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HELP! My Student Doesn’t Speak English

HELP! My Student Doesn’t Speak English

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HELP! My Student Doesn’t Speak English

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  1. HELP! My Student Doesn’t Speak English An Orientation into the World of English as a Second Language November 3, 2011

  2. Content Objectives: Learners will be able to: • Be aware of the ESL policies & procedures of ALSDE and USDE. • Utilize the ACCESS for ELLs Teacher Report, WIDA ELP Standards, Can Do Descriptors, and Performance Definitions to appropriately accommodate ELLs in the classroom. • Recognize the impact of culture on comprehension. • Understand the importance of parental involvement in learning of ELs. Language Objectives: Learners will be able to: • Discuss the impact of culture on comprehension with a partner. • Explain the WIDA English Language Proficiency Levels to a colleague. Today’s Objectives

  3. What is ESL? English as a Second Language

  4. NCLB: Title III • High standards of learning and instruction for all students; • English Language Learners one of five areas of concentration to advance student achievement; • Increased awareness of the academic needs and achievement of ELLs; • Schools, districts, and states held accountable for teaching English and content knowledge to ELLs. English Language Learners & No Child Left Behind (NCLB)

  5. Title VI Civil Rights Act of 1964 • Health, Education & Welfare Memorandum – May 25, 1970 • Lau vs. Nichols – 1975 • Castañeda Vs. Pickard – 1981 • Plyer vs. Doe – 1982 • Department of Education Memorandum – 1985 • Department of Education memorandum Update – 1991 • Alabama State Department Compliance Agreement with OCR (Office of Civil Rights) – 1999 • NCLB – 2002 • ALSDE – Policy for Service to ELLs – 2003, 2008, currently being revised • Currently - Many lawsuits pending Legal Responsibility to ELs

  6. “…students who do not understand the language of instruction are effectively foreclosed from learning. We must do more than provide the same textbooks, classrooms, teachers, and lessons for these students.” We MUST provide appropriate instruction & accommodations. Lau vs. Nichols (1974)

  7. TermstoKnow

  8. ACCESS for ELLsAccessing Comprehension & Communication in English State to State • AMAO Annual Measurable Achievement Objectives • ELL English Language Learner • ELEnglish (Language) Learner • ELD English Language Development • ELP English Language Proficiency • LEP Limited English Proficient • L1 First Language • L2 Second Language • NELB Non-English Language Background • NOMPHLOTE National Origin Minority Primary Home Language Other Than English • SLA Second Language Acquisition • W-APT WIDA – ACCESS Placement Test • WIDA World-Class Instructional Design & Assessment Terms to Know

  9. Official State EL Codes

  10. Program Models Sheltered Instruction SIOP/SDAIE Pull Out Push In Structured Immersion

  11. Quick Facts

  12. National-origin-minority students with limited proficiency of English • Heterogeneous – US born, immigrant, foreign exchange, refugee, migrant, all social-economic & educational levels • Membership defined by limited proficiencyin English language use, which directly affects learningand assessment; • Membership is expected to be temporary. Who are ELs?

  13. Growth of ELL Populations (U.S. Department of Education, NCELA, 2007 Funded by U.S. Department of Education

  14. 1. ELs are the fastest growing demographic in US schools. 2. Mainstreaming ELs is the most common method of instruction. 3. Teachers need to feel confident with ELs because of both Number 1 and Number 2. What’s the Big Idea?

  15. ELLs face unique learning challenges: • to develop the content-related knowledge andskills defined by state standards • while simultaneouslyacquiringa second (or third)language; • at a time when theirfirst language is not fully developed(e.g., young children) • to demonstrate their learning on assessments in English, their second language. http://www.centeroninstruction.org/resources.cfm?category=ell Learning Challenges for ELLs

  16. On 4th grade National Assessment of Educational Progress (NAEP), ELLs were: • only1/4 as likely to score proficient or above in Reading as their native English speaking peers and • only 1/3 as likely to score proficient or above in Math as their native English-speaking peers. http://www.centeroninstruction.org/resources.cfm?category=ell Academic Performance Indicators for ELLs

  17. Basic Info Program Entry/Exit Assessment Accountability

  18. IDENTIFICATION OF ELs& ELIGIBILITY FOR ESL SERVICES A non-English language background AND W-APT test score below fluent or Active enrollment in an ESL program elsewhere or A score below level III on the ARMT or Other assessment that shows LEP due to NELB

  19. ELL Committee & Annual Evaluations I-ELP: Individual English Language Plan

  20. On an annual basis, monitor the progress of ELLs’ English language proficiency in grade levels K-12 Establish when ELLs have attained English language proficiency (ELP) according to state criteria – In Alabama, P = 4.8 Overall Inform classroom instruction and assessment Provide a reliable and valid data source for accountability and aid in decision-making Purposes of ACCESS for ELLs

