Best Practices for English Language Learners: Strategies for Academic Success
This presentation by Amber Arnold and Emma Wallerstein explores effective strategies for supporting English Language Learners (ELLs). Highlighting the significant proportion of ELLs within the ECP student body, the talk delves into key concepts of second language acquisition (SLA) and bilingual education, emphasizing the importance of language transfer and acculturation. Through research, interviews, and observations, best practices are identified, including sheltered classes and leveled books. The presentation underscores the positive impact of bilingualism and the critical role of mindset in student success.
Best Practices for English Language Learners: Strategies for Academic Success
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Presentation Transcript
Best practices for ells Presented by: Amber Arnold & Emma Wallerstein
Research Question • Question • Our Interests/Academic Background: Linguistics, Anthropology, & Education • Our Approach • Compile Previous Knowledge & Resources • Research: Second Lang Acquisition & Bilingual Ed • Interviews & Observations with ECP Staff • List Best ELL Practices & Strategies • Supplementary Notes & Materials
The facts • Approx. 40% of all ECP students are ELLs • Spanish accounts for 90% of the languages other than English spoken by ECP students • Two-thirds of ECP students primarily and/or exclusively speak a language other than English at home
SECOND LANGUAGE ACQUISITION (SLA) • The subconscious processes by which a person acquires a second language • Krashen’s SLA Theory • L2 acquisition requires natural and meaningful interaction in the target language • L2 acquisition requires comprehensible input in target language • Internal and external factors Emotions such as anxiety, self-doubt, & boredom affect process of L2 acquisition • Second language (L2) proficiency is mostly acquired under similar circumstances as with the first language (L1). • Many of the skills learned in the L1 can be transferred easily to the L2 (language transfer)
Bilingual education • Second language acquisition in the classroom through simultaneous L1 & L2 instruction • Models:Transitional, Dual Language Immersion, Developmental (see notes for details) • Premise: L1 literacy = L2 literacy • Goal = bilingualism & bilteracy
Language acculturation:bics vs. calp • Language Acculturation • Basic Interpersonal Communication Skills • Language skills needed in social situations • Usually develop within six months to two years after acculturating to host culture • Myth: A child is proficient in a language when they demonstrate good social English. • Cognitive Academic Language Proficiency • Formal academic learning – listening, speaking, writing, reading about subject area content material • Usually takes 5-7 years • If a child has no prior schooling or support in native language development, it may take 7-10 years for ELLs to catch up to their peers.
Bilingual education laws & Policies • Prop 227 • What proponents say: • What opponents say: • Implications: • Our Stance • Bilingualism & biliteracy has a positive influence on students’ cognitive and academic development. • Problem: “We have students trying to do all skill work in their L2, with no anchor in their L1” – Killian Betlach
Takeaway points • Acculturation: The beliefs and assumptions that we hold about ourselves, our abilities, and our basic qualities. • Language Acquisition: The beliefs and assumptions that our students hold about themselves, their abilities, and basic qualities ABSOLUTELY have impact on their motivation and success in school. • Key Points in Theory:
Best Ell practices & strategies • Strategies in Place at ECP • Sheltered classes • Leveled books • Rise Up • Heavy emphasis on teaching, practicing, and assessing vocabulary • SUTW approach
resources • Dweck, Carol S. Mindset: The New Psychology of Success. New York: Random House Inc, 2006. • Brooks, Robert.“The Power of Mindset: Creating a Positive School Climate”. http://www.drrobertbrooks.com/presentations/PositiveClimate.pdf
