Karina E. Chapa, M.Ed. · Karina E. Chapa, M.Ed. Language Proficiency, Biliteracy and Cultural...

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Karina E. Chapa, M.Ed.

Language Proficiency, Biliteracy and Cultural Diversity Director

kchapa@esc1.net

Twitter @esc1bilingual @bilingualpride

PROFESSIONAL

LEARNING

ESSENTIAL

AGREEMENTS

▪ Be respectful of others

▪ Be an active participant

▪ Take care of your needs

▪ Use electronic devices

as learning tools

AGENDA

Second Language

AcquisitionELPS LPAC

SECOND LANGUAGE

ACQUISITION

Session Objectives

Content Objective

• Today I will analyze the

second language

acquisition process and

understand its impact in

the education of English

Language Learners.

Language Objective

• Today I will discuss with

my peers the second

language acquisition

process and I will share

orally and in writing my

individual language

profile.

Language Power

“Language stands at

the center of the

many interdependent

cognitive, affective,

and social factors

that shape learning”.

David Corson, 1999

Cognitive

SocialAffective

LANGUAGE

IDENTITY

3-Step Interview

The Iceberg TheoryJ. Cummins, 1981

Interpersonal

Communication

Skills

Cognitive Academic Language Proficiency

1-3 years

5-7 years

Double Iceberg TheoryJ. Cummins, 1981

BICS L2

1-3 years

BICS L1

1-3 years

5-7 years

My Language Profile 1999

English

Spanish

CALP Spanish + English

My Language Profile 2017

English

Spanish

CALP Spanish + English

Your Turn!Create your own language profile Birthday Line

BICS L2BICS L1

The Power of Cognates

La chimica è la scienza che studia

la composizione della materia ed il

suo comportamento in base a tale

composizione.

The Power of Cognates

La chimica è la scienza che studia

la composizione della materia ed il

suo comportamento in base a tale

composizione.

• 1. Individually make a list of 5

academic words from any

content area.

• 2. Turn to your partner and

combine your two lists of words

(even if from different content

areas).

• 3. Find another pair and exchange

your lists.

• 4. Write the Spanish cognates

next to each academic word. Use

Google Translate if needed.

• 5. Calculate what percentage of

the words are cognates.

1 – 2 – 4 – ALL

http://www.realfastspan

ish.com/vocabulary/spa

nish-cognates

Session Objectives

Content Objective

• Today I analyzed the

second language

acquisition process and

understood its impact in

the education of English

Language Learners.

Language Objective

• Today I discussed with

my peers the second

language acquisition

process and I shared

orally and in writing my

individual language

profile.

ENGLISH LANGUAGE

PROFICIENCY STANDARDS:

Session Objectives

• Content Objective

Today I will examine how

to implement the ELPS in

all content areas and how to

analyze TELPAS data to

guide instruction.

• Language Objective

Today I will share (orally

and in writing) different

ideas on how to

linguistically

accommodate instruction

for ELLs.

ANTICIPATION GUIDEkahoot.it

create.kahoot.it

Statutory Requirement

• 19 Texas Administrative Code 74.4 Chapter 74.

Curriculum Requirements Subchapter A. Required

Curriculum 74.4 English Language Proficiency Standards

• Adopted December 2007

ResourcesLIAG and ELPS

Instructional Tool

1. Listening

(K-12)

2. Speaking

(K-12)

3. Reading (2-12)

4. Writing (2-12)

TELPAS-ELPS CONNECTIONUtilizing TELPAS to Guide Instruction

TELPAS

TEKS vs ELPS

STAAR TELPAS

Relating Factor: evaluates/measures

Academic Proficiency Language Proficiency

TELPAS Domains

10% 50%

NEW! Online in 17-18

Resources

LIAG and ELPS

Instructional Tool

DMAC Reports

DMAC TELPAS Reports

• Go to Home Page

• Go to State Assessment

• Select TELPAS

• Select Instructional Reports

• Select Student Language

Proficiency Rating

• Generate Report

How to Run

TELPAS Reports

by Language

Domain

Session Objectives

Today I examined how to

implement the ELPS in all

content areas and how to

analyze TELPAS data to

guide instruction.

Today I shared (orally and

in writing) different ideas

on how to linguistically

accommodate instruction

for ELLs.

LPAC PROCEDURESInstructional Impact

Session Objectives

Today I will review the

initial identification

process for ELL, as well as

the exit criteria to

reclassify students.

Today I will discuss with

my peers the initial

identification process for

ELL, as well as the exit

criteria and how this

information should impact

instruction.

Providing

Comprehensible Input

http://programs.esc20.net/default.aspx?name=lpac.resources

Procedures

Initial

Identification

Process

All Students

Home Language Survey

Language spoken at home and by student = English

Language spoken at home and by student = English and any

other language

Language spoken at home and by student = Not English Language

TestPre K – 1st = Oral Language Profici en t Test (OLPT)

2nd – 12th = OLPT + Norm Referenced Standardized Achievement Test (NRT)

Non-LEP

LPAC Meeting

LEP Non-LEP

Parental Notif

Placement: Bilingual Program

General Education Cl assr oom

Parental Permission

Meets Exit/ Reclassification Cr i t eria

Parent Conference

LEP Denial

No Yes

Bilingual

Limited English Profici en t Training Flowchart

Non-LEP(LEP Code = F or S)

(Monitor)

Parent Conference

LEP Denial

Placement: ESL Program

Parental Permission

(Monitor)

All Students

Home Language Survey

Language spoken at home and by student = English

Language spoken at home and by student = English and any

other language

Language spoken at home and by student = Not English Language

TestPre K – 1st = Oral Language Profici en t Test (OLPT)

2nd – 12th = OLPT + Norm Referenced Standardized Achievement Test (NRT)

Non-LEP

LPAC Meeting

LEP Non-LEP

Parental Notif

Placement: Bilingual Program

General Education Cl assr oom

Parental Permission

Parent Conference

LEP Denial

No Yes

Bilingual

Limited English Profici en t Training Flowchart

(Monitor)

Parent Conference

LEP Denial

Placement: ESL Program

Parental Permission

(Monitor)

Procedures

Initial

Identification

Process

Session Objectives

Today I reviewed the initial

criteria to reclassify

students.

Today I discussed with my

peers the initial

criteria and how this

information impacts

instruction.

Tickets Out

• I used to think…

• But now I know…

Karina E. Chapa, M.Ed.

Language Proficiency, Biliteracy and Cultural Diversity Director

kchapa@esc1.net

Facebook: Region One ESC Bilingual

Twitter @esc1bilingual @bilingualpride

Karina E. Chapa, M.Ed. · Karina E. Chapa, M.Ed. Language Proficiency, Biliteracy and Cultural...

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