Eradicating English Learner Lethargy:Bolstering Engagement and
Language Development Through Accountable Student Responses
Santa Clara County Office of Education
Academic Success for English Learners and Migrant Students:
Using Research-Based PracticesMarch 5, 2011
Kate Kinsella, Ed.D. Center for Teacher Efficacy
San Francisco State University
In this session, we will explore:
Common English language challenges of long-term ELs
Prevalent 6-12 program placements and their limitations in meeting the acute language needs of long-term ELs
Research-informed ELD principles and practices
A practical tool for lesson observation and feedback Development of accurate oral fluency
– Structured, accountable responses with language targets
– Use of response frames to bolster accurate oral fluency
– Orchestrated verbal rehearsals and student interactions
– Consistent instructional routines
Session Guiding Question
How can the acute English language development needs of long-term ELs be addressed, particularly at the secondary level?
Definition:
Long-term English Learners (LTEL)
Enrolled in U.S. schools for 6+ years
Plateaued at intermediate to early advanced proficiency levels; relative fluency in everyday English
Struggle or merely get by academically (classroom performance, grades, standardized tests)
Exhibit fossilized errors and striking gaps in oral and written English (Swiss cheese ELD)
Long-term Adolescent ELs Are Concentrated at CELDT 3-4
12%
36%33%
11%8%
Advanced
12%
36%33%
11%8%
English Proficiency Levels (Grades 6-12)
Early AdvancedIntermediate
Early Intermediate
Beginning
Source: CELDT 2009-2010
Long-term English Learners
Looking at Language Use
1. An extended oral response to a question about a familiar topic
2. An extended writing response to a formal writing prompt
Two-Minute Activity
Partner Discussion Task
1. Make eye contact with an elbow partner.
2. Determine partner one and partner two.
3. Think about this question:What are differences between a cell phone and a landline phone?
4. At the signal, partner one will share first. Continue sharing until I call time.
5. Briefly record 2-3 differences you discuss.
Brainstorming List:
Cell Phone & Landline Phone Differences
________________________________
________________________________
________________________________
________________________________
________________________________
the potential for annoying others
the convenience
Example #1 - Long-term Adolescent English Learner Clip of Extended Oral Response
Listen for the vocabulary this student uses to respond to the question:
What are differences between a cell phone and a landline phone?
What differences did she identify?
What language did she use to discuss them?
Example #1 - Long-term Adolescent English LearnerWhat do we notice about this student’s English language use?
We would characterize her __ (syntax, vocabulary, register ) as __
Everyday Adjectives Precise Adjectives
basic limited
casual conversational
weak imprecise
Example #2 - Long-term Adolescent English Learner
Formal Writing Prompt
Evaluate your current study place and determine whether you should make any changes to create a more productive work environment.
Write a detailed expository paragraph, including a clearly-stated topic sentence, transitions, and supporting details.
Example #2 - Long-term Adolescent English Learner
Extended Written Response
Well actually I study in my livingroom almost sometime. Because I don’t usually do my homeworks. Every time when I pick up my pen to work on my homeworks. I got disturb from my little bros., and sister. They come into the livingroom and chasing each other aroun. Man I was like sitting in hell with a demon. In my living room I had a desk. Which it is about 6 ft. by 3, a lamp, dictionary, pens and school stuff. I had a 27 inch TV in front of me.
9th grade (7 years in U.S., CELDT 3 for 5 years)
Imprecise vocabulary use: school stuff
Inconsistent and inaccurate use of habitual present tense: I study; I got disturb; I had a desk
Errors with: Adverbs of frequency: almost sometime
Count/non-count nouns: homeworks
Sentence fragments: Because I don’t usually do my homeworks.
Inappropriate register: Well actually; Man I was like
Example #2 - Long-term Adolescent English LearnerWhat do we notice about this student’s English language use?
These oral language proficiency errors…
Are not unusual among long-term ELs
Are not simply performance mistakes, but
rather reflect a lack of linguistic knowledge
Are often fossilized errors resulting from
years of benign instructional neglect
Can be addressed through explicit and
sustained language instruction
In addition to literacy instruction, LTELs need
Instructed ELD in order to…
Develop accurate fluency in oral and written English
Gain agility using vocabulary, syntax, grammatical features, and appropriate register
Move beyond current assessed proficiency level
Instructed ELD may be taught within a dedicated course (Advanced ELD) or as an essential component of a Strategic English course or Literacy Intervention course.
