- 7. Being a CBI(CLIL) Teacher is Double the Work • CLIL is complex • There is no single model for CLIL – the context is to be taken into account • Who is to teach CLIL (language or subject teachers), and how to combine both? • New concepts are always difficult to accept • Insufficient understanding of content through the medium of foreign language • CLIL methodology and CLIL= assessment are not clear – Content and Language teachers have to be supported Integrated Learning • Teacher overload, shortage of materials Hunter College MA in TESOL, Laura Baecher 7
- 8. CLIL Involves the“Four C’s” • Content - Progression in knowledge, skills and understanding related to specific elements of a defined curriculum. • Communication – Using language to learn and learning to use language. Language does not necessarily follow the grammatical progression found in language-learning settings • Cognition-Developing thinking skills which link concept formation (abstract and concrete), understanding and language • Culture- understanding of otherness and self, deepened feelings of community and global citizenship Hunter College MA in TESOL, Laura Baecher 8
- 9. CLIL Considers LanguageFOR and THROUGH Content Learning • L of learning – content obligatory language related to the subject theme or topic • L for learning – language needed to operate in foreign language environment (for pair/ group work, asking questions, debating, etc.) • L through learning- new language that cannot be planned. This emerging language needs to be captured, recycled and developed so that it becomes a part of a learner’s repertoire Hunter College MA in TESOL, Laura Baecher 9
- 10. Analysis of ContentObjectives Content Area Objectives Read the objectives below and determine: -the content area -whether the desired “understanding” is clearly expressed -whether it’s feasible in a 40 minute lesson -whether you will be able to assess students’ understanding at the end of the period -whether it’s worded as an assessment instead of a learning objective -whether it’s worded as an activity instead of a learning objective A. Content Objective: Students will develop basic understanding of the concept of Nomadic people. B. Content Objective: Students will be able to recognize the 6 basic nutrients and identify the foods these are found in. C. Content Objective: Students will use product design elements to create their own chocolate bars. D. Content Objective: Students are able to identify and demonstrate an understanding of the five senses used by humans by exploring bags filled with items related to the senses including a lemon (taste), a nail file (touch and hearing), a cotton ball (touch), soap, vanilla beans (smell and taste) Hunter College MA in TESOL, Laura Baecher 10
- 11. Analysis of ContentObjectives Content Area Objectives Read the objectives below and determine: -the content area -whether the desired “understanding” is clearly expressed -whether it’s feasible in a 40 minute lesson -whether you will be able to assess students’ understanding at the end of the period -whether it’s worded as an assessment instead of a learning objective -whether it’s worded as an activity instead of a learning objective Original: Students will develop basic understanding of the concept of Nomadic people. Revised: Students will understand that Nomadic people are those who have no permanent home, but move from place to place based on factors such as seasons and work. Hunter College MA in TESOL, Laura Baecher 11
- 12. Analysis of ContentObjectives Content Area Objectives Read the objectives below and determine: -the content area -whether the desired “understanding” is clearly expressed -whether it’s feasible in a 40 minute lesson -whether you will be able to assess students’ understanding at the end of the period -whether it’s worded as an assessment instead of a learning objective -whether it’s worded as an activity instead of a learning objective Original: Students will be able to recognize the 6 basic nutrients and identify the foods these are found in. Revised: Students will understand that our bodies require six basic nutrients (Carbohydrates, Protein, Fat, Water and Minerals) to survive. Hunter College MA in TESOL, Laura Baecher 12
- 13. Analysis of ContentObjectives Content Area Objectives Read the objectives below and determine: -the content area -whether the desired “understanding” is clearly expressed -whether it’s feasible in a 40 minute lesson -whether you will be able to assess students’ understanding at the end of the period -whether it’s worded as an assessment instead of a learning objective -whether it’s worded as an activity instead of a learning objective Original: Students will use product design elements to create their own chocolate bars. Revised: Students will understand that design elements such as color, lettering, and position of text can make a product appear more appealing. Hunter College MA in TESOL, Laura Baecher 13
