Redesigning English-Medium Classrooms: Using Research to Enhance English Learner Achievement

1. Redesigning English-Medium Classrooms: Using Research to Enhance English Learner Achievement David Dolson & Lauri Burnham-Massey Presented by Terry Barron, Coordinator, San Diego County Office of Education

2. English-Medium Classrooms Classrooms where the principal language of instruction is English. Instruction is provided overwhelmingly in English. (p. 1)

3. Is an SEI classroom an English-medium classroom? Is an English mainstream classroom an English-medium classroom? Does your school/district have English-medium classrooms?

4. Question With a partner, answer this question. Write your answer on a white board. Wait for the signal to show the group your answer. What percentage of English learners are educated through English-medium programs in California?

5. Today’s Format • Focus on Chapters 1 & 2 • Only a listing of topics in Chapters 3 & 4 • Working in dyads & triads • Table Talks

6. Why this book? Supplementary extension of Improving Education for English Learners: Research-Based Approaches Focuses on the practical applications of the research Specifically addresses English-medium classrooms

7. Why this book? • Provides professional guidance on: • Identifying the practical implications of existing research • Understanding the relationships among seemingly disparate and sometimes conflicting reports • Suggesting programmatic options that are the most closely aligned with findings of related research and with theoretical underpinnings

8. Introduction (pp. 1-10) Set the Scene, Emergent Messages, Conflict of Research & Law, Rationale, Background

9. Introduction

10. Chapter 1 Overview of Program Models

11. Two Models of English Learner Programs Review these two pages. Share with a partner the kinds of EL models in your school/district.

12. Submersion “…[is when] English learners are enrolled in a program designed originally for native speakers of English and where the English learners are not provided with any significant differentiated instruction or specialized services.” p. 12 Does your school/district have ELs who are submersed? If so, why is it occurring?

13. See page 19, Figure 2.

14. ELD SDAIE Organizing the ProgramResearch-Based Recommendations for English-Medium Classrooms L1 Mainstream Instructional Time SEI ELMC Program Phase

15. Discussion Groups of 3 How similar is your program to the program outlined on page 19? How different is your program? Are there changes you would like to make to your program? If so, what are the changes? Why make these changes?

16. Check it out! English Learner Profiles Elementary Grade Levels, K-5 Table 6 pp. 26 & 27 Secondary Grade Levels, 6-12 Table 7 pp. 28 & 29

17. Comments about the profiles?

18. Please grab your book.Stand Up, Hand Up, Pair Up

19. Stand Up, Hand Up, Pair Up Important Points inChapter 1 Of the three points outlined on pp. 32 & 33, which one is most meaningful given your school’s/district’s current EL program?

20. Chapter 2 Delivery of Instructional Services

21. Chapter 2 Delivery of Instructional Services The authors describe how these services can be combined and infused with other supportive instructional components to develop a comprehensive English-medium program for English learners.

23. “Although instructed ELD may be integrated with mainstream English-language arts instruction at the more advanced levels, teachers must be vigilant to set aside time to address the specific second-language needs of English learners to enable them to reach full academic proficiency in English.” p. 36

24. Interface of ELD with ELA p. 37

25. Pair discussion How does your school’s/district’s ELA and ELD instruction align with the authors’ recommendations?

26. Topics to explore in Chapter 2 • Scheduling (pp. 38-39) • Time allocation (pp. 39-40) • Staffing (p. 40)

27. Topics to explore in Chapter 2

28. Topics to explore in Chapter 2 • Functions (p. 41) • Debunking myths (p. 42) • Selecting Content Areas (p. 42) • Grouping (pp. 42-44) • Materials (p. 44) • Teachers (pp. 44-45) • Primary language (p. 45) • Beyond Good Teaching (p. 45)

29. Grouping pp. 42-44 Scan these pages, compare the authors’ ideas about grouping with how ELs are grouped in your sheltered classrooms. Share with your table.

30. Topics to explore in Chapter 2

31. Topics to explore in Chapter 2 • Advantages of usage of L1 (pp. 45-48) • L1 Development (p. 48) • L1 as an adjunct to sheltered English (pp. 48-49) • Support for ELD (pp. 49-50) • General supplementary support (p. 50) • Expanded instructional opportunities (p. 50) • Enrichment (pp. 50-51) • Home-school activities (p. 51) • Community support (pp. 51-52)

32. Mainstream English • When can mainstream English instruction be a complementary and supportive element for ELs? (pp. 52-55) • When there is: • Strategic integration • Adequate facilitation • Appropriate monitoring

33. Warning!!!

34. Warning!!!

35. “For English learners there is a risk that mainstream English instruction, in excessive amounts, might prematurely displace needed instructed ELD, sheltered content, or primary language instruction in the English-medium program or that it could be employed without essential safeguards…” p. 55

36. Chapter 3 Enhancing the Core Components

37. Chapter 3 Enhancing the Core Components

38. Chapter 4 In Conclusion – Other Considerations

40. “Administrators and teaching staff must plan creatively; allocate human and material resources strategically; seek district, community, and other support relentlessly; and work cooperatively to develop an educational environment that empowers English learners to meet the English proficiency, academic, psychosocial, and cross-cultural challenges of school.” p. 10

41. What’s your last word about this book?