The Goal for Instructed ELD:Accurate Oral Fluency
Oral Fluency Ease of target language production and listening comprehension
Accurate Oral Fluency Ease of producing accurate target language forms (vocabulary, syntax, grammar) and ability to comprehend while listening to more sophisticated language
What Does the Research Say?
ELD Instruction should:
Explicitly teach elements of English
Be form-focused with meaningful applications
Include respectful and timely error-corrections
Emphasize oral language development, to support academic literacy and interactions
Infuse meaningful, accountable, and structured interactions with clear language targets
(Saunders & Goldenberg, 2010)
Language instruction is essential, but…
Where can it be integrated into an impacted secondary schedule?
Maximize existing placements for LTELs to include explicit language instruction
Most likely contexts for LTEL ELD:
Strategic English Language Arts (Tier 2)
Intensive Literacy Intervention (Tier 3)
Where is English language development for LTELs addressed in your school system?
A dedicated advanced ELD course
Incorporated within a double block of English Language Arts
Incorporated within a single period of English Language Arts
Incorporated within an intensive literacy intervention program
After school program/tutorial
Not explicitly addressed
Common ELA Placements for Adolescent Long-Term English Learners
Strategic English Language Arts Placement: Basic & Below Basic, Tier Two (EL, EO) Time: Double block Curricula: Core program, ancillary materials
Intensive Intervention English Language Arts Placement: Far Below Basic, Tier Three (EL, EO)
Time: Double block
Curricula: Intervention program; 2009 CA Intensive adoptions include some ELD support
Strategic English Far Outnumbers Intensive English
In grades 6-11, approximately 40% of the students are assessed as Tier 2, candidates for Strategic English coursework, three to five times as many learners as those assessed as Tier 3 Intensive Intervention candidates.
Intensive Literacy Intervention
Traditionally focused on:
Intensive literacy instruction for struggling readers (3+ years below)
Decoding, reading fluency, and basic reading comprehension skills
Intensive Literacy Intervention
For LTELs, must also:
Develop English by proficiency level
Provide structured oral rehearsals to support written applications
Teach vocabulary, sentence patterns, and text structures for both narrative and expository text
Strategic English Language Arts
Intended to:
Target instruction for students struggling with grade-level ELA competencies
Focus on text - comprehension of narrative (primarily) and expository (secondarily)
Focus on writing - response to literature and writing genres
Strategic English Language Arts
For LTELs, must also:
Develop academic oral language proficiency
Teach high-leverage vocabulary, sentence patterns, and
academic text structures
Teach distinctive linguistic features of genres
Frontload precise language students will need to read,
discuss and write about lesson topics
Strategic English students commonly spend their tandem “support” hour:
Completing assignments from the first hour
Independently tackling a random array of reproducible
worksheets (especially on the mechanics of writing: spelling,
punctuation)
Engaging in limited or no explicit instruction and structured,
accountable verbal rehearsals in the vocabulary, syntax and
grammar required to read and write about assigned ELA topics
The grim ELD reality for many secondary LTELs?
Placement in a Strategic double block of English with a teacher lacking adequate or appropriate training, curricula, coaching and accountability for implementation of explicit language instruction to help students succeed on ELA assignments or advance on CELDT.
Video Clip 2
Grade 8 Strategic English
How many students participated in the lesson task?
How accountable were students for participating on some level?
Does this appear to be an established instructional routine?
Vocabulary Knowledge Rating Chart
Word RatingWhat I Think
This Word Means
conflict
peer
resolve
Rating Scale: 4 = I can teach the word. 3 = I have some understanding. 2 = I have seen or heard it before.
1 = I have never seen or hear it before.
3 a fight
Video Clip 2
Observed Elements of Effective Instruction
A posted agenda
An established instructional routine
A clearly communicated task
A purposeful handout to scaffold the process
Effective management and use of proximity
Conscientious monitoring of written responses
Recognition of whole-class focus on task
Video Clip 3
Grade 8 Strategic English
What percentage of the students spoke during this phase of the lesson?
What linguistic register did students use in their verbal responses?
How accountable were students for participating on some level?
What was the primary strategy for eliciting student responses?
Pervasive Evidence
Missed Opportunities to Develop Language Competence
Only 4% of English Learners’ school day is spent engaging in student talk.
