Les stratégies essentiellesLes stratégies essentielles

Pour des étudiants divers Pour des étudiants divers

Un exemple démonstratif:Un exemple démonstratif:

L’étudiant de la langue anglaiseL’étudiant de la langue anglaise

L’Académie d’Eté de l’Association Scientifique des Régions Cascades et Olympique

Essential strategies for diverse learnersEssential strategies for diverse learnersEffective strategies for all Effective strategies for all

A case in point:A case in point:The English Language LearnerThe English Language Learner

Trish Skillman, Director Trish Skillman, Director Teaching English to Speakers of Other Languages (TESOL) ProgramTeaching English to Speakers of Other Languages (TESOL) Program

North Cascades and Olympic Science Partnership Summer Academy

Diversity in our classroomDiversity in our classroom

Our classrooms are becoming more diverseOur classrooms are becoming more diverse Various gifts, talents, and learning stylesVarious gifts, talents, and learning styles Different kinds of disabilitiesDifferent kinds of disabilities Behavioral challengesBehavioral challenges Different cultural and linguistic backgroundsDifferent cultural and linguistic backgrounds

Immigrants, speakers of dialect, non-exposure to Immigrants, speakers of dialect, non-exposure to academic Englishacademic English

Culturally and Linguistically Culturally and Linguistically Diverse LearnersDiverse Learners

1 in 3 children nationwide is from an ethnic or 1 in 3 children nationwide is from an ethnic or racial minority groupracial minority group

1 in 7 speaks a language other than English at 1 in 7 speaks a language other than English at homehome

1 in 15 was born outside the US1 in 15 was born outside the US Drop out rate: 1/10 non-Hispanic white, 1/4 Drop out rate: 1/10 non-Hispanic white, 1/4

African Americans, 1/3 Hispanics, 1/2 Native African Americans, 1/3 Hispanics, 1/2 Native Americans, 2/3 ImmigrantsAmericans, 2/3 Immigrants

Washington State Public School October Enrollment Comparisons 1971-2011

-2

0

2

4

6

8

10

1971 1976 1981 1986 1991 1996 2001 2006 2011

Year

% I

ncr

ease

(X

100)

Asian

Black

Hispanic

AmericanIndianWhite

Dr. Richard Gomez, OSPI, August Institute 2002, www.k12.wa.us/MigrantBilingual/presentations

A Multilingual / Multicultural State

181 Languages (70,431 / 7.1%) 181 Languages (70,431 / 7.1%)

90 Languages have less than 10 speakers each90 Languages have less than 10 speakers each

8 Languages spoken by 1000+ Students (86%) 8 Languages spoken by 1000+ Students (86%)

Spanish 43,656 (62%) Russian 5,233 (8%) Spanish 43,656 (62%) Russian 5,233 (8%) Ukrainian 3,432 (5%) Vietnamese 2,953 (4%) Ukrainian 3,432 (5%) Vietnamese 2,953 (4%) Korean 1,858 (3%) Cambodian 1,152 (2%); Korean 1,858 (3%) Cambodian 1,152 (2%); Somali 1,134 (1.5%) Tagalog 1,047 (1.5%)Somali 1,134 (1.5%) Tagalog 1,047 (1.5%)

of 187 Districts 22 have > 25% & 21 have > 1,000of 187 Districts 22 have > 25% & 21 have > 1,000Dr. Richard Gomez, OSPI, August Institute 2002, www.k12.wa.us/MigrantBilingual/presentations

One lesson fits all? Clearly ineffectiveOne lesson fits all? Clearly ineffective Separate lesson plans? Unrealistic Separate lesson plans? Unrealistic StartStart with Best Practices that are helpful to all with Best Practices that are helpful to all

learnerslearners Many of which we know, but must now be Many of which we know, but must now be

intentionalintentional about using about using

Universal Design:Universal Design:All students learn better when All students learn better when

Academic content and language objectives are clearly defined Academic content and language objectives are clearly defined Explanations and expectations for academic task are modeled Explanations and expectations for academic task are modeled

and clearand clear Visuals, graphic organizers, and supplementary materials are Visuals, graphic organizers, and supplementary materials are

usedused There are opportunities for hands–on learning and inquiryThere are opportunities for hands–on learning and inquiry There is task-based interaction/discussion in cooperative There is task-based interaction/discussion in cooperative

groupsgroups Thinking and learning strategies are explicitly modeledThinking and learning strategies are explicitly modeled They can build on their background experiences, knowledge, They can build on their background experiences, knowledge,

and strengthsand strengths Key vocabulary and concepts are emphasizedKey vocabulary and concepts are emphasized

Students’ ability to participate in science is Students’ ability to participate in science is dependent on language abilitydependent on language ability

