Improving Education for English Learners: Research-Based Approaches

1. Improving Education for English Learners: Research-Based Approaches English Learner and Support Services Professional Learning Series December 2, 2010

2. Chapter 3 (pp. 151-199)English Language Development:Issues & Implementation at Grades 6-12by Susana Dutro, E.L. AchieveKate Kinsella, San Francisco State University

3. Based on a presentation by Tony Mora and Karla Groth Region 9 COE leads San Diego County Office of Education

4. Today’s format • Input/information • Discussion with a partner • Small group discussion

5. Rethinking English Language Instruction for Adolescent English LearnersThe authors include: • A discussion of the l__________ ch_________ faced by adolescent English learners • An overview of the d_________among English learners in grades 6-12 & standards-based English proficiency levels • A rationale for i_________ E____ in the secondary context • An analysis of common course p_________ for adolescent English learners & the potential sh___________ of those placements • A m_________ for instructed ELD in the secondary school context.

6. I. Linguistic Challenges for Adolescent English Learners a. Complex Linguistic Knowledge (p. 153) “Adolescent English learners face a particularly daunting task. To succeed in schooling, they must gain a multifaceted knowledge of the English language.” p. 153 6 aspects: • Phonology • Morphology • Vocabulary • Syntax • Formal & Informal Discourse Styles • Academic & Social Functions

7. I. Linguistic Challenges for Adolescent English Learners (continued) b. Academic English (pp. 153-155) “Academic English requires sufficient background knowledge to apply general knowledge of words differently across subject areas.” p. 154 “We argue that to accelerate the language proficiency of English learners, teachers of all disciplines must make “visible” the otherwise “invisible” skills of content-specific academic language.” p. 154

8. I. Linguistic Challenges for Adolescent English Learners (continued) c. Gaps in Language Proficiency (p. 155) Many English learners develop oral fluency for “face to face communication,” but cannot perform task that require academic language proficiency. “This finding suggests that although a high number of adolescent English learners are gaining fluency in English as measured by the CELDT, a disturbingly high percentage of these same learners are demonstrating a limited command of the vocabulary and structures of academic English necessary for successful schooling.” p. 155

9. Processing Time • Read slides 6-8 to yourself. • Using the organizer, write down any reaction you have to the information. • Share with your partner first. (Timed-pair-share) Each person has two minutes. • Small group discussion: six minutes.

10. II. Diversity of Adolescent English Learners (pp. 156-157) Adolescent English learners come with a range of experiences including: • Literacy and content knowledge in the primary language • Previous experience in American schools • English language knowledge • A “one-size fits all” approach will not work & particular attention needs to be paid to Long Term EL’s (p. 157)

11. Levels of English Proficiencypp. 158-163 • Explanation of levels of English proficiency adapted from Systematic English Language Development (Dutro 2005a) • ELD standards indicate a student’s instructional level along a continuum of English skills

12. III. A Rationale for Instructed ELDpp. 163-166 Adolescent English learners must have a c__________ second language base if they are to be successful in standards-basedcourse work. Consistent, e_______, and purposeful language instruction with r________ structured practice is necessary for adolescent English learners to develop a competent command of school-based terms and internalize the forms of academic language.

13. III. A Rationale for Instructed ELD ELD Instruction: Language is in the foreground and content is in the background. Content Instruction: Content is in the foreground and language is in the background. (p. 163-164)

14. Figure 3.2 Blueprint for Instruction of Adolescent English Learners p. 165 Explicit Language Instruction For Content Learning Purpose: Teach language needed… Content: Determined by lesson & student knowledge of English Teachers Need: tools to plan lang. & content learning. Support through collaborative planning

15. How is the blueprint similar to the EL program in your district/school? • How is it different from what occurs in your district/school? • What areas need to be addressed? • Pairs (2 min. each) then small groups (6 minutes)

16. IV. Common Student Placements and Potential Shortcomings • English Language Development (ELD) p. 166 Many adolescent EL’s do not receive ELD support once they have reached upper intermediate level on the CELDT • Reading Intervention pp. 167-168 Often based on CST or placement test without consideration for the English level or primary language skills • Sheltered content area instruction pp. 168-169 Focus almost exclusively on access to the core/content. Language learning often becomes secondary or a non-existent part of instruction. Opportunity to develop the skills for speaking & writing about the content is lost. • Special Education p. 169 IEP’s for English learners need to include language proficiency goals and objectives.

17. V. A Model for Explicit Language Instruction pp. 171-199 • Describe a process for determining three features of explicit language instruction. pp. 171- 180 • Provide concrete examples of a model of instructed ELD. pp. 181- 199

18. V. A Model for Explicit Language Instruction • Purposeful uses of language identified in ELD standards (language functions) (Figure 3.3 p. 171) Purposes of language • To perform cognitive tasks • To express thinking orally and in writing • To inform text structure • To engage in social and academic conversation Relevance to EL Instruction: • Participate in discussion • Describe, explain, and elaborate • Predict • Express action and time relationships • Draw Conclusions (extended explanation pp. 172-174)

19. V. A Model for Explicit Language Instruction 2. Language tools needed to accomplish these goals (brick and mortar words)(Figure 3.3 p. 171) • What language tools are needed to communicate for different purposes? • What language is needed to comprehend text and express thinking orally and in writing? • Mortar-Functional words and phrases in sentences structures • Would have liked to, in case of, given that • Bricks-Topic specific words • Tree, elbow (basic) • Debate, government, arid (general) • War of Independence, germinate (specialized) ( extended explanation pp. 174-177)

20. “Students must learn the meanings of “bricks” (words). In contrast, they must learn how to use “mortar”.” p.175

21. V. A Model for Explicit Language Instruction (continued) 3. Robust and contextualized instruction that includes many opportunities to engage in language practice (error free language & language that is easily produced) (Figure 3.3, p. 171) • How are language tools introduced, modeled, and practiced using an I/We/You Do It approach? • What opportunities for structured interaction are provided for students to practice the language they are learning? • How are students supported in gaining oral and written fluency? (extended explanation pp. 178-180)

22. V. A Model for Explicit Language Instruction pp. 171-199 2. Provides concrete examples of a model of instructed ELD. pp. 181- 199

23. V. A Model for Explicit Language Instruction pp. 171-199 Recommendations from pp. 181-199 Audience participation in sequential order.  A copy is available of these ideas.

24. Thank You! “Adolescents whose second-language learning needs are conscientiously met can and will make strides in their secondary schooling better equipped to realize their academic and real-life goals.” -Dutro & Kinsella, p. 199