ENGLISH AS A SECOND LANGUAGE

1. ENGLISH AS A SECOND LANGUAGE

2. LEP • Limited English Proficient student • Does not refer to the program the students is placed in • Refers to the students himself/herself. The student can be: • in the bilingual program • in the ESL program • attending elementary school • attending middle school • attending high School • A students can be LEP and still take STAAR • A student can be LEP for his/her entire school career • A student can be LEP and be in all mainstream classes

3. What is ESL? • Refers to the program/services the student is receiving • Does not refer the students himself/herself, student is LEP not ESL • Teaches the student to read, write, and speak in English while learning the grade level TEKS and ELPS • At ________ School, we have ~___ LEP students and ____ monitored students • 4 Levels of ESL • Newcomers/ESL 1 – students still in the beginning stages of English acquisition • ESL 2 - students still in the Intermediate/Advanced stages of English acquisition • ESL 3 – students in regular classes with ESL certified ELAR teachers • plus ESL SPED • SPED is primary program • ESL and SPED work together on IEP

4. A student is considered for the ESL program when: • home language survey indicates a language other than English is spoken by student • student scores less than fluent on the IPT exam (oral exam given by the ESL teacher) • student scores less than the 40th percentile on the ITBS exam for language and reading (written exam given by the ESL teacher) Who is in the ESL program? How do they get in the ESL program?

5. Qualify for ESL Program Student does not meet criteria Students meets all criteria If the students scores fluent on the IPT and above the 40th %tile of all areas of the ITBS exam, then: Student is considered a DNQ or Does Not Qualify Not entered into the ESL program Placed in all mainstream classes • Student is entered into the ESL program • Student is placed in sheltered classes, with an ESL certified ELAR teacher or with the ESL teacher (depends on level of English) • Student is monitored in all core content classes by the ESL teacher • Additional language acquisition assistance is available • Student in invited to the after school ESL club , when available

6. The ESL Program at _______School

7. Who teaches LEP Students? • Newcomer/Beginners (ESL 1) ELAR classes – ______ • Intermediate/Advanced (ESL 2) ELAR classes – _______ • STAAR Takers & STAAR Failures – Regular ELAR/English classes with ESL certified teachers • Science, Social Studies, Math – regular classes with a variety of teachers

8. What tests do LEP students take? • IPT – IDEA Proficiency Test, oral English • TELPAS - Texas English Language Proficiency Assessment System includes an online multiple-choice reading tests, holistically rated student writing collections, and holistically rated listening and speaking assessments. • STAAR– This is the same“live” STAAR test, on-grade level, in reading, writing, math, science, & history. Students with less than 3 years in US schools are eligible to receive limited additional help, plus they can take until the end of the day to complete the exam. Texas Education Agency. (n.d.). List of Approved Tests for Assessment of Limited English Proficient Students

9. What is the ESL Exit Criteria for McKinney ISD? • Fluent English Speaker on the oral IPT exam • Student must achieve Advanced High on all domains of TELPAS • Reading • Writing • Speaking • Listening • Exited ESL students are monitored for two years by the LPAC chairperson • Sped Students have individualized exiting criteria based on their EIP (for those who no longer have a language deficiency) as set forth by the ARD committee and the ESL LPAC chairperson

10. Language Acquisition How do students acquire the target language?

11. Language Acquisition How long does it take the average person to become fluent in a second or third or more language(s)?

12. Language Acquisition 7 to 10 YEARS! (Krashen, S. 1998)

13. BICS vs. CALPS BICS • Basic Interpersonal Communication Skills • Social Language – the language of friends and the hallway • Less than 1 year to acquire CALPS • Cognitive Academic Language Proficiency Skills • Academic Language – the language of the classroom and teacher • 7 to 10 years to acquire Haynes, Judie, 1997-2008

14. Myth It is easier for younger children to acquire a second language. The older the student, the harder it is for him to acquire a second language. No, it is not harder for most older children to acquire a second language The cognitive academic load required is so great that it simply appears to be harder McLaughlin, Barry, (1992) • No, it is not easier for the younger children to acquire a second language • They have a smaller cognitive academic load therefore it only appears that they have an easier time acquiring English

15. Usually…False • The student may be able to communicate in BICS or basic interpersonal communication skills • The student may not be able to hold an advanced academic discussion in CALPS or Cognitive Academic Language Proficiency Skills • Successful language acquisition is when the student has acquired both BICS and CALPS and is able to communicate in the language successfully True or False? A student, who can speak to me in English without errors, is fluent? McLaughlin, Barry, (1992)

16. Language Acquisition How many years does the state of Texas give middle school students to become fluent in English before they need to take STAAR?

