Improving Education for Improving Education for English Learners:English Learners: Research-Based Research-Based

ApproachesApproaches

English Learner and Support ServicesProfessional Learning SeriesDecember 2, 2010

Chapter 3 (pp. 151-199)

English Language Development:Issues & Implementation at Grades 6-12

by Susana Dutro, E.L. AchieveKate Kinsella, San Francisco State University

Based on a presentation by

Tony Mora and Karla Groth

Region 9 COE leads

San Diego County Office of Education

Today’s format

• Input/information

• Discussion with a partner

• Small group discussion

I. A discussion of the l__________ ch_________ faced by adolescent English learners

II. An overview of the d_________ among English learners in grades 6-12 & standards-based English proficiency levels

III. A rationale for i_________ E____ in the secondary contextIV. An analysis of common course p_________ for adolescent

English learners & the potential sh___________ of those placements

V. A m_________ for instructed ELD in the secondary school context.

Rethinking English Language Instruction for Adolescent English Learners

The authors include:

a. Complex Linguistic Knowledge (p. 153)“Adolescent English learners face a particularly daunting task. To succeed in schooling, they must gain a multifaceted knowledge of the English language.” p. 1536 aspects:– Phonology– Morphology – Vocabulary– Syntax– Formal & Informal Discourse Styles– Academic & Social Functions

I. Linguistic Challenges for Adolescent English Learners

b. Academic English (pp. 153-155)“Academic English requires sufficient background knowledge to apply general knowledge of words differently across subject areas.” p. 154

“We argue that to accelerate the language proficiency of English learners, teachers of all disciplines must make “visible” the otherwise “invisible” skills of content-specific academic language.” p. 154

I. Linguistic Challenges for Adolescent English Learners (continued)

c. Gaps in Language Proficiency (p. 155)Many English learners develop oral fluency for

“face to face communication,” but cannot perform task that require academic language proficiency.

“This finding suggests that although a high number of adolescent English learners are gaining fluency in English as measured by the CELDT, a disturbingly high percentage of these same learners are demonstrating a limited command of the vocabulary and structures of academic English necessary for successful schooling.” p. 155

I. Linguistic Challenges for Adolescent English Learners (continued)

Processing Time

• Read slides 6-8 to yourself.

• Using the organizer, write down any reaction you have to the information.

• Share with your partner first. (Timed-pair-share) Each person has two minutes.

• Small group discussion: six minutes.

Adolescent English learners come with a range of experiences including:

1. Literacy and content knowledge in the primary language

2. Previous experience in American schools

3. English language knowledge

A “one-size fits all” approach will not work & particular attention needs to be paid to Long Term EL’s (p. 157)

II. Diversity of Adolescent English Learners (pp. 156-157)

Levels of English Proficiencypp. 158-163

• Explanation of levels of English proficiency adapted from Systematic English Language Development (Dutro 2005a)

• ELD standards indicate a student’s instructional level along a continuum of English skills

Adolescent English learners must have a c__________ second language base if they are to be successful in standards-based course work.

Consistent, e_______, and purposeful language instruction with r________ structured practice is necessary for adolescent English learners to develop a competent command of school-based terms and internalize the forms of academic language.

III. A Rationale for Instructed ELDpp. 163-166

ELD Instruction: Language is in the foreground and content is in the background.

Content Instruction: Content is in the foreground and language is in the background.

(p. 163-164)

III. A Rationale for Instructed ELD

English Language Arts Instruction Math, SS, Science, PE, Arts

Instructed ELD Reading Intervention

Grade-Level ELA

Goal:Develop a solid English language foundation needed to fully engage in academic and real-life situations.

Goal:Gain literacy skills needed to accelerate achievement(for students currently performing below grade level)

Goal:Achieve grade-level content standards

Goal: Achieve grade-level content standards

Figure 3.2 Blueprint for Instruction of Adolescent English Learners p. 165

Explicit Language InstructionFor Content Learning

Purpose: Teach language needed…Content: Determined by lesson & student knowledge of English Teachers Need: tools to plan lang. & content learning. Support through collaborative planning

• How is the blueprint similar to the EL program in your district/school?

• How is it different from what occurs in your district/school?

• What areas need to be addressed?

• Pairs (2 min. each) then small groups (6 minutes)

• How is the blueprint similar to the EL program in your district/school?

• How is it different from what occurs in your district/school?

• What areas need to be addressed?

• Pairs (2 min. each) then small groups (6 minutes)

• English Language Development (ELD) p. 166Many adolescent EL’s do not receive ELD support once they have reached upper intermediate level on the CELDT

• Reading Intervention pp. 167-168Often based on CST or placement test without consideration for the English level or primary language skills

• Sheltered content area instruction pp. 168-169Focus almost exclusively on access to the core/content. Language learning often becomes secondary or a non-existent part of instruction. Opportunity to develop the skills for speaking & writing about the content is lost.

• Special Education p. 169IEP’s for English learners need to include language proficiency goals and objectives.

IV. Common Student Placements and Potential Shortcomings

1. Describe a process for determining three features of explicit language instruction. pp. 171- 180

2. Provide concrete examples of a model of instructed ELD. pp. 181- 199

V. A Model for Explicit Language Instruction pp. 171-199

1. Purposeful uses of language identified in ELD standards (language functions) (Figure 3.3 p. 171)

Purposes of language• To perform cognitive tasks• To express thinking orally and in writing• To inform text structure• To engage in social and academic conversation

Relevance to EL Instruction:• Participate in discussion• Describe, explain, and elaborate• Predict• Express action and time relationships• Draw Conclusions

(extended explanation pp. 172-174)

V. A Model for Explicit Language Instruction

2. Language tools needed to accomplish these goals (brick and mortar words) (Figure 3.3 p. 171)• What language tools are needed to communicate for

different purposes?• What language is needed to comprehend text and

express thinking orally and in writing?• Mortar-Functional words and phrases in sentences

structures» Would have liked to, in case of, given that

• Bricks-Topic specific words» Tree, elbow (basic)» Debate, government, arid (general)» War of Independence, germinate (specialized)

( extended explanation pp. 174-177)

V. A Model for Explicit Language Instruction

“Students must learn the meanings of “bricks” (words). In contrast, they must learn how to use “mortar”.” p.175

3. Robust and contextualized instruction that includes many opportunities to engage in language practice (error free language & language that is easily produced) (Figure 3.3, p. 171)• How are language tools introduced, modeled, and practiced

using an I/We/You Do It approach?

• What opportunities for structured interaction are provided for students to practice the language they are learning?

• How are students supported in gaining oral and written fluency?

(extended explanation pp. 178-180)

V. A Model for Explicit Language Instruction (continued)

2. Provides concrete examples of a model of instructed ELD. pp. 181- 199

V. A Model for Explicit Language Instruction pp. 171-199

Recommendationsfrom pp. 181-199

Audience participation in sequential order.

A copy is available of these ideas.

V. A Model for Explicit Language Instruction pp. 171-199

Thank You!

“Adolescents whose second-language learning needs are conscientiously met

can and will make strides in their secondary schooling better equipped to

realize their academic and real-life goals.”

-Dutro & Kinsella, p. 199