Only 2% of English Learners’ day is spent discussing focal lesson content, rarely speaking in complete sentences or applying relevant academic language.
Arreaga-Mayer & Perdomo-Rivera (1996)
The Neglected “R” in Instruction for 21st Century Learners
Which “R” is frequently missing from lessons for long-term English Learners?
Rigor
Relevance
Relationships
Responses
Structured and Accountable Student Engagement
To attract and maintain every student’s interest and active involvement in all lesson content and related tasks, by means of clearly communicated and observable physical, verbal and written accountable responses.
Examples of Structured,Accountable Student Responses
Physical Responses
Point at the key word…
Verbal Responses
Report using the sentence frame…
Written Responses
Record 2 examples on the visual organizer…
Structured Accountable Responses: Feedback & Monitoring Tool
Indicators: Low Engagement
teacher talks too much few/no accountable student responses little/no visible structured peer interaction a high percentage of passive students lethargic pacing suggesting insufficient
lesson preparation and random activities versus consistent instructional routines
Positive Outcomes of a Viable Instructional Routine
Efficient lesson delivery and use of time
Clear, dynamic student and teacher roles
Both students and teachers devote “cognitive capital” to the lesson content rather than the instructional process
Maximized engagement and learning
38
What would have made this lesson more productive?
A well-articulated task and modeled process
Structured peer collaboration/interaction
Individual accountability for participation
Language targets for the partner/group process
Explicit instruction of the target language
Modeled verbal and written responses
Conscientious monitoring of student responses
The Limitations of EL Student Interactions Lacking Structure and Language Targets
Small group and partnering activities routinely fail to produce substantive L2 oral language growth. Merely increasing student interaction without explicit, coached language instruction and accountability for application leads to discussion with minimal cognitive or linguistic challenge and negligible academic content.
Sources: Jimenez & Gersten (1999) Lee & Fradd (1996)
Saunders & O’Brien (2006)
Vocabulary Knowledge Rating Group Process
Number off at your table, 1-4.
Number 1 asks the question about the first word.
Everyone responds, going clockwise.
Number 1 shares last.
Decide together on what the word could mean and all write the agreed upon word meaning.
Number 2 asks the question about the next word, etc.
The lead student for each word prepares to report the group’s word knowledge.
Vocabulary Knowledge Rating Frames for Group Questions
To elicit contributions from each group member:
Do you know what __ means?
Are you familiar with the word __?
Do you have any idea of what __ means?
After everyone has contributed, lead student asks:
What should be our definition?
What shall we write for our definition?
Vocabulary Knowledge RatingFrames for Individual Contributions
4 I am familiar with the word __. It means __.
3 I am somewhat familiar with the word __. I think it means __.
2 I recognize the word __, but I don’t remember what it means.
1 I am not familiar with the word __.
I am unfamiliar with the word __.
Vocabulary Knowledge Rating Frames for Group Reporting
We agreed that __ has something to do with __.
We decided that __ could mean __.
We determined that __ means __.
Elbow Partner Task:
What are other high-leverage, portable frames that could be used when students are expected to report a group decision or consensus?
A well-crafted sentence frame
enables a teacher to effectively:
Instructional Advantages of Sentence Frames
Construct a model response Deconstruct the model response Reconstruct a response (with students)
How might an English Learner complete this sentence starter?
A partner demonstrates active listening when _
Potential Grammatical Challenges: ____________________________ ____________________________
A Sentence Frame with Embedded Grammatical targets
A partner demonstrates active listening when she/he _ (verb + -s)
pays attention to me.
Embedded Grammatical Targets:
3rd person singular, (habitual) present tense correct subject pronoun reference correct subject-verb agreement
What are the language objectives for this instructional routine?
Students will ask present tense questions using do or are.
Students will qualify their word knowledge using precise vocabulary: recognize, familiar, somewhat familiar, unfamiliar.
Students will report their group’s word knowledge using past tense citation verbs + that: agreed that, decided that, determined that.
Structured, Accountable Instruction Engages ALL Students
Nor Just the “Professional Participants”
Improving Education for English Learners: Research-Based Approaches
Available at www.cde.ca.gov/re/pn/rc
Contact Information
Kate Kinsella, Ed.D. San Francisco State University, Center for Teacher [email protected](707) 473-9030
