Ppt of Eng Spking

7/31/2019 Ppt of Eng Spking

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OverviewTopic : ESL Program Review and Development for Adult Educators

Audience: Regular classroom teachers, administrators, specialty area teachers, andcounselors

Purpose: *To acquire knowledge and determine teaching methods for the culturallydiverse student and

classroom environment. To collaborate with peers and extend the learning theoriesinto the

classroom. This overview will allow for a better understanding on how to integrate avariety of

activities and content lessons into the curriculum, become familiar with statemandates and TESOL

standards, and implement several teaching techniques into a diverse classroom.

Topics: *What is English as a Second Language Overview (Terminology)*Identification Procedures for ESL Students* Placement of ESL Students (IDEA/Stanford Tests)*Implementing the Program (Expectations of Teachers)*Techniques, Materials, and Accommodations*Ways to collaborate and how to integrate ESL and Content*Exiting and Monitoring the ESL student


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What is English as a SecondLanguage?

ESL or ELL maystand for English asSecond Language orEnglish LanguageLearners

Students that have aprimary languageother than English

can be serviced in allstates This is available in all

grade levels, K-12.


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Concerns for the ESLTeacher


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Concerns for the ClassroomTeacher


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Identifying ESL Students

Home LanguageSurveys

Home languageOther than

English

Only identify easyWords andsentences

Limited Englishschooling

All students mustbring back a completed homelanguagesurvey to beviewed for

possibleevaluation.


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Placement of ESL Students IDEA- Idea

Proficiency Tests Levels of abilities Time and grouping

of students Try to ideally

replace LanguageArts or ForeignLanguage classes

After determiningproficiency ofReading, Writing,Speaking, andListening skills,placement will

occur.


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Implementing the ESL

Program Creating schedules Choosing ESL curriculum Choosing grade level curriculum Collaborating with content area

teachers Collaborating with administration


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Bringing the Expertise Together

Mainstream

> Content Knowledge

> Availability of a varietyof learning materials

> Class managementTechniques

ESL Teacher

> Strategies fordifferentiation

> Culturalknowledge

> LanguageAcquisition Theory> Learning

expectations


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Teaching Strategies

READING -Organized in content-basedthematic units-Multilevel reading groups(Leveled Readers)-Whole language with phonicscomponents

WRITING-Teach the writing process -Use journal responses-Use language experience

Approach-Combine drawing and writing


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Assessment in Collaborative Settings

TESTING OPTIONSPerformance ratherthan score based

Word banks, for open-ended, cloze, andmultiple choiceTeacher modified

testsMultiple test formsThink Aloud

reflections

GRADING OPTIONSDouble Grading (ESLand Mainstream

Portfolio AssessmentsRubricsPerformanceChecklists

Oral, rather thanpencil and papertasksObservationchecklists


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Techniques to Accommodate ESL Students

Review packets and Book Allow for extended time Modify tests and

assignments (CaseStudies)

Grading procedures Authentic ways of

assessment

Modeling/Variety ofactivities Interactive Websites

(Hand-out)


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Evaluation Example(Vocabulary Strips)

FORECAST NOUN

The weather forecast called for warm temperaturesand sunny skies.


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Curriculum

Implementation Align to PA andTESOL standards

Lesson plans andObjectives forEach grouping

Integrate content

And technology

Report cards,Progress reports,

Monitoring


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TESOLs Goals and Standards for PreK - 12 Students

Goal One : To use English to communicate in socialsettings

*Participate in social interactions

*Personal expression-spoken and written

*Use appropriate learning strategies and styles


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Goal Two: To use English to achieve academically in all contentareas of instruction

*Interact in the classroom

*Obtain, process, construct, and provide subject matter informationin spoken and written forms

*Use grade level and appropriate learning strategies


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Goal Three: To use English in socially and culturally appropriate ways

*Use appropriate language variety, register, and genre according to setting,audience, and purpose

*Use appropriate nonverbal communication for audience, purpose, andsetting.

