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Learning Gap Linked to ELL/ LEP Instruction

Learning Gap Linked to ELL/ LEP Instruction. Osterling – EDCI516-B01 Summer 2002. Objectives. As a result of this class, students will be able to add information to their knowledge base about SLA and literacy . They will continue to link class readings and discussion to classroom practice.

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Learning Gap Linked to ELL/ LEP Instruction

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  1. Learning Gap Linked toELL/ LEP Instruction Osterling – EDCI516-B01 Summer 2002

  2. Objectives • As a result of this class, students will be able to add information to their knowledge base about SLA and literacy. • They will continue to link class readings and discussion to classroom practice. • They will gain an understanding of some of the research currently being conducted with SLLs. EDCI 516-B01 Summer 2002

  3. ELL/ LEA Challenges • Assist students develop: • Cognitive, • Linguistic, • Social abilities. • While they struggle with the multiple challenges of: • Language acquisition; • Academic learning; • Social adaptation. EDCI 516-B01 Summer 2002

  4. Research Question • How can we take the strengths that ELL/ LEP bring to school and enliven the school experience by connecting it in meaningful ways to their lives, deepening their knowledge? EDCI 516-B01 Summer 2002

  5. Our GoalCreating a Global Community Life-Long Learners EDCI 516-B01 Summer 2002

  6. Underlying Assumption • No single approach or program model works best in every situation. • Many different approaches can be successful when implemented well. • Local conditions, choices, and innovation are critical ingredients of success. EDCI 516-B01 Summer 2002

  7. ELL/ LEP Students • 4,416,580 students enrolled in public schools (PK -12). 1999-2000 school year. • 9.3% of total public student enrollment. • Some 400 different world languages. • 76.6% are Spanish-speakers. • Some 40 percent never graduate from high school. EDCI 516-B01 Summer 2002

  8. What Are the Most Common Language Groups for LEP Students?Anneka Kindler, NCBE • In 1999-2000, states reported over 400 languages spoken by ELL/ LEP students nationwide. • Spanish (76%); • Vietnamese (2.3%); • Hmong (2.2%); • Haitian Creole (1.1%); • Korean (1.1%); • Cantonese (1.0%).  • All other language groups represented less than 1% of the LEP student population.  • http://www.ncbe.gwu.edu/askncbe/faqs/05toplangs.htm EDCI 516-B01 Summer 2002

  9. Black & Hispanic: Growth EDCI 516-B01 Summer 2002

  10. Theorists EDCI 516-B01 Summer 2002

  11. Bilingualism: Additive / Subtractive EDCI 516-B01 Summer 2002

  12. Basic Interpersonal Communication Skills. Aspects of communication used daily in routine communication exchanges. Cognitive Academic Language Proficiency. CALP skills are those that are necessary for literacy obtainment and academic success. Cummins: BICS & CALP EDCI 516-B01 Summer 2002

  13. Bilingual EducationBridging and Building EDCI 516-B01 Summer 2002

  14. Wide RangeMethods and Programs

  15. Content Literacy Language Academic Needs of L2/Bilingual Learners EDCI 516-B01 Summer 2002

  16. Bilingual Education in the US: 1950s – 1960s • In 1958, following the Soviet launching of the first artificial earth satellite, curriculum reforms resulted in improved instruction not only in math and science, but in foreign languages (Gonzalez, 1979). • Cuban revolution (1959) brought many new Spanish-speaking residents to southern Florida. EDCI 516-B01 Summer 2002

  17. Miami’s Coral Way Elementary School • America’s oldest 20th century public bilingual school. • In 1963, Coral Way responded to the educational needs of Cuban children who began arriving in the early 1960s by becoming a bilingual school. EDCI 516-B01 Summer 2002

  18. Forty years later:Two-Way Bilingual Immersion Programs in the U.S. • 260 programs in 23 states. All meet three of the following criteria: • Integration: Language-minority and language-majority students are integrated for at least 50% of instructional time at all grade levels • Instruction: Content and literacy instruction in both languages is provided to all students. • Population: Within the program, there is a balance of language-minority and language-majority students, with each group making up between one-third and two-thirds of the total student population EDCI 516-B01 Summer 2002

  19. Models of Bilingual Education Sources of Differences • Goals & objectives • Cultural, linguistic & pedagogical assumptions • Use of L1 & L2 as a medium of instruction • Use of L2 teaching methodology • Grouping & placement procedures EDCI 516-B01 Summer 2002

  20. Many Different Methods EDCI 516-B01 Summer 2002

  21. U.S. Challenges in L2 Education • Teacher preparation & professional development • Program selection, design and implementation to fit local goals & needs • Second-language and academic content instruction based on high academic standards EDCI 516-B01 Summer 2002

  22. Some Common Terms & Labels Bilingual Education • Submersion & Immersion • Transitional bilingual education (TBE) • Mainstreaming • Dual Language Program/ Dual Immersion/ Two-Way Immersion/ Two Way Bilingual Education. EDCI 516-B01 Summer 2002

  23. Submersion or “Sink or Swim” • Provides little or no structured support for second language learning • Assumes that some, possibly most, students will fail if they don’t learn English fast enough to keep up in the mainstream • Tends to “blame the victim” for failures of the system EDCI 516-B01 Summer 2002

