English Language Learners and the Social Studies:

An Urgent Priority, A Moral Imperative

Vital Issues PanelNational Council for the Social

Studies November 14, 2008

Houston, Texas

Overview of ELLs in the U.S.

Bárbara C. Cruz

Professor, Social Science Education

University of South Florida

Tampa, Florida

Who are the ELLs in our classrooms?

In the U.S., 1 in 5 school-age children are immigrants

¾ of the children of immigrants are native-born; about ¼ foreign-born

Where are they from?

Country or Region of Birth for Foreign-Born Children, PK to 5th Grade, 2000

Where are they in the U.S.?

States with the Highest Shares of Children of Immigrants in PK to 5th Grade, 2000

What languages do they speak?

Roughly 1 of 7 students in our nation’s classrooms speaks a language other than English at home; this figure will soon be 1 in 4

Do teachers feel well-equipped to meet the needs of ELLs?

More school systems now require ELLs to receive their English instruction not through stand-alone ESOL classes, but directly through their curriculum content classes

Almost half of all teachers have ELLs in their classrooms, yet only 13% to 30% of those teachers have received instruction in ESOL methods

Preservice education: in a study of 25 popular teacher education texts, it was found that less than 1% of the text included useable content related to the teaching of ELLs; in many cases, the topic of English language learning was not identified at all

Special Needs of ELLs

Vivian Pratts

Director for Bilingual/ESL

Spring Branch ISD

Houston, Texas

An English Language Learner Acquisition of Language is Like this Picture

Academic Language Proficiency

BICSBasic Interpersonal Communicative Skills

CALPCognitive Academic Language Proficiency

(Cummins, 1986)

BICS

CALP

Theory and Application

Martha Martínez

Elementary Bilingual/ESL Coordinator

Spring Branch ISD

Houston, Texas

Planning Language Framework

Planning Language Framework

Language functions and sentence patterns and structures to be practiced to be successful in the lesson.

Planning Language Framework

Topic Activity Language Function

Language Structure

Vocabulary

Communities Discuss Compare/

Contrast

A farm has…

In the city…

There are fewer…

community, houses, people, animals, more, fewer

Continents Identifying Expressing They are all.. (continents)

North America,

South America,

Europe, Asia, Africa.

Functions of

Language

Language

Arts

Social

Studies

Science

Mathematics

Language Structure Syntax

Functional Language

Language necessary

to perform tasks

Connect Find Compare Sequence Tell Retell Visualize Create

List Choose Label Build

Build Which Name Tell Label Collect Shake

Sort Ask Count Omit Place Show Point Move

They are all ... This one is different... I like this because…

Cognitive Strategies

Bloom ’s

Higher Order Thinking

Inquir e Infer Analyz e Decide Summarize Explain Compare Classify Opinion Criticize

Compare Classify Categorize

Create Categorize Classify

Problem solving Solve compare

What happened after...? Rule 1 is not fair... What would happen…

Content Vocabulary:

Making Content Accessible to English

Language Learners

Becky HamptonSecondary ESL Coordinator

Galena Park ISDHouston, Texas

Learning in a Second Language

Cognitively Demanding

Cognitively Undemanding

Context Embedded

(Concrete)

Context Reduced

(Abstract)

S.E.E..

TALK

DO Transfer

Where do these activities belong in the lesson?

The students complete a map of major civil war

battles.

The students quiz one another about the impactof the Civil WarAmendments.

The students read a chapter about Lincoln’s Election and Southern Secession.

The students view pictures of the Civil War.

Where do these activities belong in the lesson?

The students quiz one another about the impacts

of the Civil War Amendments.

The students complete a map of major civil war

battles.

The students read a chapter about Lincoln’sElection and Southern

Secession.

The students view pictures of the Civil War.

S.E.E.

DO

TALK

Transfer

Free Form Map

Thirteen Colonies

Characterization Chart

Triangular Trade

Words Across Contexts

a mathematician?

an astronomer?

a gardener?

a historian?

A chiropractor?

Someone Wanted But So…..

Someone Wanted But So…

THE DAY I BECAME A BEAR BY PETER J. NEGRONI

The Day I Became a Bear…a poem by Peter J. Negroni

School had been uncomfortable for the first few years.

I had been told to speak in English

and forget my Spanish.

I had become ashamed of my first

language.

The teachers had drummed it

into me.

Spanish was bad and English was good.

By the third grade I was reading very well in English and had forgotten a great deal of my Spanish.

During the first week of school in the third grade,

I was assigned to the Jets

for reading.

It was the very best reading

group.

I was a Jet and I was soaring.

About a month into the year, the teacher asked me if I spoke Spanish at home.

I said yes.

The next day I became a Bluebird.

All of us knew the difference between a Jet and a Bluebird.

We knew it by the way

the teacher treated us.

Jets were the best and the teacher loved Jets.

Bluebirds were next and I had become one.

I felt bad that I could not stay a Jet.

I felt even worse that I did not know why I could not stay a Jet.

Three months went by.

It was a cold day in February.

My mother who spoke no English had visited my teacher the previous week.

My teacher asked me about my life at home. Don’t you ever speak English at home?

No, I answered --- my parents don’t speak English at all.

Again, it was a cold day in February when the teacher looked at me and said,

Today I am moving you to the Bears.

The Bears? I questioned. Why the Bears?

They are the lowest --- the worst --- the bottom.

Because you belong with the Bears.

In six short months,

I went from a Jet to a Bear.

While I did not fully understand why I had become a bear, I knew, like every other Bear, it was not the thing we wanted to be.

Why were there Jets, Bluebirds, and Bears?Why couldn’t everyone be a Jet?While I didn’t understand it quite

as I understand it today, I began my real education

the day I became a Bear.