17. Language Acquisition As of 2011-2012 0 school years All students, regardless of LEP status, take the regular STAAR exam. ESL students who have been in US schools less than 3 years are able to use a dictionary and ask for help (in English) on some, but not all, the STAAR exams Texas Education Agency

18. Factors Affecting Second Language Acquisition What makes it easier or harder?

19. Factors Affecting Second Language Acquisition • Motivation - could be from lack of success or a multitude of other reasons within and outside of the school’s control and influence • First language development - it is easier to transfer knowledge from one language to another than it is to learn information new in a second language • Access to the language – they may have limited access to or sources of English materials at home, within the community, at church, etc. • Age – the older students have a more demanding cognitive load to learn than younger children • Personality and learning style Echevarria, J. & Graves, A. Walqui, A. Narayanan, R., Rajasekaran Nair, N. & Iyyappan, S. (2008)

20. Factors Affecting Second Language Acquisition • Amount and quality of education in L1 (first language) • Poor vocabulary development in either/both their first and second language • Lack of accommodations being used in classroom • Frustration at feeling “stupid” in a new language • Inability to communicate with teacher/classmates • Relationships, or lack of, with current teacher(s) • Fear of asking for help, fear of not being able to pronounce words correctly, fear of sounding “stupid” • Lack of opportunity to “practice” before graded • Peers and role models – friends are everything in middle school • Quality of instruction – the student may be with teachers who are not skilled in ESL strategies or techniques Echevarria, J. & Graves, A. Walqui, A. Narayanan, R., Rajasekaran Nair, N. & Iyyappan, S. (2008)

21. Factors Affecting Second Language Acquisition • Lack of cultural sensitivity on the part of the teachers, principals, support staff, and other students • Limited auditory storage capacity before cognitive processing • Lack of knowledge regarding cognates • Teachers confusing BICS with CALPS • Lack of parent contact/involvement (due to many reasons and obstacles) • Intelligence • Aptitude – the student’s potential for achievement • Self-confidence • Personality Echevarria, J. & Graves, A. Walqui, A. Narayanan, R., Rajasekaran Nair, N. & Iyyappan, S. (2008)

22. Factors Affecting Second Language Acquisition • Attitude toward school and learning • Beliefs about learning and intelligence as it relates to themselves, their sex, their nationality, etc. • Language anxiety factors • Socio-economic factors – student who are considered low SES may not have the same access to materials, tutors, literature, etc. as the students from more affluent families Narayanan, R., Rajasekaran Nair, N. & Iyyappan, S. (2008) Echevarria, J. & Graves, A. Walqui, A. Lucid, C.

23. Some Important Statistics for all learners, not just ESL

24. Vocabulary Instruction Research shows a student in the 50th percentile in terms of ability to comprehend the subject matter taught in school, with no direct vocabulary instruction, scores in the 50th percentile ranking. Marzano, R. (2005)

25. Vocabulary Instruction The same student, after specific content-area terms have been taught, raises his/her comprehension ability to the 83rd percentile. Marzano, R. (2005)

26. Vocabulary Instruction How many new words does a LEP or low SES student need to learn EACH DAY in order to catch up to a students at their same grade level? Osborn, Dawn (2011)

27. Vocabulary Instruction 17 new words per day or 3000 new words per school year Osborn, Dawn (2011)

28. Vocabulary Instruction How many times must a student interact with a word before she “owns” it? Osborn, Dawn (2011)

29. Vocabulary Instruction 24 times Osborn, Dawn (2011)

30. Sheltered Techniques and Strategies How can I help the ESL student in my class?

31. Accommodations • You will receive a list of accommodations for each ESL student you have in your classes • These accommodations are specific to each student, as best I can make them • All accommodations must be followed by law: Chapter 89. Adaptations for Special Populations - Subchapter BB. Commissioner's Rules Concerning State Plan for Educating Limited English Proficient Students • If you feel an accommodation is not working - try a different one BUT remember to document why you changed the accommodations • Let me know if I can help you implement any of the accommodations, I would be happy to come demonstrate them for you