  24. English as a Second Language • Sets aside time for direct teaching of English skills using second-language methodology • Preferably intensive, but often inadequate in duration and concentration • Can be fragmented; not easily transferred to core curriculum • Can be accompanied by low expectations EDCI 516-B01 Summer 2002

  25. ESL Pullout • Least effective and most costly model – requires extra ESL resource teachers. • Most common type of program for ELL. • ELL/ LEP students miss important academic subjects. EDCI 516-B01 Summer 2002

  26. ESL Content Classes Sheltered Instruction • ELL/ LEP students receive access simultaneously to both the English language and academic content-math, science, and social studies. EDCI 516-B01 Summer 2002

  27. Content-Area InstructionSpecially Designed Academic Instruction in English (SDAIE) • Focuses on teaching content (social studies, math, science, etc.) with modifications for intermediate language proficiency • Strong emphasis on developing conceptual understanding and L2 literacy • Maintains high expectations, but assumes a lag in development of native-speaker equivalent language and academic skills EDCI 516-B01 Summer 2002

  28. English Immersion • Instruction is entirely in “simplified” English so ELL/ LEP students can learn English and academic subjects. EDCI 516-B01 Summer 2002

  29. Structured English Immersion • An over-extended term that loosely describes a program for educating language minority students in English • Intended to be a spiraling standards-based curriculum designed according to principles and research in second-language acquisition. EDCI 516-B01 Summer 2002

  30. Transitional Bilingual EducationTBE L1 & TL • Teaches literacy in students’ primary language • Uses second language teaching methodology • Phases in L2 as a medium of instruction • Requires structured content-area instruction according to students’ language proficiency EDCI 516-B01 Summer 2002

  31. K 1 2 3 Early Reading Sheltered Reading Content ESL Transitional Reading Content Language Arts ESL Pre-reading & early reading skills Basic Concepts Social Skills English Spanish Reading/ LanguageArts Content Reading/ Language Arts Content Enrichment The Transitional Model of Bilingual Education Unknown Concepts -- Known Language Known Concepts -- Unknown Language

  32. Spanish Literacy Literacy Block: LiteratureStudies & Thematic Units Read aloud Oral Language Emergent Literacy Independent Reading Musical-Art-Cultural Activities Content Areas Math Science Social Studies { 1. Concept Development in Spanish 2. ESL Reinforcement Spanish Monolinguals Bilingual Students = Bilingual Instruction

  33. Enrichment Models EDCI 516-B01 Summer 2002

  34. Total or Partial Immersion • Requires fully trained bilingual teachers • Uses the target language (L2) as a medium of instruction • Has full biliteracy as its principle goal and outcome • Assumes that advantages of bilingualism compensate for delayed academics EDCI 516-B01 Summer 2002

  35. Dual Immersion • Students with different first languages are grouped so that each learns the other group’s language • Promotes true additive bilingualism and biculturalism • Demonstrated to enhance cognitive abilities as well as language & academic skills EDCI 516-B01 Summer 2002

  36. L2 (Spanish) Proficiency Native English Speakers L1 (English)Literacy & Content Knowledge Goal: Bilingualism + Biliteracy L1 (Spanish)Literacy & Content Knowledge Native Spanish Speakers L2 (English) Proficiency K through 6th Grades Dual Immersion Model

  37. Dominant Language Instruction Bilingual Teacher Non-Bilingual Teacher Literacy Block: 90 to 180 Minutes Spanish-English Literacy English Monolingual Bilingual Spanish Monolingual Second Language Instruction (Spanish) (English) Bilingual Guided & Independent Reading Content Area Block: 90 to 180 Minutes Social Studies/Science/Math Dominant Language Instruction Alternatives

  38. Dual Language Instruction • Transitional Bilingual Education • Dual or Two Way Immersion • Content-based Foreign Language Instruction with L2 used as a medium of instruction EDCI 516-B01 Summer 2002

  39. English Language Development • Focus is on language teaching using L2 methods • Designed for lower levels of language proficiency • Emphasis is on listening, speaking & early literacy instruction • Organized around themes based on academic standards in the content areas EDCI 516-B01 Summer 2002

  40. Factors in Selection of aBilingual Education Model • Demographic characteristics of students and the community • Legal mandates • Available resources • Commitment to language minority education • Program implementation and effectiveness EDCI 516-B01 Summer 2002

  41. Dual Language Instructional Model-Program Congruency • The chosen model of bilingual education must provide guidelines and procedures that are congruent with teachers’ beliefs about effective dual language instruction. • Teachers’ beliefs must be congruent with their patterns of language use in the classroom. • Actual patterns of language use in program implementation must be congruent with the theoretical principles expressed in the model of dual language instruction. EDCI 516-B01 Summer 2002

  42. Principles of Effective Language Minority Program Implementation • Full and faithful implementation of a sound model of language minority education will lead to an effective program. • An unsound model of L2 education will not yield an effective language minority program EDCI 516-B01 Summer 2002

  43. Bilingual Education: Overview Web Sites Source: Education Week on the Web, special issue on Bilingual Education http://www.edweek.org/context/topics/issuespage.cfm?id=8 EDCI 516-B01 Summer 2002

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