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

Karina E. Chapa, M.Ed.

Language Proficiency, Biliteracy and Cultural Diversity Director

[email protected]

Twitter @esc1bilingual @bilingualpride

©2017 Region One Education Service Center

mailto:[email protected]

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.


SLA Anticipation Guide©2017 Region One Education Service Center

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

Basic

Interpersonal

Communication

Skills

Cognitive Academic Language Proficiency

1-3 years

5-7 years

BICS

CALP


Double Iceberg TheoryJ. Cummins, 1981

BICS L2

1-3 years

BICS L1

1-3 years

CALP

L1+L2

5-7 years


My Language Profile 1999

BICS

English

BICS

Spanish

CALP Spanish + English


My Language Profile 2017

BICS

English

BICS

Spanish

CALP Spanish + English


Your Turn!Create your own language profile Birthday Line

CALP

L1+L2

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.


Your

Turn!

• 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


http://www.realfastspanish.com/vocabulary/spanish-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:

ELPS


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.


ELPS

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


ELPS

ResourcesLIAG and ELPS

Instructional Tool


ELPS Mingle!©2017 Region One Education Service Center

1. Listening

(K-12)

2. Speaking

(K-12)

3. Reading (2-12)

4. Writing (2-12)

TELPAS-ELPS CONNECTIONUtilizing TELPAS to Guide Instruction


STAAR

TELPAS

T

E

K

S

E

L

P

S

TEKS vs ELPS©2017 Region One Education Service Center

TEKS vs ELPS

TEKS

STAAR TELPAS

ELPS

Relating Factor: evaluates/measures

Academic Proficiency Language Proficiency


TELPAS Levels©2017 Region One Education Service Center

TELPAS Domains

10%

10% 50%

30%


NEW! Online in 17-18

ELPS

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


Sample DMAC Report©2017 Region One Education Service Center

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


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

LPAC

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

i

c

ation

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)

No

Parent Conference

LEP Denial

Placement: ESL Program

Parental Permission


Yes

ESL


(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

i

c

ation

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)

No

Parent Conference

LEP Denial

Placement: ESL Program

Parental Permission


Yes

ESL


(Monitor)

LPAC

Procedures

Initial

Identification

Process


ELL Exit Criteria©2017 Region One Education Service Center


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

[email protected]

Facebook: Region One ESC Bilingual

Twitter @esc1bilingual @bilingualpride


Date post:	15-Aug-2020
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Karina E. Chapa, M.Ed. · Karina E. Chapa, M.Ed. Language Proficiency, Biliteracy and Cultural...

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