Listening: Listening: need to understand us when we speak/lecture/demonstrateneed to understand us when we speak/lecture/demonstrate enunciate, model, visually supported, pre-teach vocabenunciate, model, visually supported, pre-teach vocab

Speaking:Speaking: need to demonstrate understanding by speaking/ reporting need to demonstrate understanding by speaking/ reporting provide sentence stems, cooperative learning, questioningprovide sentence stems, cooperative learning, questioning

Reading: Reading: need to gain information from the written textneed to gain information from the written text Start with demonstration—use social language to teach Start with demonstration—use social language to teach

academic language and concepts, pre-teach vocabacademic language and concepts, pre-teach vocab Writing: Writing:

Need to record, analyze, and reportNeed to record, analyze, and report Use graphic organizers, diagrams, provide structuresUse graphic organizers, diagrams, provide structures

CognitivelyCognitively

Face to FaceFace to Face

ConversationConversation

Context EmbeddedContext Embedded

UndemandingUndemanding

Telephone Telephone

Written Notes Written Notes

Context ReducedContext Reduced

DemonstrationsDemonstrations

ExperimentsExperiments

CognitivelyCognitively

Lectures with no visualsLectures with no visuals

DemandingDemanding

Based on graphic by Jim Cummins

Language shock 2Language shock 2

L’ete 2004L’ete 2004Le Transfer d’ Energie

Person'sHand

CartMechanical

Energy

Decrease instored

chemical energy

Increase inmotion energy

Energy Source Energy Receiver

Applied Mechanical Interaction

L’ete 2005L’ete 2005 VivantsVivants Non-vivants Non-vivants

Un poisson Un poisson

a besoina besoin

d’eau d’eau

pour survivrepour survivre

Activite 1(A)Activite 1(A)

Les ________ ont besoin de __________Les ________ ont besoin de __________

Les organismes vivantsLes organismes vivants

ont besoin de ____?______ont besoin de ____?______

Pourquoi?Pourquoi?

Les ont besoin de parce que…….Les ont besoin de parce que…….

Les organismes vivants ont besoin de….parce que…Les organismes vivants ont besoin de….parce que…

Les organismes vivants ont besoin de__?___

pour survivre?

POURQU0I?

Les organismes vivants ont besoin de__?___pour survivre?

Activite 1 (A)

Activite 1 (B)

Vous

Vos etudiants

Academic

SocialSocial

BICS/CALP based on graphic by Jim Cummins, Canadian Linguist and Researcher

Volcanoes that erupt regularly are known as active Volcanoes that erupt regularly are known as active volcanoes. There are about six hundred active volcanoes. There are about six hundred active volcanoes on Earth’s surface. However, only fifty to volcanoes on Earth’s surface. However, only fifty to sixty active volcanoes erupt in any given year. sixty active volcanoes erupt in any given year.

Whether sitting in silence or erupting with violence, Whether sitting in silence or erupting with violence, volcanoes have intrigued people for thousands of years. volcanoes have intrigued people for thousands of years. In an attempt to explain the immense power and In an attempt to explain the immense power and unpredictable behavior of volcanoes, our ancient unpredictable behavior of volcanoes, our ancient ancestors created myths about evil gods that lived ancestors created myths about evil gods that lived within volcanoes. When angered, the gods would within volcanoes. When angered, the gods would display their fury with eruptions. display their fury with eruptions.

Today, scientists explain volcanoes without relying Today, scientists explain volcanoes without relying on angry gods. However, the true causes for volcanic on angry gods. However, the true causes for volcanic eruptions are as fascinating as the ancient myths. eruptions are as fascinating as the ancient myths.

From From VolcanoesVolcanoes, by Michael George © 1993 by Creative Education. , by Michael George © 1993 by Creative Education. Reproduced with permission in Reproduced with permission in Why Reading Is Hard by CALWhy Reading Is Hard by CAL

Length of Time Required to Achieve Age-Appropriate Levels Length of Time Required to Achieve Age-Appropriate Levels of Social and Academic Language Proficiencyof Social and Academic Language Proficiency

2 years2 years5-7 (up to 10 ) years5-7 (up to 10 ) years

ESL learnersESL learnersNative English SpeakersNative English Speakers

Based on Cummins (1991), Collier (1995)

Practice:Practice:Strategies to help with languageStrategies to help with language

Teaching the text backwardsTeaching the text backwards Using the question hierarchyUsing the question hierarchy Introducing important vocabulary/concepts Introducing important vocabulary/concepts

firstfirst Using social language to explainUsing social language to explain Teaching academic language by Teaching academic language by

“sandwiching”“sandwiching” Shorten-sharpen-shareShorten-sharpen-share

Sheltering Instruction: Building Sheltering Instruction: Building BackgroundBackground

TEACH THE TEXT BACKWARDS!TEACH THE TEXT BACKWARDS! Read the TextRead the Text Do the applications/ExpansionsDo the applications/Expansions

