A Simplified Guide to ESL in the Mainstream Classroom

1. A Simplified Guide to ESL in the Mainstream Classroom Katie Hartmann ESL Program Specialist

2. Goals • Encourage collaboration between the ESL teacher, Mrs. Hartmann, and content area teachers who instruct ELL’s. • Create and execute appropriate adaptations for English Language Learners in accordance with PDE regulations.

3. Results • Students will be able to learn content material while minimizing the effect of various language barriers. • Evaluations in content area classes will accurately measure the ELL’s mastery of the subject, not their proficiency in English.

4. Abbreviation Guide • ESL-English as a Second Language • ELL-English Language Learner • LEP-Limited English Proficiency • WIDA-World Class Instructional Design and Assessment • ELPS-English Language Proficiency Standards

5. FAQ click link to BASD page for complete FAQ • Do ELL’s need to take the PSSA? • An ELL can be exempt from the PSSA one time only, if they have been in any U.S. school for less than one year. NCLB requires that these students be assessed for the purpose of establishing AYP data. • Does a school need parent permission to provide ESL instruction? • No, ESL instruction is part of the regular curriculum.

6. FAQ (continued) • What kind of assistance can an instructional aid provide? • The aid can reinforce information or skills that have already been taught by the teacher.

7. FAQ (continued) • Should lessons and grading be adapted for ELL’s? • Yes. ELL’s should be graded based on the previously established, modified objectives. The ESL teacher can offer assistance in planning these objectives. • It is inappropriate to give an ELL a failing grade, because he/she did not complete the same projects or coursework as a native English speaker.

8. PA Laws • 22 Pa. Code §4.26 • “. . .daily standards-based English as a second language instruction at the student’s proficiency level. . .” • “Content area instruction aligned with corresponding content and language proficiency standards. . . .” • Click here to see entire document.

9. Federal Court Cases • Lau v. Nichols, 414 U.S. 563 (1974) • “If an ELL is retained a grade, the LEA must be able to demonstrate that all appropriate modifications were made. . .” • A teacher can legitimately assign a failing grade if appropriate adaptations were made to instruction and assessments. • There is a difference between adapting materials and giving out the answers. • Obviously, don’t give out the answers.

10. PA ESL Standards • Standard 1: English language learners communicate in English for Social and Instructional purposes within the school setting. • Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts. • Standard 3: …in the content area of Mathematics. • Standard 4: …in the content area of Science. • Standard 5: …in the content area of Social Studies.

11. WIDA/PDE Standards are Congruent • English Language Proficiency Standards (ELPS) • Focus on social and academic language • Click here for more information on standards and what you should expect of ELL’s at different levels of language acquisition.

12. Standard Aligned System (SAS) • The SAS webpage also contains documents that are helpful for planning appropriate instruction for ELL’s. • Click here to enter SAS webpage. • Logon or create an account. • Click on “Curriculum Framework.” • Click “ELL Overlay” and choose the document that corresponds with your content and grade level.

13. What is life like for an ELL?

14. How Culture Shock Affects Newcomersby Judie Haynes • Stages of Acculturation • Stage 1 Euphoric or Honeymoon Stage • Stage 2 Culture Shock Stage • Stage 3 Integration Stage • Stage 4 Acceptance Stage • Click here to read the entire article.

15. Challenges for ELL’s in Content Area Learningby Judy Haynes • Social language is acquired more quickly than academic language. • Don’t be surprised if a student can carry on a conversation, but then struggles to verbalize their ideas in class. • Click here for examples of challenges that are specific to various academic subjects.

16. BICS and CALP • Basic Interpersonal Communication Skills • “. . .usually develop within 6 months to two years after arrival in the U. S.” • Cognitive Academic Language Proficiency • It usually takes between 5 and 7 years for ELLs to be able to read, write, listen and speak on the same level as their peers. But, it can take up to 7 to 10 years if a student is not literate in their first language. • http://www.everythingesl.net/inservices/bics_calp.php

17. Social and Educational Mores of ELL’s • ELL’s face not only academic, but also social challenges. • The following summaries of Indian, Russian and Latino social and educational mores should help when planning for instruction and interacting with students.

18. Indian Social Mores • Most Indians practice Hinduism • Polytheistic religion • Believe in reincarnation and non-violence • Follow a vegetarian diet • Cows are considered sacred and not killed. • PBS link, Nature: Holy Cow • Family Life • Extended family often lives in the same home. • Patriarchal society • Current President of India is the first woman elected to this position.

19. Indian Education • Literacy Rates-CIA World Fact Book • Males 73% • Females 48% • Corporal punishment still used in schools. • The quality of schools, teachers and facilities are inconsistent and often lack basic necessities, i.e. desks, bathrooms, etc. • Universities • Professors often lack graduate degrees.

20. Russian Social Mores • Russian Baptists • Fundamentalist Christian group • Experienced everything from religious persecution to asylum during last several hundred years • Russian law restricts religious freedom and favors the Russian Orthodox Church. • Russian Baptists share some, but not all dogmatic beliefs with American Baptists. • “The Russian Baptists” http://www.bju.edu/library/collections/fund_file/russianbap.html

21. Russian Education • Soviet Era • “…teacher's job was to transmit standardized materials to the students, and the student's job was to memorize those materials. . .in the context of socialist ethics. . . creativity and individualism were discouraged. . .” • Post-Soviet Russia • Education compulsory until the age of 15 • Students age 14 who are failing their classes may legally be expelled • Glenn E. Curtis, ed. Russia: A Country Study. Washington: GPO for the Library of Congress, 1998.

