Instructional Strategies For English Language Learners Session 1: Introduction

1. Instructional Strategies For English Language Learners Session 1: Introduction

2. Today’s Objectives Participants will • learn content-area instructional strategies that support achievement of English language learners (ELLs) and • be able to incorporate the strategies into lessons, consistent with appropriate language domains and proficiency levels of the English Language Proficiency Standards (ELPS).

3. Today’s Agenda • ELLs in Texas • Affective Components that Influence Learning • Strategies for ELLs (1–3) • Lunch • Strategies for ELLs (4–6) • Practice with strategies and presentation 3

4. ELLs in Texas Texas student population: 4.8 million 817,074 (16.9%) 456,051 (9.4%) 310,725 (6.4%) ELLs Bilingual ESL PEIMS, Fall 2009 4

5. From Your Perspective • Think about a teacher who was a positive influence on you when you were a student. • Share with a colleague how that relationship affected your academic performance. • Be prepared to share your partner’s experience with the group. 5

6. Affective Component: Experts Believe — • Staff need to know individual student characteristics and his/her background and mobility. • Home language experiences can contribute to second language (English) literacy development. (August, & Shanahan, 2006; ESC Region 4, n.d.) 6

7. Affective Components that Influence Learning • Safe learning environment • Respectful • Appreciate learners for their work (Krashen, 2002) 7

8. Affective Components that Influence Learning An optimal classroom environment for all learners is one that • promotes openness, • reduces anxiety, • builds confidence, • is respectful of all learners, • builds relationships between students and teacher, and • increases empathy for all learners. 8

9. Participant Input • Discuss with your table group some examples of how to address the affective needs of students in the classroom. • Please be prepared to share with the whole group. 9

10. Considerations for Instruction Language Domains: Listening Speaking • Reading • Writing 10

11. Considerations for Instruction Proficiency Levels: • Advanced High • Advanced • Intermediate • Beginning 11

12. Considerations for Instruction How language domains, proficiency levels, and instructional strategies interact Instructional Strategies 12

13. Strategies for ELLs Effective Literacy and English Language Instruction for English Language Learners in the Elementary Grades (Gersten et al.) IES Practice Guides: Organizing Instruction and Study to Improve Student Learning (Pashler et al.) 13

14. Sources of Strategies for ELLs Gersten et al. (2007). Effective literacy and English language instruction for English learners in the elementarygrades (IES Practice Guide, NCEE 2007-4011). Retrieved from http://ies.ed.gov/ncee/wwc/pdf/practiceguides/20074011.pdf Pashler et al. (2007). Organizing instruction and study to improve student learning (IES Practice Guide, NCER 2007-2004). Retrieved from http://ies.ed.gov/ncee/wwc/pdf/practiceguides/20072004.pdf August, D., & Shanahan, T. (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Walqui, A. (2009). Oral language in disciplinary literacy development: The design and implementation of quality teaching for English learners and a large-scale effectiveness study (Slides presented at CREATE Conference). (Complete citations are available in Handout 4, Resource List for Teaching ELLs.) 14