TExES Bilingual Education EC-4

1. TExES Bilingual Education EC-4 Presented by : Felipe Perez Alternative South Texas Educator Program A-Step.org EC-4 Bilingual - Phil Pérez

2. Test Framework for Field 103: • Number of Domains – 6 • Number of Competencies – 31 • Number of questions – 180 • Number of questions that count – 160 • Time allowed to take the exam – 5 hours EC-4 Bilingual - Phil Pérez

3. Domains • Bilingual Education • English Language Arts and Reading • Mathematics • Social Studies • Science • Fine Arts, Health, and Physical Education EC-4 Bilingual - Phil Pérez

4. Overview • Passing Scaled Score – 240 • Your Goal – 75% Accuracy Soc. Stud 9.5 Bi-Ed. 37.5% Lang. Arts 25% Math 9.5% Fine Arts Science. 9.5% Other P.E. Health EC-4 Bilingual - Phil Pérez

5. Vocabulary • Handout 1 • Define the terms as used in Bilingual Education (BE) • Use your own abbreviated definitions • Make notes to study before the test EC-4 Bilingual - Phil Pérez

6. Historical Background of B.E. EC-4 Bilingual - Phil Pérez

7. 1959 Cuban immigrate to Florida The Cuban community forms a public bilingual education school Coral Way school is the first public school to offer bilingual education Johnson’s War on Poverty opens the way for B.E. in public schools Civil Rights allows people to use their native in the classroom Federal legislation moves toward B.E. Public School Bilingual Education is born EC-4 Bilingual - Phil Pérez

8. Federal Legislation • 1964 – Civil Rights Act people cannot be discriminated because of origin, Language or religion • 1968 – Bilingual Education Act (BEA) provides for LEP students • 1974 – BEA reauthorized by congress • 1978 – BEA amended, transitional B.E. and participation of non-LEP students EC-4 Bilingual - Phil Pérez

9. Federal Legislation (continued) • 1984 BEA allows maintenance models and encourages family involvement and teacher training • 1988 BEA gives more funding to states and offer alternative programs -ESL • 1994 BEA is rewritten to reflect current research (professional development, language maintenance programs, foreign language instruction and continued research/evaluation) EC-4 Bilingual - Phil Pérez

10. State Legislation • 1967 California BEA • 1971 Massachusetts passes mandate for B.E. • 1974 Texas and California pass mandates for B.E. (after Lau v. Nichols). Other states follow EC-4 Bilingual - Phil Pérez

11. Relevant Court Cases EC-4 Bilingual - Phil Pérez

12. Relevant Court Cases (cont’d) EC-4 Bilingual - Phil Pérez

13. Bilingual Education in Canada • The Canadian model (mid 1960’s) • An experiment in immersion • Native English speakers learn content areas in French • 2nd language has to be valued by students and parents • Results have been very positive EC-4 Bilingual - Phil Pérez

14. Types of immersion (learning in L2) • Total immersion (100%) • Partial immersion (40%-60%) • Early total immersion (K-2) • Late immersion (secondary school) • Delayed immersion (4th or 5th) • Double immersion (2 other valued languages) EC-4 Bilingual - Phil Pérez

15. LPAC and LEP (handout #2) • BICS –Basic Interpersonal Communications Skills • CALP – Cognitive Academic Language Proficiency. • ESL – English as a Second Language • LPAC – Language Proficiency Assessment Committee EC-4 Bilingual - Phil Pérez

16. LPAC and LEP continued • Home language survey- a survey to new students and returning students to determine the child’s home language. • What language is spoken at home most of the time? • What language do you (or your child) speak most of the time? • LEP – Limited English Proficiency. EC-4 Bilingual - Phil Pérez

17. Models of BE (handout #3) • Transitional – early/late • Maintenance • 2 Way or Dual Language • ESL EC-4 Bilingual - Phil Pérez

18. Linguistic concepts Language components: (languages are systems of communications) • Phonology • Morphology • Syntax • Pragmatics EC-4 Bilingual - Phil Pérez

19. Linguistic concepts (cont’d) • Phonemes-smallest unit of sound (for example: /c/at, /c/ar) • Phonology – study of sound system of language • Stress – emphasis placed on syllable • Pitch – rise/fall of voice • Juncture – break between syllables/words (for example: ice cream/I scream) EC-4 Bilingual - Phil Pérez

20. Linguistic concepts (cont’d) • Morpheme – smallest unit of meaning in language (ie. Re in redo, s in cars) • Syntax – order in which words occur in sentence • Semantics – meaning attached to linguistic unit, (word/phrase) • Pragmatics- use of certain language for situation EC-4 Bilingual - Phil Pérez

21. L1 acquisition • listening stage before speaking • series of stages (cooing or crying, babbling, 1 word utterance / beginning of speech, 2 word utterance, then gradual development of essential vocabulary) • parents provide vocabulary • usually interpersonal communication in L1 is complete by 5/6 yrs old • academic language is acquired in school EC-4 Bilingual - Phil Pérez

22. Native Language Acquisition Theories: • Behaviorist • Nativist • Cognitive • Social EC-4 Bilingual - Phil Pérez

23. Native Language Acquisition Theories: • Behaviorist - language is learned by repetition (stimulus /response) • Nativist – we are born with it • Cognitive – language and thought or cognitive development are closely related • Social – language is a function of the child's environment (adults drive development) EC-4 Bilingual - Phil Pérez

