Double Duty: Helping English Learners Access Content and Develop English Proficiency

1. Double Duty: Helping English Learners Access Content and Develop English Proficiency Jana Echevarria California State University, Long Beach Deborah Short Center for Applied Linguistics

2. Instructional Practicein California In California, many ELs are struggling. Inconsistent practice in schools is due to lack of an instructional model. Despite large numbers of ELs, most teacher-preparation programs still do not provide candidates with sufficient instructional strategies for teaching ELs (Bailey & Butler, 2007; Crawford, 2003) Switched half of slide here to set up problem and added first bullet. Discuss the WestEd report on 40% being in limbo, passed CELDT but not ready for redesignation.Switched half of slide here to set up problem and added first bullet. Discuss the WestEd report on 40% being in limbo, passed CELDT but not ready for redesignation.

3. Instructional Practicein California: To Date SDAIE - CCTC defines it as �a variety of strategies, techniques and materials designed to provide students at an intermediate or advanced level of English proficiency to access grade-level core curriculum in English� Some SDAIE techniques have a research base showing effectiveness with ELs but SDAIE has not been operationally defined or tested. It is generally a collection of techniques not a consistent model of instruction. Replaced the term sheltered instruction in California Added new subtitle and bullet in greenAdded new subtitle and bullet in green

4. Instructional Practicein California: Research Advances The SIOP Model is an empirically-tested, research-based model of sheltered instruction/SDAIE. Incorporates best practices for teaching academic English and provides teachers with a coherent approach for improving the achievement of their students. New subtitleNew subtitle

5. History of Instruction for English Learners

6. Academic language involves more than key content vocabulary. Academic language represents the entire range of language used in academic settings, including elementary and secondary schools.

7. Added OralAdded Oral

8. Teaching Academic Vocabulary

9. Examples of Content Vocabulary: Mathematics Addend Addition algorithm Associative property Basic number combination Common denominator Common factor Commutative property Decimal Decimal addition Decimal division Decimal multiplication Dividend Divisibility Division Equation Equivalent forms Equivalent fractions Equivalent representation Estimation Estimation of Fractions Even numbers Expanded notation

10. Examples of Content Vocabulary: English-Language Arts Literature and Expository Text Character Setting Conflict Action Cause and effect Main idea Supporting details Writing Genre Imagery Sentence structure Thesis statement Conclusion Sentence fragment

11. Examples of Process/Function Words (Are any of these discipline-specific?) Describe Explain Summarize How to ask a question How to state a conclusion Interpret Justify your opinion Identify multiple perspectives Uncover the author�s message Persuade Line up Share with a partner...

12. Examples of Words and Word Parts that Teach English Structure  English morphology: base words, roots, prefixes, suffixes English tense: past, present, future English syntax (word order; asking questions in English; placement of adjectives and adverbs; articles, etc.) Think about how science teachers teach concepts with words that have affixes (photo+synthesis). Think about how history teachers teach concepts using the past tense.

13. Social Studies Example: American Revolution (Echevarria, Vogt, & Short, 2008) Content: Redcoats, Patriots, Taxation Without Representation, Colonists, Boston Tea Party, Continental Congress (etc.) Process/function: discuss, share with a partner, argue, debate, describe, categorize, compare and contrast, persuade, identify, (etc.) Structure: -tion: revolution, taxation, solution, nation, transition -sion: tension, passion, mission, vision -tation: representation, plantation

14. Make use of Cognates....but beware of occasional false cognates!(Vogt & Echevarria, 2008) Big point is that false cognates happen rarely so use of cognates is good.Big point is that false cognates happen rarely so use of cognates is good.

15. Why Do English Learners Have Difficulty with Academic Language? Factors outside of the school�s sphere of influence, such as poverty and transiency; Classrooms that are devoid of the supports that assist students in learning new material in a new language; In a study that observed 23 ethnically diverse classrooms, researchers found that in the core academic subject areas only 1.4% of instructional time was spent developing vocabulary knowledge (Scott, Jamison-Noel, and Asselin, 2003).

