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Features of Effective Language Programs

Features of Effective Language Programs . EDS 352A 7 October 2013. Tonight’s Outcomes. Discuss language program models for linguistic minority students and mainstream English students (readings) Identify the requirements for teachers in each of these settings

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Features of Effective Language Programs

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  1. Features of Effective Language Programs EDS 352A 7 October 2013

  2. Tonight’s Outcomes • Discuss language program models for linguistic minority students and mainstream English students (readings) • Identify the requirements for teachers in each of these settings • Identify the diversity of students in bilingual programs (typologies of ELs) and issues they may be facing • Understand requirements for Home-School-Community Project

  3. Tonight’s Activities • Jigsaw reading responses • Expert groups • Mixed groups • Requirements for Program Types • Literature activity • Typologies of English Learners • Assignment overview • For next week

  4. Reading Response #1: Jigsaw Reading Group Assignments: • Lindholm-Leary & Genessee(Alternative Programs): • Group 1: read pp. 323-346 • Group 2: read pp. 346- 367 • CA World Language (Foreign Language) Framework • Group 3: read pp. 4-36 • Short & Boysen(Newcomer Programs): • Group 4: read Executive Summary and Chapter 3 For each of the assigned readings, record notes in the following categories. • Who do the programs serve? • What are the program goals? • What are the main features of the program(s) you read about? • How does the information compare with what you have already learned through readings, observations and/or experiences? • What were the most interesting features in your opinion? Why? Upload your notes (about 1 page) to Ted.ucsd.edu and bring a copy to class for discussion.

  5. The Program Placement Process • Parent/guardian completes Home Language Survey upon student’s first enrollment • If Language(s) = English = English Only (EO) • If Language(s) Other Than English (LOTE) = Tested on CELDT • CELDT Results • Full English Proficient (FEP) OR English Learner (EL) • Reclassification • CELDT Proficiency • Academic Achievement • Continued monitoring of students who have been reclassified as full English proficient (R-FEP)

  6. CA Credential Requirements * In development

  7. BLA & SS: World Language Requirements

  8. Typologies of English Learners (Olsen) • Accelerated, College Bound • Newly Arrived, in the ESL Sequence • Underschooled (Sometimes referred to as “Students with Interrupted Formal Education” or SIFE) • Long-Term English Learners (LTEL)

  9. Looking closer • As many as 80-91% of EL’s in US secondary schools were born in the US and have been in US schools since kindergarten. They may have command of oral English proficiency in conversational settings but lack academic language. • 9-20% of the EL population in US secondary schools are newcomers or refugees, and the majority of them are SIFE (2 or more years of interrupted education).

  10. Across all CA districts59% of secondary school ELs are long term(103,635 in sample)

  11. Trends in California schools2000-2010 • Large increase of students in mainstream placement (no services) • Large reduction in primary language instruction (from 12% to 5%) • Approximately one in ten with ELD only • The majority in Structured English Immersion/ ELD plus SDAIE – large increase (from 35% to 55%)

  12. Comparison between EL groups over time

  13. Facts & Resources About English Learners • http://www.cde.ca.gov/ds/sd/cb/cefelfacts.asp • EDS 352A Resources Page

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