Six Key Strategies for Secondary Teachers of English Language Learners: Achieving Parallel Goals in Academic Literacy

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2. 2 What are the parallels between effective instruction for English Learners and strategies that ensure ALL secondary students acquire academic literacy? What and how should secondary teachers learn to advance the academic literacy of secondary English Learners and former English Learners?

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4. 4 Prospective mentors are secondary teachers too! Professional learning is reciprocal and ongoing for both mentor and teacher Mentor given a �birds-eye view� of practice and best practice RB�s case in point: Single-subject History/Govt. teacher w/ strong interest in literacy, my MI; recognizing this, given a chance to dig deep, learn about reading instruction and second language development (EL Institute); Teacher as researcher; Poised in mentor role for what, as a U.S. History teacher knows about the success of T. Edison = Multiplier Effect! = Essential formula + slight variations in application/context = Rapid validation of effective practice and range of viable nuances to account for diversity of applications! Prospective mentors are secondary teachers too! Professional learning is reciprocal and ongoing for both mentor and teacher Mentor given a �birds-eye view� of practice and best practice RB�s case in point: Single-subject History/Govt. teacher w/ strong interest in literacy, my MI; recognizing this, given a chance to dig deep, learn about reading instruction and second language development (EL Institute); Teacher as researcher; Poised in mentor role for what, as a U.S. History teacher knows about the success of T. Edison = Multiplier Effect! = Essential formula + slight variations in application/context = Rapid validation of effective practice and range of viable nuances to account for diversity of applications!

5. 5 Within the next five years, districts across the country will need to hire enough beginning teachers to replace up to 50% of all current secondary teachers! Beginning principals are often hired to lead schools that are struggling to close the achievement gap. Few states currently require secondary credential candidates to take courses in literacy instruction methods needed to advance English Learners or struggling readers.

6. 6 What our ELL students tell us� �When I'm in school, I don't speak English only if teachers ask me something.� I'm scare of them to laugh at me when I don't pronouns a word right.� With my friends I speak Spanish because I'm more cofidence to talk in Spanish as I said before I'm not confidence talking in English because I could not have a conbersation with somebody because sometimes I got stock with words that I don't know how to said them in English.� I'm not confidence speaking English.�But I do my best to learning English."� ~10th grade Limited English Proficient (LEP) Student Early Advanced level

7. 7 �Am I teaching content or language?�

8. 8 What do secondary students need to know and do so they can read and respond to academic language? Example: Academic language skills for understanding this quote� Social science and physical science concepts, high-utility academic words and phrases, subject-specific vocabulary Impact on the meaning of a phrase based on recognizing markers for hypothesis statements: If� (then)� Recognizing and interpreting phrasal verbs: scrape against, cause�change Interpreting analogous relationships across subject matter Interpreting figurative language: metaphors Thinking processes specific to interpreting and paraphrasing

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10. 10 #1 Vocabulary and Language Development (V/LD) Explains essential vocabulary prior to engaging students in text or task; Clarifies unfamiliar phrases, idioms, cultural references, multiple meanings  Provides appropriate support based on knowledge of students� stage of English language development

11. 11 #2 Guided Interaction (GI) Structures a variety of motivational tasks to promote speaking, listening, reading and writing academic language Flexibly groups students and provides resources that clarifies and guides students� interaction and response to text

12. 12 #3 Meta-cognition andAuthentic Assessment (M/AA) Teaches a variety of thinking processes for reading including identifying reading purpose, pre-reading and monitoring comprehension Facilitates multiple opportunities for students to demonstrate and assess their understanding of key concepts

13. 13 #4 Explicit Instruction (EI) Clarifies key ideas, builds students� background knowledge, and provides additional resources that facilitate comprehension and task completion Explains the processes for specific thinking skills e.g. summarizing, interpreting, writing applications

14. 14 #5 Meaning-based Contexts and Universal Themes (MBC/UT) Makes new concepts or language forms understandable by introducing them with culturally-responsive resources or activities  Elicits students prior knowledge and builds motivation by connecting new concepts to high interest themes and authentic purposes for learning

15. 15 #6 Modeling, Visuals, andGraphic Organizers (M/V/GO) Demonstrates how to apply academic language skills e.g. word analysis, identifying text purpose, pre-writing  Provides visuals and resources that graphically highlight essential concepts and clarify student tasks

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17. 17 Moving language instruction theory to teacher practice� Teachers receive comprehensive support from subject-alike mentors trained in language development methods! Beyond �strategies��Teacher and mentor engage in structured inquiry: Students, content, instruction, context

18. 18 Mentoring with the Six Key StrategiesObserved Impact on Instructional Quality Increased� Modeling and direct instruction of reading and writing processes Reference to students� socio-cultural and linguistic backgrounds in planning tasks and selecting appropriate materials Opportunities and modalities by which students are able to demonstrate and self-assess learning Use of the breadth of language development strategies

19. 19 Teaching with the Six Key StrategiesObserved Impact on English Learners Developmental Reading Increased motivation to persist with reading tasks fostered by links to compelling themes and texts Increased amount of time reading and persisting in written responses to text Algebra I, II Increased participation and homework completion with new skills for understanding directions and other text features Increased number of word problems attempted

20. 20 Teaching with the Six Key StrategiesObserved Impact on English Learners Sciences Increased persistence in reading tasks with instruction for reading procedures, graphics  Increased background knowledge w/ access to visuals plus developing vocabulary logs of key concepts & procedural terms History/Social Sciences Increased engagement using new skills for word analysis and reading comprehension Increased motivation and time reading fostered by development of background knowledge, link to culturally-responsive themes and resources

21. 21 Current Challenges New secondary teachers teaching classes with higher numbers of English Learners or struggling readers Secondary mentors lack recent training or experience with language development instruction Many secondary contexts resistant to providing language-supportive instruction beyond ESL programs Identifying the specific impact of Six Key Strategies among NTC�s array of mentoring and site leadership resources

22. 22 Possibilities Research grants examining secondary teacher development and the impact of mentoring with a language development focus Piloting series for Small Learning Communities with D.O.E. regional labs: Differentiated Instruction for Academic Literacy Development

23. 23 Recommendation:Advance adolescent literacy via a language development approach in all classes� All secondary students need similar instruction to learn content-specific, grade level academic English: A second language for most native speakers! ELL students need language-based instruction to learn academic English in specific content areas: In actuality, a third language for non-native speakers!

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