16. Why Do English Learners Have Difficulty with Academic Language? Lack of opportunity to develop oral language; Passive learning � sitting quietly while �listening� to the teacher and other students; Lack of meaningful and engaging lessons; Limited access to the language and the subject matter Low expectations for EL Students Lack of opportunities to practice using language orally Lack of successful group work

17. The SIOP Model  (Echevarria, Vogt, & Short, 2000; 2004; 2008; 2010) Lesson Preparation � language and content objectives Building Background � vocabulary development, student connections Comprehensible Input � ESL techniques Strategies � metacognitive and cognitive strategies

18. The SIOP Model  (Echevarria, Vogt, & Short, 2000; 2004; 2008; 2010) Interaction � oral language Practice & Application � practice all 4 language skills Lesson Delivery � meet objectives Review & Assessment � review vocabulary and concepts

19. A way for teachers to consistently and systematically implement practices that will both make content comprehensible and develop English language skills. Eight components and 30 features provide a blueprint for effective lessons. Applicable for all subject areas, all grade levels and all English proficiency levels. Only research validated model of sheltered instruction for ELs at present Every teacher has learned about effective practices in their teacher education courses and through inservice professional development. However, the challenge is in taking those practices and implementing them consistently and systematically on a daily basis to provide high quality instruction for students. Research shows that most teachers don�t use these practices consistently. The SIOP is a resource for teachers to use as a blueprint for making sure sound instructional practices are incorporated into lessons. New teachers and veteran teachers alike have reported that it has improved their delivery of instruction.Every teacher has learned about effective practices in their teacher education courses and through inservice professional development. However, the challenge is in taking those practices and implementing them consistently and systematically on a daily basis to provide high quality instruction for students. Research shows that most teachers don�t use these practices consistently. The SIOP is a resource for teachers to use as a blueprint for making sure sound instructional practices are incorporated into lessons. New teachers and veteran teachers alike have reported that it has improved their delivery of instruction.

20. CREDE Research (1996-2003): SIOP Research Reference

21. Upcoming Publications Echevarria, J., Richards-Tutor, C., Chinn, V., & Ratleff, P. (In press). Did they get it? The role of fidelity in improving teaching for English Learners. Journal of Adolescent and Adult Literacy. Short, D., Echevarria, J., & Richards-Tutor, C. (In press). Research on academic literacy development in sheltered instruction classrooms. Language Teaching Research.

22. Partner Institutions University of Houston Center for Applied Linguistics California State University, Long Beach University of Texas, Austin Harvard University UC Berkeley

23. Relationship: Average Teacher Performance and Student Outcomes

24. SIOP Model: A Framework for Organizing Best Practices SIOP is a framework for organizing effective instructional practices. It�s not intended to supplant other practices but to incorporate them into a comprehensive instructional program. The students with whom we work don�t always have the same types of academic preparation or advantages as middle class native English speakers or fanatical families like this one: [show cartoon]SIOP is a framework for organizing effective instructional practices. It�s not intended to supplant other practices but to incorporate them into a comprehensive instructional program. The students with whom we work don�t always have the same types of academic preparation or advantages as middle class native English speakers or fanatical families like this one: [show cartoon]

25. School-based Evaluation Research

26. Building Capacity through Professional Learning

27. MCAS RESULTS:Composite Performance IndexLEP Student Results in ELA

28. MCAS RESULTS:Composite Performance Index LEP Student Results in Math

29. California Department of Education Language Policy and Leadership Office 800-995-4099 Web site: www.cde.ca.gov/re/pn/rc E-mail: sales@cde.ca.gov

30. In Conclusion� The SIOP Model: Makes lessons� content meaningful by using a variety of techniques. Creates situations where students can actively practice using academic English. Provides teachers with concrete ways to organize information so that it is comprehensible for students. Focuses on vocabulary and oral language development. Advantage for CA: In our research, teachers who were trained in SDAIE made the transition to SIOP quite easily They report better academic success with their students and more consistency in their instruction.