Improving Education for English Learners: Research-Based Approaches

1. Improving Education for English Learners: Research-Based Approaches

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 Susan Dutro is a founding partner of E.L. Achieve, an organization dedicated to assisting educators in equipping Els for academic achievement. She developed A Focused Approach: Instruction for English Learners, a framework for explicit language instruction on which her subsequent professional development handbooks are based. Kate Kinsella is currently an adjunct faculty member in secondary education at San Francisco State University and provides consultation nationally to school districts regarding instruction of adolescent English learners. She is coauthor of Scholastic�s Read 180 literacy intervention program and is the author of the companion ELD curricula to Read 180, the L Book. Susan Dutro is a founding partner of E.L. Achieve, an organization dedicated to assisting educators in equipping Els for academic achievement. She developed A Focused Approach: Instruction for English Learners, a framework for explicit language instruction on which her subsequent professional development handbooks are based. Kate Kinsella is currently an adjunct faculty member in secondary education at San Francisco State University and provides consultation nationally to school districts regarding instruction of adolescent English learners. She is coauthor of Scholastic�s Read 180 literacy intervention program and is the author of the companion ELD curricula to Read 180, the L Book.

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. 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. Rethinking English Language Instruction for Adolescent English LearnersThe authors include: Participants fill in cloze notes. linguistic challenges diversity instructed ELD placements�.shortcomings model p. 151 �Secondary education is a complex endeavor. Fast-paced schedules, specialized courses, rigorous content, high-stakes assessments, and a variety of instructional methods place a high demand on students.� Participants fill in cloze notes. linguistic challenges diversity instructed ELD placements�.shortcomings model p. 151 �Secondary education is a complex endeavor. Fast-paced schedules, specialized courses, rigorous content, high-stakes assessments, and a variety of instructional methods place a high demand on students.�

6. 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 I. Linguistic Challenges for Adolescent English Learners Trainer gives �big picture� of this section by reading the 3 components of the linguistic challenges for adolescent ELs. The participants read slides 5-7 silently and write down any reaction they have to the information. Share with pair first. (Timed-pair-share) each person has 2 minutes. Then five minute small group discussion. 1. Phonology-Individual sounds (i.e.-i or i) 2. Morphology-meaningful parts of words (un,dis) 3. Vocabulary-general utility & topic specific words 4. Syntax-word order in sentences 5. Formal & Informal discourse styles-genres and social settings 6. Academic & Social functions- �cognitive task at hand (stating a position or giving directions) Trainer gives �big picture� of this section by reading the 3 components of the linguistic challenges for adolescent ELs. The participants read slides 5-7 silently and write down any reaction they have to the information. Share with pair first. (Timed-pair-share) each person has 2 minutes. Then five minute small group discussion. 1. Phonology-Individual sounds (i.e.-i or i) 2. Morphology-meaningful parts of words (un,dis) 3. Vocabulary-general utility & topic specific words 4. Syntax-word order in sentences 5. Formal & Informal discourse styles-genres and social settings 6. Academic & Social functions- �cognitive task at hand (stating a position or giving directions)

7. 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 I. Linguistic Challenges for Adolescent English Learners (continued)

8. 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 I. Linguistic Challenges for Adolescent English Learners (continued)

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. 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) II. Diversity of Adolescent English Learners (pp. 156-157)

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 The ELD proficiency descriptors are contrasted against the NCLB descriptors of students� level of achievement standards-based assessments using: Far Below Basic, Below Basic, Basic, Proficient and Advanced.The ELD proficiency descriptors are contrasted against the NCLB descriptors of students� level of achievement standards-based assessments using: Far Below Basic, Below Basic, Basic, Proficient and Advanced.

12. Adolescent English learners must have a c__________ second language base if they are to be successful in standards-based course 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. III. A Rationale for Instructed ELDpp. 163-166 Competent Consistent, explicit, and purposeful language instruction with regular structured practice is necessary for adolescent English learners to develop a competent command of school-based terms and internalize the forms of academic language.Competent Consistent, explicit, and purposeful language instruction with regular 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. 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) III. A Rationale for Instructed ELD p. 164 � The language taught during content instruction is in the service of content standards mastery rather than the English language skills outlines by ELD standards. That is, during content instruction, the content objective is in the foreground and language support in the background. In contrast, during instructed ELD, language learning is squarely in the foreground; content is in the background, providing something viable and stimulating to discuss, read, and write about�. (pp.165-166) Instructed ELD is a school�s one dedicated opportunity to teach English learners the vocabulary, sentence structure, and grammar that they did not learn outside school, that will not be taught in any other content class, and that they need to be able to sue effectively every day�within both school and real-world contexts. p. 164 � The language taught during content instruction is in the service of content standards mastery rather than the English language skills outlines by ELD standards. That is, during content instruction, the content objective is in the foreground and language support in the background. In contrast, during instructed ELD, language learning is squarely in the foreground; content is in the background, providing something viable and stimulating to discuss, read, and write about�. (pp.165-166) Instructed ELD is a school�s one dedicated opportunity to teach English learners the vocabulary, sentence structure, and grammar that they did not learn outside school, that will not be taught in any other content class, and that they need to be able to sue effectively every day�within both school and real-world contexts.

14. Figure 3.2 Blueprint for Instruction of Adolescent English Learners p. 165 Copy page. 165Copy page. 165

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. 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. IV. Common Student Placements and Potential Shortcomings

17. 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 V. A Model for Explicit Language Instruction pp. 171-199

18. 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) V. A Model for Explicit Language Instruction

19. 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) V. A Model for Explicit Language Instruction

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

21. 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) V. A Model for Explicit Language Instruction (continued)

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

23. Recommendations from pp. 181-199 Audience participation in sequential order. ? A copy is available of these ideas. V. A Model for Explicit Language Instruction pp. 171-199 7 items from the 7 envelopes are read aloud by participants.7 items from the 7 envelopes are read aloud by participants.

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