ESOL Transition Academy ESOL Transition – Corpus Christi 2011 Dr. HeideSpruck Wrigley
Perspective influenced by • TELL project – national study • THECB – TA on Innovation Grants • Teaching Experience • Transition to Higher Ed – Academic ESL • Intensive ESL courses • South Texas Dual Language Transition Project • Jobs for the Future – Contextualized GED • El Paso Community College: Integrated Instruction • Center for Law and Social Policy • “The Language of Opportunity” • NIFL: Health Care Career Ladders for ELLs
Instructional Objectives • Help teachers become aware of differences in educational backgrounds and differentiating instruction • Introduce concept of content-based instruction • Show how multi-media can be used to engage learners in academic literacy • Discuss research in vocabulary development • Knowing what students know (Find someone who) • Highlight key features of Transition Oriented Programs • Apply research-based teaching and learning strategies as part of a coherent Lesson Flow
DAY 1: From Research to Practice • Introduction and Overview • What’s New? As a Jumping Off Point • Content-based instruction – Basic Principles • German Demonstration • Community Building: Find someone who • Who are the ELL Transition Students? • From Learner Stories to Content • ESL for Transition : What’s different? • Using authentic materials: Info-graphics • Hands-on practice with immigration-related materials
? 2010A Year to Remember?
In your life, your community, in the world? (think, pair, share) What was significant?
Cognitively Challenging Work at All Levels What’s Needed
Principles of Content-based Teaching (CBT) • CBT is key in preparing students for transition • It requires integration of content and language. • Objectives require attention to both language (functions, structures, vocabulary) and the subject matter to be learned. • CBT includes “comprehensible input” as a way of “listening to learn” • Sheltered instruction is used to make content accessible (health; school expectations; science; literature; philosophy; psychology)
Themes are “rich” , drawing on multiple resources (including multi-media and subject matter learning is sustained over time • Knowledge is deepened and vocabulary extended • Language and vocabulary include structures that are “content specific” as well as functional language that is “content compatible” (giving explanations; expressing opinions; agreeing and disagreeing; buying time)
Dreamsby Langston Hughes Hold fast to dreams For if dreams die Life is a broken-winged bird That cannot fly. Hold fast to dreams For when dreams go Life is a barren field Frozen with snow.
? What ideas do you associate with Immigration
? Who Are Our Learners?
ELL Transition Students Can Be • Foreign-born – entered as adults • “Dream Act Kids” – came as children Gen 1.5 • Late entry students • US-born but speak a language other than English at home
ELLSs have a much wider range of educational backgrounds that need to be taken into account DIFFERENCE BETWEEN abe AND esl
34% 31% 30% 30% 28% 24% 16% 6% Less than high school BA or higher Some college HS diploma/ GED Bimodal Distribution Educational Attainment of Employed Workers by Nativity, Age 25 and Over Source: Bureau of Labor Statistics, 2006 Refers to employed workers, age 25 and over.
Learner Voices Case In point
Central Texas Learner Stories http://www.willread.org/Resources-for-ESL-Instructors.html
? What Did you Notice?
? How Could You Use this Video in Your Program
Documenting Student Portraits in Your Program • Educational backgrounds (years of schooling) • Goals, hopes, and dreams (short term and long term) • Work experience and employment status • Turbulence factors (in crisis; vulnerable; stable; thriving)
? What Are Other Significant Factors that Influence Student Success?
THE NEED TO DIFFERENTIATE Students with higher levels of education have background knowledge and school-based skills associated with making sense of texts and can interpret and analyze information. They need greater learning challenges and should be encouraged to read “deeply” in their field. We can accelerate instruction for these learners by taking advantage of their ability to self-direct their learning with proper guidance.
While students do pair or group work, observe and document in a journal how students with fewer years of education differ from those who are more highly educated Action Research
Procrustean Bed The current model
? What Stuck With You?
What’s New? Metaphors and similes related to kitchen Mini-presentations What’s in your Wallet? Day 2
(aka Pictographs) Teach students - ITALKS Information Title A +L all labels K – Key – box it in S – Scale (determine magnitude – particularly in a bar graph) Review: Infographics
Working with the Right-Click Generation Generation 1.5
The End of Books: the Future of Publishing • http://www.youtube.com/watch?v=Weq_sHxghcg
ESL Teachers in conventional programs tend to have low expectation of their students In general
To present information in multiple forms, including visual representations Students need to learn
? What Intellectual Challenges Do You Offer Your Students
Book Club • Charlotte’s Web • Literature Talk – • Reading workshops – Smiley Shark
…how to approach different types of texts (oral and written) - including multi-media texts Students need to know …
Fluency in oral English, including intonation, phrasing, normal speed, and pronunciation Students need to develop
Are We the Most Aggressively Inarticulate Generation? http://www.youtube.com/watch?v=7kdrsPRZnK8
? What is the central argument here? Summarize!