22. Spanish Speaking Cultures Social MoresExamples of Nonverbal Gestures • Making eye contact is considered disrespectful. • The smile is an important gesture of good will. • Much affection is displayed in public. • Hand, arm and other gestures are often used in conversation. • Yawning is impolite; it is a sign of hunger. • Adapted from Zainuddin et. al, Fundamentals of Teaching English to Speakers of Other Languages K12 Mainstream Classrooms, p. 457-477, 2002.

23. Latino American Education • Prefers group learning situations and cooperative problem solving • Prefers active, warm, learning environment • Learns by doing • Prefers concrete representations to abstractions • Responds to extrinsic motivation • Prefers people to ideas • Remembers faces and social words • Adapted from Culture and Learning by Leona M. Johnson and Nancy Protheroe. Alington, VA: Educational Research Service, 2003.

24. How Can We Help Our Students?

25. DOES follow the ESL curriculum and teach students how to read, write, speak and listen to English. reinforce content area vocabulary. liaise with content area teachers to provide ideas for adapting materials and assessments for ELL’s. help content area teachers to better understand the ESL program. DOES NOT teach concepts from other classes. adapt materials for content area classes. The ESL teacher…

26. DOES make modifications to lessons and assessments that are appropriate to the needs of ELL’s. communicate with the ESL teacher and voice any concerns. appreciate the need for understanding the education, social and physiological challenges that face ELL’s. DOES NOT penalize ELL’s grades due to grammatical errors. Exception-when an ELL has been taught a grammatical concept and understands proper usage of that concept, the assessment should be graded accordingly. The content area teacher. . .

27. ESL is not Special Education • ELL’s are not considered learning support unless they have a diagnosed learning disability. • However, many of the materials and adaptations that are done for learning support students can be used for ELL’s. • You most likely have adapted tests or notes for learning support students. Use them! • Click here for a list of web-pages that contain adapted lesson plans.

28. Examples of ESL Adaptations • Focus on concept mastery, not English proficiency. • Use the simplest language possible. • Use pictures and diagrams. • Read tests/assignments aloud to students and assist students with difficult words.

29. Examples of ESL Adaptations • Focus on concept mastery, not English proficiency. • Use the simplest language possible. • Use pictures and diagrams. • Read tests/assignments aloud to students and assist students with difficult words.

30. Examples of ESL Adaptations • If possible do one-on-one assessments with the student during I & E. • Prioritize! Shorten materials/assessments so that only the most essential concepts remain. • Students may dictate or non-verballyindicate answers to a teacher.

31. Have your student complete a test and circle any words that they do not know. Review the test with the student and clarify any confusion related to non-essential words. Ask ahead of time and Mrs. Hartmann can review the test with the student and provide clarification. Compare and contrast a neon and halogen light bulb. Correct How are neon and halogen light bulbs the same? How are they different? Incorrect Provide the student with the definitions of neon and halogen light bulbs. Easy Test Adaptation

32. Adapting a Quiz • Content teacher supplied a poetry quiz. • I found another poem that was on the student’s reading level. • The content teacher used the new poem and created questions that were on the student’s level. • The objective of analyzing a poem was still achieved.

33. Poetry Quiz My Song by Rabindranath Tagore This song of mine will wind its music around you, my child, like the fond arms of love. This song of mine will touch your forehead like a kiss of blessing. When you are alone it will sit by your side and whisper in you ear, when you are in the crowd it will fence you about with aloofness. My song will be like a pair of wings to your dreams, it will transport your heart to the verge of the unknown. It will be like the faithful star overhead Adapted Poetry Quiz The Swing by Robert Louis Stevenson How do you like to go up in a swing,Up in the air so blue?Oh, I do think it the pleasantest thing ever a child can do!Up in the air and over the wall,Till I can see so wide,River and trees and cattle and allOver the countryside—Till I look down on the garden green, Adapting a Poetry Quiz

34. Adapted What picture do you see when you read the poem? (student draws picture) What words made you think of these pictures? Adapting a Poetry Quiz • Regular • Which of the following lines from the poem creates imagery? • Song/touch • Touch/blessing • Touch/kiss • Song/kiss

35. Adapting a Vocabulary List • Book definition of Benedict Arnold • American general who became a traitor during the Revolutionary War by joining the British cause. • Definition adapted for ESL • American who changed sides during the Revolutionary War. He became a member of the British Army. • Student’s definition drawn under adapted definition • Student draws two pictures of Benedict Arnold, one with a British flag and another with an American flag.

36. It is often difficult for ELLs to transfer information, i.e. taking notes. Supply copies of notes to students, fill in the blank, pictures, etc. Instead of having the student copy a definition for “eyepiece,” have the student draw an eyeball beside the eyepiece and/or write a simplified definition. Adapting Notes

37. How can we help each other? • Please ask for ideas when making adaptations. • Let me know if your ELL is struggling. • Tell me if there is a large project coming up. • Ask Mrs. Hartmann to explain different aspects of your ELL’s background or culture. • Ask me to observe/co-teach a class and offer suggestions.

38. Resources • www.everythingesl.net • Articles, lesson plans, discussions…it really does have everything.

39. Additional Sources “Education in India”http://en.wikipedia.org/wiki/Education_in_India#Women.27s_educationa” “When More Is Worst” http://www.newsweek.com/2008/08/09/when-more-is-worse.html