32. Sheltered Instruction • Some schools in MISD use the sheltered instruction model to deliver ESL instruction • True sheltered instruction is delivered by a teacher who speaks the same first language as the LEP students • Some MISD schools provide a modified Sheltered Instruction model which can be delivered by a teacher who does not speak the same 1st language as the students • Many schools do not provide any form of sheltered instruction, but do place students with SIOP (Sheltered Instruction Observation Protocol) trained ESL certified ELAR and/or content teachers • Our school uses the _____ model to provide ESL instruction Portland Public Schools (2012)

33. Sheltered Instruction • ____________ School uses the SIOP Method to provide ESL instruction, which is: • A teaching style that makes content comprehensible for all learners • Specifically targets LEP students • Instruction delivered by a teacher trained in second language acquisition techniques • Supports the learner until the learner can perform in class on his/her own • All content is on grade level but accommodated to help make it more comprehensible to the learner (same rigor as everyone else) • Teachers use strategies and techniques that help the students access and/or build his/her background knowledge • The language and content objectives are clear and concise Portland Public Schools (2012)

34. SIOP – Sheltered Instruction Observation Protocol 8 Steps of SIOP • Preparation • Building Background • Comprehensible Input • Strategies • Interaction • Practice & Application • Lesson Delivery • Review & Assessment Brown University (2006)

35. Preparation • Focuses on language objectives and content objectives • Focusing on objectives helps students make connections with their background or prior knowledge of a topic • In this step, the teachers plans the lesson making sure to incorporate the strategies and techniques that make input or content comprehensible • Establish the criteria for assessment in this stage Brown University (2006)

36. Building Background • The teacher helps the student link their own background knowledge to the new content being introduced • If the student doesn’t have his own background knowledge to connect to the content, the teacher creates scenarios or experiences that help the student build his own background knowledge during the lesson • The teacher emphasizes key vocabulary for the unit • The teacher helps the student make personal connections throughout the process to increase chances of comprehension Brown University (2006)

37. Comprehensible Input • Teachers make sure to present all content in a way that makes it understandable to the students • Content needs to be rigorous, but the teachers speech and the materials used are adjusted for maximum comprehension • To make input comprehensible, teachers use: • realia • pictures • video • technology • modeling • redundancy • hands-on manipulatives • graphic organizers • slower speech • examples • TPR Brown University (2006)

38. Strategies • Teachers use techniques to make the content more understandable to the student • Teachers model all the techniques • Teachers assist, or scaffold, the learner until the learner can perform and/or comprehend on her own • Students need repeated practice with each strategy • Post the steps of the strategies in the room for the students to refer back to • Find ways to link the strategy to the student’s background or culture to make it more personal and therefore more purposeful • Craft activities and lessons that mirror the way the student would have learned in her own culture Brown University (2006)

39. Interactions • There must be a purpose for the language being taught and used • Students need to practice with a variety of speakers to aid in comprehension • Students need to produce authentic, real language, not just memorized, regurgitated, rote memory language • Teachers need to model appropriate language • Provide frequent interactions with peers in different types of groupings, i.e. small groups, one to one, partner, whole group, etc. • REMEMBER the only place the students are going to use academic language is in your class – they don’t go home and practice academic language Brown University (2006)

40. Practice & Application • Students are given ample opportunities to practice and apply the knowledge they learn in meaningful ways • Students need a safe environment in which to practice and apply the knowledge • Students need appropriate support from teachers, support staff, and peers during this process • Teachers models how to self reflect on learning • Hands-on manipulatives and materials are essential when practicing and applying new knowledge • Provide practice and application opportunities in all 4 domains: reading, writing, listening, and speaking Brown University (2006)