Answer the QuestionsAnswer the Questions Discuss the MaterialDiscuss the Material

Discuss the MaterialDiscuss the Material Answer the QuestionsAnswer the Questions

Do the applications/ExpansionsDo the applications/Expansions Read the TextRead the Text

For students with emerging English For students with emerging English proficiency: the Question Hierarchyproficiency: the Question Hierarchy

1.1. Yes/No questions Yes/No questions 1.1. (good for students in their “silent” period of language (good for students in their “silent” period of language

acquisition)acquisition)

2.2. Either/Or questions Either/Or questions 1.1. (good for students who are just starting to produce (good for students who are just starting to produce

words)words)

3.3. What/whereWhat/where1.1. (require a word or phrase to answer(require a word or phrase to answer

4.4. Why/howWhy/how1.1. require a complete clause to answerrequire a complete clause to answer

5.5. **Personalizing questions to connect**Personalizing questions to connect

Vocabulary: Vocabulary: specialized and notspecialized and not

Teach “scientific register”: Teach “scientific register”: The passive voiceThe passive voice everyday meaning (BICS) vs. academic meaning (CALPS)everyday meaning (BICS) vs. academic meaning (CALPS)

ie: force, table, mass, sort, group, drawie: force, table, mass, sort, group, draw

Sandwich vocabulary & Explore roots Sandwich vocabulary & Explore roots ““First I show the kids what we’re doing without all the First I show the kids what we’re doing without all the

terminology, then I add it.”terminology, then I add it.” ““What you did was ‘chromatography’… ‘chroma’ means color”What you did was ‘chromatography’… ‘chroma’ means color”

Use first language as a resourceUse first language as a resource

Sandwiching: Social/Academic Sandwiching: Social/Academic language activity 1language activity 1

Student asks about wordStudent asks about word Teacher “sandwiches response”Teacher “sandwiches response” Gives an example, draws a picture, demonstratesGives an example, draws a picture, demonstrates

RecallRecall last summer last summer InanimateInanimate objects objects DevelopDevelop a a flowflow chart chart We will use We will use similarsimilar representationsrepresentations The The flowflow of energy and of energy and mattermatter Things people Things people consumeconsume An important An important componentcomponent

Sandwiching: Social/Academic Sandwiching: Social/Academic language activity 2language activity 2

Student asks about wordStudent asks about word Teacher “sandwiches response”Teacher “sandwiches response” Gives an example, draws a picture, demonstratesGives an example, draws a picture, demonstrates

Write sentences to Write sentences to illustrateillustrate how matter is how matter is transferredtransferred RecordRecord the the characteristicscharacteristics GroupGroup the the itemsitems List the criteria you choose Observe the color in each tube Below are three Below are three methodologiesmethodologies SetSet the paper the paper aside aside to dryto dry

The following is a list of some things people consume:The following is a list of some things people consume: CerealCereal ice-creamice-cream butterbutter apple sauceapple sauce Grape juiceGrape juice potatoespotatoes whole milkwhole milk chickenchicken Karo syrupKaro syrup lima beanslima beans flourflour peanut peanut

butterbutter TofuTofu peaspeas waterwater soda popsoda pop

RiceRice vegetable vegetable oil oil egg whiteegg white

These consumables could be grouped in a These consumables could be grouped in a number of ways. Work with your group and number of ways. Work with your group and develop a system to group the items by similar develop a system to group the items by similar type and record the characteristics of each type and record the characteristics of each type.type.

Record your observations in the table belowRecord your observations in the table below

The solutions with the indicators can be The solutions with the indicators can be disposed of in the sinkdisposed of in the sink

After boiling, which of the solutions changed After boiling, which of the solutions changed color after reacting with indicator #1color after reacting with indicator #1

helpfulhelpful necessarynecessary

Share objectives with studentsShare objectives with students

Use graphic organizers/picturesUse graphic organizers/pictures

Model what you want studentModel what you want studentstudents to dostudents to do

Clear, explicit expectationsClear, explicit expectations

Teach strategies explicitlyTeach strategies explicitly

to do or produceto do or produce

helpfulhelpful necessarynecessary Teach vocabulary and academicTeach vocabulary and academic

languagelanguage

Build background/preteach vocabularyBuild background/preteach vocabulary Sandwich social and academic languageSandwich social and academic language Provide sentence patternsProvide sentence patterns Allow/encourage L1 use & developmentAllow/encourage L1 use & development

Provide alternative assessmentsProvide alternative assessmentslanguage ‘lite” but content “rich”language ‘lite” but content “rich”

Use y/n, either/or questions, too.Use y/n, either/or questions, too. Use graphic organizers for assessmentUse graphic organizers for assessment

La Fin La Fin - The End- The EndMerci! Merci! - Thank you!- Thank you!