ESOL English for Speakers of Other Languages

ESOLEnglish for Speakers of Other Languages Nancy Urnes- Coordinator Jill Morey – ESOL Teacher, PNH

Terms ELL = English Language Learner ESOL = English for Speakers of Other Languages LEP = Limited English Proficient/Proficiency LAS = Language Assessment Scales (Beginning, Early Intermediate, Intermediate, Proficient, Above Proficient)

What do I already know? Note card Activity: 1. What do I know about ESOL/ELLs? 2. I want/need to learn more about…. 3. I hope you can help me to…..

Parkway’s ESOLPopulation: • K-12 700+ students • K-1 stay at their “home” schools and receive services from traveling teachers • Center Schools: 4 Elementary (Carman Trails, Green Trails, Craig and Ross) • Middle (Central Middle, NEM 07-08) • High School (Central High and North High starting in 2009 – Levels 0-3/4, then “Monitor 1 and 2” • Our students come from over 50 countries and speak more than 40 languages

Why do we have ESOL: • 2000: With “No Child Left Behind,” the federal government mandated accountability for various sub-groups. • ELLs are one of these groups. Each district must provide services for ELLs – districts report to the state, and then the state reports to the federal government. There is federal money (Title III) available to help fund this program.

A typical Parkway ELL: • No such thing! • Temporary resident/refugee and/or immigrant (privacy laws). • Employment / education of parents • Educated background / background of extreme poverty – education interrupted or never formally begun (Sanel) • While proficiency can take time, younger students can acquire language quite quickly • Usually 7-9 years to reach fluency…we tend to get them in the 2nd-5th year

Role of ESOL teacher at Parkway North • Many hats • Flexible – push in/pull out/sheltered instruction • Working with problem areas and scaffolding student learning in each class in which they need help. • Parent liaison • Teacher Resource for assistance with ELLs

Cultural Shift: from native culture to Parkway…. • …and US public education! • The US system is different than most other countries…teacher/student interaction more formal in other countries (examples?) • Students stand when teacher comes in, sit when teacher says sit. How can that confuse an ELL? How can that confuse a teacher at North? • Teacher last name v. “Teacher” • Dress • Passive v. active learning culture (teacher is center of all knowledge in many cultures)

Reminders when speaking to a family of non-nativespeakers • Speak more slowly, not more loudly  • Tone and facial expression are very important to consider (the student needs to read all of these signals and understand what you are saying. It can be very confusing) • Limit slang (or be ready to explain it) • Limit idioms (or be ready to explain them) • Use simple language without being condescending • Ask family if they have questions. They may not feel comfortable initiating a question.

ELLs at Home • Students play many roles for their families and are sometimes under a lot of pressure outside of school to care for family and take on a more parental role. • It is important that students maintain their native language at home – communicating on a deep level with parents is absolutely essential. • Current research (Dr. Patricia Kuhl at the University of Washington) is proving that a multi-lingual upbringing is an asset to the intelligence of the child, especially in the area of mental dexterity.

ELLS in the US population • As of 2000, ELLs were the fastest- growing segment of the school-age population in the US. • 1 in 4 students are LEP(ELL) in many areas • 95% of students are LEP(ELL) in some areas • The ideal program supports SLA all day long with a variety of methods – no relegating to corner! • Law, Barbara and Mary Eckes. The More Than Just Surviving Handbook; ESL for Every Classroom Teacher. 2000. Winnipeg. Portage and Main Press.

Strategies for teaching ELLs Empathize Foster a sense of belonging Slow your rate of speech Use visuals whenever possible Honor a silent period Teach (Pre-teach) key words (website resources) Value bilingualism

Culture Shock • Don’t forget about “culture shock” in its many forms. • Euphoria of something new (honeymoon) • Exhaustion at having to figure things out all the time (honeymoon is over) • Withdrawal and silence (normal and necessary for some) • Frustration, depression, confusion • Gradual acceptance, assimilation • Reverse culture shock

Language Services – what does that mean? • Sometimes parents of ELLs mistake language services for SSD, or students are placed in remedial classes solely based on their English language ability. There can be a stigma attached based on cultural values. • Self-Esteem • Bilingual resources can help students understand the content of classes while providing a bridge to help close the language barrier gap. • ESOL teachers will assist students in improving their reading and writing skills in English • Language skills transfer from one language to another.

Second Language Development or SLA • Early Child Education Brief • 10 Essential Findings • 10-15 minutes in subject area groups • Each group will teach the rest of the groups 2 of the Essential Findings – see if you can think of specifics from your experience to support the findings. Do the findings raise other issues?

ESOL Levels • TESOL has developed a standard of ELL/ESOL levels • They range from level 1 (beginning) to level 5 (Advanced) • Handout – Placement issues for upcoming year. Please be vocal about how ELLs are doing in your classroom. We want to be sure they are correctly placed with appropriate support.

Diversity is the one true thing that we have in common. Celebrate it everyday. -anonymous -Embrace and highlight the ethnic diversity in your classroom with flags, bulletin boards, guest-speakers ex. Green Trails clocks, Thanksgiving “Feast”, Spring International Festival -Culturegrams Website -Student initiated projects

http://www.eslcafe.com/quiz/world1.html Culture quiz….

Top Ten Tips • Here are some more tips (handout) • What have you done that has worked for your students in the past? • Let’s share ideas! Butcher paper reporters for each subject area

Scaffolding Writing • Example of all of the resources out there to help us. We are not alone!

Final thoughts about ELLs Foster an appreciation for cultural diversity Be mindful of the difference in social language and academic language Learn as much as you can about your ELL’s first language

Additional Support • ESOL Website for North • Subject Specific Website links • Strategies for working with ELLs • Updated Resources in library for teachers and students • Ongoing discussion and meetings all year.

Questions??? Contact Jill Morey or any of the counselors in the guidance office. For a list of the names and extensions of the ESOL teachers in Parkway, go to the Curriculum and Development website and click on the ESOL department website Thank you and have a great year!!!

Across Cultures • http://www.youtube.com/watch?v=NMHJszvPmzs – Japanese Game Show • http://www.youtube.com/watch?v=NMHJszvPmzs – James Blunt • http://www.msnbc.msn.com/id/21134540/vp/31403354#27200009 – El Salvadorian family

ESOL English for Speakers of Other Languages