24. Second Language Acquisition • Same as L1, except the parents aren’t the teachers , the teachers are the ones who provide the teaching and encouragement. EC-4 Bilingual - Phil Pérez

25. SLA according to Krashan • Comprehensible output • Monitor • Acquisition vs. learning • Affective Filter • Natural Order EC-4 Bilingual - Phil Pérez

26. SLA according to Krashan Comprehensible input can also be referred to as I+1. Use language one step above child’s oral level EC-4 Bilingual - Phil Pérez

27. SLA according to Krashan Monitor – based on what a student can write or speak. This takes time because student needs to learn the correctness of L2 EC-4 Bilingual - Phil Pérez

28. SLA according to Krashan Acquisition vs. learning language that is picked up along the way is better than that which is learned in a classroom setting EC-4 Bilingual - Phil Pérez

29. SLA according to Krashan Affective Filter: anxiety and motivation levels affect learning second language (L2 = AF). EC-4 Bilingual - Phil Pérez

30. SLA according to Krashan Natural Order-follows L1 language Order, but has these stages: a)      silent period b)      early speech c)      speech emergence d)      intermediate fluent e) advanced stage EC-4 Bilingual - Phil Pérez

31. How to apply SLA • L1 should be used as bridge to learning English • Students should be taught all basic academic skills in L1 until academic competence has been mastered • L2 takes 4-8 years – BICS may happen sooner, but CALP will take time • When assessing students, make sure and consider age and linguistic levels. They may have a delay in development if L1 is not used when needed. EC-4 Bilingual - Phil Pérez

32. Interrelatedness and inter-dependence • Teachers should emphasize 1st and 2nd language are alike and transfer of linguistic form from 1st to 2nd • L1 language concept transfer to L2 • Comprehension skill transfer from Spanish (100%) ie main idea, detail, etc • Phonics transfer (90%) Spanish to English EC-4 Bilingual - Phil Pérez

33. Interrelatedness and inter-dependence (cont’d) • Math 100% • Students just need to have vocabulary to transfer concepts • Teachers need to help student transfer knowledge to English (encourage, assist) EC-4 Bilingual - Phil Pérez

34. Approaches to ESL • TPR –total physical response & audio-motor unit • students respond to commands • As student learns, he/she gives commands • use of visual/context material • designed to develop listening/speaking abilities • approach for beginners • Sheltered approach (slide 41) EC-4 Bilingual - Phil Pérez

35. Approaches to ESL(cont’d) • Natural approach to ESL • Teaches language with lots of props and visuals • Opportunities for natural communication in context • Use of music, drama and “real life” experiences • Encourage communicative competence EC-4 Bilingual - Phil Pérez

36. Stages of cognitive development • Sensorimotor (1 mo. – 2yrs) – learns from senses/motor activity • Preoperational (2-7 yrs) learns from experiences w/world • Concrete –(7-12 yrs)associates with real experiences, can’t manipulate conditions mentally without experiences • Formal –(12-17) deals with abstractions, form hypotheses, mental manipulation EC-4 Bilingual - Phil Pérez

37. Emergent literacy (EL) The steps or stages students take when learning to read and write in a natural setting. EC-4 Bilingual - Phil Pérez

38. Critical Concepts of Emergent literacy • Make real connections between L1  L2 • engage students (what’s next exercises) • writing from child’s experience (stories in L1) EC-4 Bilingual - Phil Pérez

39. Stages of Emerging literacy Random scribbling (random marks on paper/wall). Scribble drawing (mark resemble pictures that may be associated with feelings or ideas). Scribble writing (letter like symbols). EC-4 Bilingual - Phil Pérez

40. Stages of Emerging literacy (cont’d) 4. Inventive Spelling a. Prephonemic (student makes marks that may resemble letters, he/she may begin to write their own name). b. Phonemic (he/she makes sound associations, each letter may represent a sound) c. Transitional (student sees patterns in words or spellings). d. Conventional (regular spelling begins). EC-4 Bilingual - Phil Pérez

41. Sheltered English • used for students at BICS level, but not at CALP • using SLA (Krashan’s), pick best ESL model to use • use word banks, reading & study skills for LEPs EC-4 Bilingual - Phil Pérez

42. Sheltered English (cont’d) • encourage cooperative learning • use any and all methods to create learning (visuals, models, educational items, etc) EC-4 Bilingual - Phil Pérez

43. Cooperative learning • Defined as • teaching approach where students work together in groups to learn EC-4 Bilingual - Phil Pérez

44. Cooperative learning (cont’d) • Form heterogeneous (mixed/diverse) groups 4-6 weeks • Students work in groups, but each is responsible for his/her work • Students need to work at their own pace, some start slow/others fast • Students need to be taught how to teach each other EC-4 Bilingual - Phil Pérez

45. Bilingual Educator Has to be prepared to use all the resources available to provide the learning environment to fit the student’s needs (consider student’s background carefully). EC-4 Bilingual - Phil Pérez

46. Internet Links • www.tea.state.tx.us/teks/ • www.texesstudy.com • www.google.com - search for bilingual education, ESL, Emergent Literacy, SLA, bilingual education models • http://www.texes.nesinc.com/prepmanuals/PDFs/TExES_fld103_prepmanual.pdf • http://www.excet.nesinc.com/prepmanuals/prepman_opener.htm EC-4 Bilingual - Phil Pérez

47. TExES Bilingual Education EC-4 Presented by : Felipe Perez Staff@a-step.org Alternative South Texas Educator Program A-Step.org EC-4 Bilingual - Phil Pérez