It takes a whole village to raise a child. (African Proverb)

1. It takes a whole village to raise a child. (African Proverb) All educational personnel assume responsibility for the education of ESOL students. (TESOL’s Vision of Effective Education for All Students) A PowerPoint Presentation by Elena Chiaburu

2. TESOL’S (Teachers of English to Speakers of Other Languages) vision of effective education for all students Effective education for LEP students includes nativelike levels of English proficiency. Students’ native languages should be promoted and maintained in school and community contexts. Effective education calls for comprehensive provision of first-rate services and full access to those services.

3. GENERAL PRINCIPLES OF LANGUAGE ACQUISITION • Language is functional. • Language varies. • Language learning is cultural learning. • Language acquisition is a long term process. • Language acquisition occurs through meaningful use and interaction. • Native language proficiency contributes to second language acquisition

4. ESL STANDARDS GOALS FOR LEP LEARNERS GOAL 1: To use English to communicate in social settings • Standards for Goal 1: Students will: • use English to participate in social interaction. • interact in, through, and with spoken and written English for personal expression and enjoyment. • use learning strategies to extend their communication competence.

5. ESL STANDARDS GOALS FOR LEP LEARNERS GOAL 2: To use English to achieve academically in all content areas • Standards for Goal 2: Students will: • use English to interact in the classroom. • use English to obtain, process, construct, and provide subject matter information in spoken and written form. • use appropriate learning strategies to construct and apply academic knowledge.

6. ESL STANDARDS GOALS FOR LEP LEARNERS GOAL 3: To use English in socially and culturally appropriate ways Standards for Goal 3: Students will: • use appropriate language variety, register, and genre according to audience, purpose, and setting. • use nonverbal communication appropriate to audience, purpose, and setting. • use appropriate learning strategies to extend their sociolinguistic and sociocultural competence.

7. CREDE’S FIVE STANDARDS FOR EFFECTIVE PEDAGOGY CREDE--Center for Research on Education, Diversity & Excellence 1. Joint Productive Activity--Teacher and students producing together 2. Language Development--Developing language across the curriculum 3. Contextualization--Making meaning, connecting school to students’ lives 4. Cognitive Challenge--Teaching complex thinking 5. Instructional Conversation--Teaching through dialogue

8. NO CHILD LEFT BEHIND ACT OF 2001 Increased Accountability “Assessment results and State progress objectives must be broken out by poverty, race, ethnicity, disability, and limited English proficiency to ensure that no group is left behind.”

9. WHO IS BEING LEFT BEHIND NOW? “We know them--the children of immigrants, of the poor, of communities isolated in inner cities, rural areas, and reservations.” Dr. Roland Tharp Director of the Center for Research on Education, Diversity & Excellence (CREDE)

10. Diversity of the American public school population The white populationdecreased by 1.8% • To meet the challenges posed by the increasing number of LEP students, fundamental shifts need to occur in: • teacher development program design • curricula and materials • instructional and assessment practices Ethnic racial minorities rose by 16.4% US Bureau of the Census, Internet Release, June 1, 2001

11. LEP students have difficulties in school for a number of reasons: A mismatch between student needs and teacher preparation A mismatch among program design, instructional goals, and student needs. (Echevarria)

12. PREDICTORS OF LEP STUDENT SUCCESS • Native language support • family involvement • highly qualified ESL teachers trained in L2 acquisition • High expectations and rigorous content standards • a strong system of accountability using multiple measures for student assessment • content-based instruction

13. PREDICTORS OF LEP STUDENT SUCCESS A learning environment that respects and honors cultural diversity of students • Alignment of curriculum instruction and assessment • classroom teachers trained in ESL strategies • whole school commitment to educating LEP students

14. Characteristics of effective mainstream teacher preparation: • adapting mainstream lessons and materials to meet the needs of LEP students • distinguishing between language difficulties and learning problems • incorporating ESL methods into the mainstream classes • making academic English more comprehensible by teaching specific learning strategies • managing multiple-level classrooms • using cooperative learning strategies SOURCE: National Clearinghouse for Bilingual Education (NCBE) report, prepared for the US Department of Education, 1995

15. Issues of relevance to educators of LEP students ESL Standards National models Second language acquisition theories Best practices and methods Alternative assessment

16. The National Education Association (NEA) believes that “English language learners should be in classes that are limited in size; use methods such as weighted formulas; and provide additional staffing, modified schedules, and/or curriculum design to accommodate the demands of each ELL.” NABE News, 2003

17. THANK YOU! MUCHAS GRACIAS! MERCI! SPASIBO! GRAZIE! DANKE! MULTUMESC!