*Use appropriate learning strategies to extend sociolinguistic and socialculturalcompetence

TESOL STANDARDS CAN BE FOUND AT:

http://www.gisd.k12.nm.us/standards/esl/

http://www.helpforschools.com/ELLKBase/guidelines/ESLStandardsforPreK12.shtml


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Collaboration with Staff and Parents

Communication Logs Conduct ESL staff

development Parent involvement Open communication with

administrators Report cards and progress

reports

Work together on goalsand objectives


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UNDERSTANDING BICS AND CALPS

BICS - Basic Interpersonal Communication Skills

Conversational fluencyFunctional level after about two years

CALPS - Cognitive Academic Language Proficiency

Grade appropriate academic fluency in second languageAt least five years to be functional with native speakers in contentarea

Failure to account BICS/CALPS---Result in discriminatory assessments of bilingual studentsPremature exit from language support programs to mainstream

classes


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Materials Hands-on

manipulatives Use of technology Models, designs,

and examples Relate to real

experiences

Phonics Hampton-Brown or

Scott Foresman

Supplement materials Vocabulary Graphic Organizers Rubrics Authentic

Assessments


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Exiting ESL Students ( BEC

Circular ) Proficiency in all areas of IPT Tests Reading, Writing, Speaking,

Listening Maintain adequate grades in contentarea subjects

Conference with teachers, parents,administration

Exit into mainstream classroom withmonitoring


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Monitoring ESL Students Monitoring forms Twice a year for

two years Adequate content

area grades Standardized tests

Contact withstudent,counselors, andteachers


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Theories Used For Adult ESL Training

1. Andragogy (M. Knowles) is applied to this adult learning process as the adults learnwhy they are learning how to accommodate ESL students in their classroom.

This experience will provide means to evaluation of their instruction, and allowthem to use the information and techniques as a basis for learning activities withtheir students.

2. Transformation Theory will be displayed to determine how the learners will determine themeaning of their experiences and how they will use this experience to enhance their teaching stylesand apply them to a culturally diverse classroom.

3. Adult Learning Theory (K.P. Cross) has been illustrated in this presentation as several methodsand ideas could be generated for teachers and learners of all experiences. This would be useful forany regular classroom teacher, special education teacher, or specialty area teacher to incorporateseveral methods and techniques to accommodate the needs of the ESL student in the classroom .

4. Self-directed learning would hopefully occur as the teachers applied and experimented with what theylearned through the training. They can assume control of their learning from how they apply it, and thesuccess their students have from it.

5. Situated Learning (J. Lave) will provide the learners with knowledge acquisition that can be appliedto their learning environments and students through using a variety of social interaction techniquesand collaboration with teachers, administrators, parents, and students . The learners can use the informationpresented to them as they feel needed, depending on the situation at hand.

6. Intelligence and Memory (Gardner) will be demonstrated through the various techniques, methods, andstyles discussed. Just as their ESL students of many different backgrounds and learning abilities, the adultlearners will need to understand their learning styles and how to apply these to the learning styles of theirstudents.


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Theories Used For Adult ESL Training Continued

7. Constructivism was enforced for the learners to apply what they know fromtheir own life and teaching experiences to create innovative and authentic ways

for their ESL students to learn and be assessed several different ways.8. Behaviorism will need to be used through areas of the program and where onewould need to be a facilitator when illustrating the ESL TESOL set of goals and standardsthat are addressed and need to be followed by the state regarding ESL programs and curriculum.

9. Adult Development will be presented as the adult educators/learners discuss the growth andAccomplishments in their classroom when working with ESL students, and what they would anticipateif they have not yet had the opportunity to work with these students. The learners could also share the

stages of growth they would expect from an ESL student, as well as from themselves as educators.

10. Algo-Heuristic Theory (L. Landa)will be used by the learners to present and analyze the problems andissues that may be present when planning and accommodating the ESL student. They will have to demonstrateinstructional strategies and methods to reach the goals and objectives they desire. They will be presented andlearn how to sequence the instruction based on the level of proficiency of the student by presenting the materialin various ways, and practicing the material to measure the outcome.


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Bibliography

Ariza, E., Morales-Jones, C., Yahya, N., & Zanuddin, H. (2002). Fundamentals of Teaching English toSpeakers of Other Languages in K-12 Mainstream Classrooms. Dubuque: Kendall/Hunt Publishing.

Brockett, R. & Merriam, S. (1997). The Profession and Practice of Adult Education. San Francisco:Jossey-Bass.

Educating Students with Limited English Proficiency (LEP) and English Language Learners (ELL).(2001). (n.a.) Retrieved from http://www.pde.psu.edu/BECattach/PC426lep&ell.html

OMalley, J.M., & Pierce, L.V. (1996). Authentic Assessment for English Language Learners: Practical Approaches for Teachers. Cleveland: Addison Wesley Publishing.

Ovando, J. Collier, V. P. & Combs, M. C. (2003). Bilingual and ESL Classrooms: Teaching inMulticultural Contexts. McGraw-Hill Publishing.

TIP-Theories . (n.d.) Retrieved on November 10, 2005 from http://tip.psychology.org
http://www.pde.psu.edu/BECattach/PC426lep&ell.htmlhttp://tip.psychology.org/http://tip.psychology.org/http://www.pde.psu.edu/BECattach/PC426lep&ell.html

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