  21. Demographic Information About the Student Comprehension Score Student’s ELP Level by Domain Overall Score Description of the ELP Levels

  22. TeacherReport Demographic Information About the Student Student’s Scale Score by Domain Student’s ELP Level by Domain Student’s Scale Composite Scores Student’s Composite Scores Student’s Speaking Performance by Standard Student’s Comprehension by Standard Student’s Writing Performance by Standard Description of the ELP Levels

  23. Teacher Report (top)

  24. Teacher Report (bottom) Raw Scores by Standard

  25. Under NCLB, state education agencies are held accountable for the progress of ELLs in two ways: • Adequate Yearly Progress(AYP) expectations for reading and mathematics under Title I, and • Annual Measurable Achievement Objectives(AMAO) under Title III, demonstrating satisfactory progress in learning English and attaining English proficiency. Accountability of English Language Learners

  26. How Do We Measure AMAOs?

  27. Two data points are needed (i.e. two consecutive years of ACCESS testing) • In order to make APLA, an EL MUST make minimal +0.5 gain on the ACCESS for ELLs ELP test. APLA:Adequate Progress in Language Acquisition (AMAO-A)

  28. Did they make APLA?

  29. In Alabama, an EL is considered proficient with a composite score of 4.8or higher (AMAO-B)

  30. What I Must Know

  31. Essential Questions How do I teach ELLs in my classroom? –What can I expect my ELLs to be able to do? –How do I help ELLs learn language and content? –How do I adapt instruction in a meaningful way?

  32. All classroom teachers are required to: 1. Be knowledgeable of Alabama Course of Study (ACOS) content standards and WIDA English Language Proficiency Standards. 2. Provide content objectives and language objectives for every lesson taught. 3. Know the ELL’s level of proficiency for each language domain. What Every Teacher Must Know About ELs:

  33. 4. Provide appropriate instruction and accommodations based on ELL’s level of proficiency. 5. Communicate regularly with the ESL staff. 6. Communicate with the parents of ELLs in a language they can understand. 7. Notify the ELL, the ESL staff or ELL Committee, and the ELL’s parents if there are any problems/concerns. 8. Inform the ELL Committee of any issues with the ELL. The ELL Committee is responsible for ALL academic decisions regarding the student. This includes, but is not limited to, referral to special education, retention, accommodations, and grading. What Every Teacher Must Know About ELsA Classroom Teacher’s Responsibilities

  34. ASK IF YOU DON’T KNOW! Contact an administrator or the ESL office if they need any type of assistance in meeting the needs of ELLs in their classroom. What Every Teacher Must Know About ELsA Classroom Teacher’s Responsibilities

  35. Culture

  36. Stand Up and Be Counted

  37. Culture is a set of common beliefs and values shared by a group of people and that binds them together in a society. • All people are members of at least one culture. • The norms of a culture define roles and provide a framework that makes people’s behavior predictable and understandable to one another. What is culture?

  38. Teach ELLs to understand US culture. • Help ELLs achieve a personal accommodation between their two cultures. • Teach ALL students to value language and cultural diversity. • Equitably educate diverse learners. Jameson (1998) Goals of Second Language or Multicultural Education

  39. Acknowledge students’ differences as well as their commonalities • Validate students’ cultural identity in classroom practices & instructional materials • Educate students about the diversity of the world around them • Promote equity and mutual respect among students • Assess students’ ability & achievements validly • Foster a positive interrelationship among students, their families, the community, and school • Motivate students to become active participants in their learning • Encourage students to think critically • Challenge students to strive for excellence as defined by their potential • Assist students in becoming socially and politically conscious -Richards, Brown, and Ford (2004) Culturally Responsive Pedagogy

  40. The Alamo

  41. How will you teach?Will you be culturally responsive?

  42. How does culture affect comprehension in the classroom?

  43. Jean et André sont frères. Jean est l’aîné. Les deux vont au lycée qui se trouve à moins de cinq kilomètres de leur maison à Paris. Bien qu’il y ait une différence d’âge de trois ans entre les deux frères, leurs niveaux scolaires ne sont séparés que par deux années. André est en sixième. En quelle classe est Jean? Jean et André

  44. Jean and Andre are brothers. Jean is older. The two go to a school which is located less than five kilometers from their home in Paris. Although there is a difference in age of three years between the two brothers, their grade levels are only two years apart. Andre is in sixth grade. What grade is Jean in? Jean and Andre

  45. Educational SystemU.S. vs. France

  46. How can I be culturally responsive? Gay’s (2000) principles of culturally responsive pedagogy

  47. LANGUAGE IS NEVER NEUTRAL

  48. “Culturally diverse students are empowered or disabled as a direct result of their interactions with educators in schools.” -Jim Cummins Always Remember:

  49. SLA Second Language Acquisition