- 14. Analysis of ContentObjectives Content Area Objectives Read the objectives below and determine: -the content area -whether the desired “understanding” is clearly expressed -whether it’s feasible in a 40 minute lesson -whether you will be able to assess students’ understanding at the end of the period -whether it’s worded as an assessment instead of a learning objective -whether it’s worded as an activity instead of a learning objective Original: Students are able to identify and demonstrate an understanding of the five senses used by humans by exploring bags filled with items related to the senses including a lemon (taste), a nail file (touch and hearing), a cotton ball (touch), soap, vanilla beans (smell and taste) Revised: Students will understand that we use all of our five human senses (sight, smell, touch, hearing, taste) when encountering objects. Hunter College MA in TESOL, Laura Baecher 14
- 15. Plan the ContentObjective Ques%ons to ask yourself Considera%ons What is the big idea you are working Check on state and na3onal standards towards and the final performance piece? documents. What understanding can you “bite off and Know the proficiency and developmental chew” in one class session? levels of your learners. How will students be able to show you their Keep all students of all proficiency levels level of this understanding at the end of the working towards the same understandings. class? Hunter College MA in TESOL, Laura Baecher 15
- 16. Planning for Content-BasedESL Discourse Adapta3ons Cultural Responsiveness Text Modifica3ons Vocabulary Focus Par3cipa3on Structures English Language Development Hunter College MA in TESOL, Laura Baecher 16
- 17. Need for BackgroundKnowledge Sejong is a well known Daewang in Korea. Every Korean school child knows about him. Hunter College MA in TESOL, Laura Baecher 17
- 18. Build Background Knowledge Sejong is a well known Daewang in Korea. Every Korean school child Rather than assume prior knows about him. knowledge, provide background information. Henry the VIII is a well known Daewang in England. Every British school child knows about him. Ques%ons to ask yourself Considera%ons What do my students already know about Look into and learn cultural references that this topic? Do they have cultural knowledge can bridge your students’ learning. or experiences that can bridge this content? What visual, graphic, video, music, map, Always have visuals! drawing, etc. can convey important background informa3on without words? Hunter College MA in TESOL, Laura Baecher 18
- 19. Modify your Speech Ques%ons to ask yourself Considera%ons What will I do when I speak to make my Modify your speech through text support, speech more easily understood and visual aids, gestures, expressions, body meaningful for my learners? language, slower rate, repe33on, re-‐ phrasing, and word choice. How will I know my input is comprehensible? Assessment checks such as circulating, thumbs up/down, pencils up, response boards. Hunter College MA in TESOL, Laura Baecher 19
- 20. Bring in Hands-onLearning Activities Ques%ons to ask yourself Considera%ons How can students gain access to the ideas Bringing in realia, manipula3ves, concrete behind the content without a language objects and visuals, rather than referring to barrier? distant and abstract concepts only through language. How can the learning be structured to Provide induc3ve rather than deduc3ve provide students with opportuni3es to presenta3ons, with plenty of opportunity construct or arrive at their own for discovery (construc3vist) learning. understandings? Tell me, I’ll forget, Show me, I’ll remember, Involve me, I’ll understand. Hunter College MA in TESOL, Laura Baecher 20
- 21. Sheltering and LanguageTeaching Sheltering Involves: • ontent objectives C • nowledge of the linguistic K Sheltering opens the door demands of the content for ELLs to content • iscourse adaptations D learning. • ext modifications T • urposeful grouping P Language teaching gets students through the door Language Teaching involves: and beyond. • anguage objectives L • nowledge of the linguistic K demands of the required student activity • nstruction in grammar, I vocabulary, pragmatics, L-S-R-W Hunter College MA in TESOL, Laura Baecher 21
- 22. Implications for LessonPlanning in Content-Based ESL Ask yourself… Am I sheltering content or teaching language? What student language learning need am I responding to by designing this language objective? Am I clearly focusing on teaching and applying ONE skill? Am I cycling through content material using the different language skills? . Hunter College MA in TESOL, Laura Baecher 22