41. Lesson Delivery • All the activities in the lessons should substantiate and support the objectives of the lesson (content and language) • Teachers should make the lessons as engaging as possible • Teachers should pace the lesson to meet the needs of all learners (as much as possible) or provide alternate lesson delivery methods if there is a large discrepancy between learners’ abilities • Effective lessons make the most of the students ability to engage in and comprehend the lessons • Highlight the language and content objectives during the entire lesson • 90-100% of the lesson should be highly engaging, meaningful activities • Use pacing strategies that meet the needs of all learners, remembering to adjust pacing to meet the individual needs within the classroom Brown University (2006)

42. Review & Assessment • Teachers uses the criteria for assessment that was established during the preparation stage • Teachers should assess both content and language objectives • Assessment is not necessarily a whole class, paper and pencil assessment – ongoing and systematic assessment should be done in order to achieve a comprehensive view of the LEP student’s abilities • Consider using authentic assessment which gives a more comprehensive assessment of the student’s abilities • Alternate forms of assessment: writing journals, graphic organizers, story telling, dictations, projects, response journals, cloze response, retelling, etc. • Use rubrics that are based on the English acquisition level of the individual students rather than a generic one for the entire class Brown University (2006)

43. If you have not been SIOP trained… Content Area Teachers Fine Arts Teachers Log into Eduphoria Click on ESL/Bilingual Sign up for all 6 sessions of the SIOP for Fine Arts professional development • Log into Eduphoria • Click on ESL/Bilingual • Sign up for all 8 sessions of the SIOP professional development

44. If you are not been ESL certified… Content Area Teachers Fine Arts Teachers Sign up for the 2 day study course through Eduphoria The ESL department will pay for your sub for the study course Sign up and take the certification exam: ESL Supplemental #154 The ESL department will reimburse you for taking the ESL exam after you pass There are no stipends for Fine Arts teachers at this time • Sign up for the 2 day study course through Eduphoria • The ESL department will pay for your sub for the study course • Sign up and take the certification exam: ESL Supplemental #154 • The ESL department will reimburse you for taking the ESL exam after you pass • Once certified and added to your certificate, you will receive a stipend for teaching ESL students

45. Supporting Your ESL Students with Strategies These strategies should be taught, used, modeled, and practiced each day in your classroom

46. When you have ESL students in your class You are responsible (legally) for: • Accommodating your lessons based on the accommodation sheets you were given • Tutoring your ESL students when they are not successful in your class, it is not the responsibility of the ESL teacher to tutor your content area but we are here to support your tutoring, if needed • Completing any paperwork given to you by the LPAC chairperson • Contacting and documenting parental or guardian contact – You must call home first to find out if they speak a language other than English before referring the call to the ESL teacher or ESL aides (when you ask the student, his/her answer will always be that parents don’t speak English so that you won’t call) • Implementing the strategies known to be successful with ESL students and providing ample opportunities for the students to be successful • Finding alternate forms of assessment if the student cannot achieve success on assessments in your class • Contacting the ESL teacher when you have any questions or concerns regarding a students You are the student’s best advocate!

47. Here are some ways you can help! Strategies are: • Taught at a very young age • Perfected throughout the rest of our lives • Need to be posted in the classroom all year • Must be explicitly modeled and practiced • Applicable across the curriculum and contents, i.e.: • Looking for patterns • Graphing • Using roots, prefixes, & suffixes

48. Strategy Read Alouds • Use picture books, even with older ESL students • Aids in listening skills • Aids in comprehension skills • Make sure text is not too advanced for students or they will “tune out” while you are reading • Excellent for visual learners if they have a copy of the book in front of them • Who doesn’t love to be read to! Williams, M (2008)

49. Strategy Use sentence frames to scaffold students’ use of academic vocabulary Plants use ________ to make food. ________is the process by which plants make _______from light, water, nutrients, and carbon dioxide. This gives them confidence to answer questions when they otherwise wouldn’t. Post generic frames around room for students to use when they don’t know what to say. Kinsella, K.& Feldman, K. (2003)

50. Strategy Use analogy sentence frame for academic or target word: Example: The word ____ is related to ______ when… The word measure is related to music when… The word respiration is related to lungs because… The word liberty is related to The United States by… Kinsella, K.& Feldman, K. (2003)