1 / 19

Integrating Academic Language and ELL Instructional Needs into Opportunity To Learn Measures

Integrating Academic Language and ELL Instructional Needs into Opportunity To Learn Measures. Christy Kim Boscardin & Barbara Jones Zenaida Aguirre-Muñoz CRESST Conference 2005.

iona-cleveland
Télécharger la présentation

Integrating Academic Language and ELL Instructional Needs into Opportunity To Learn Measures

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Integrating Academic Language and ELL Instructional Needs into Opportunity To Learn Measures Christy Kim Boscardin & Barbara Jones Zenaida Aguirre-Muñoz CRESST Conference 2005 UCLA Graduate School of Education & Information StudiesCenter for the Study of EvaluationNational Center for Research on Evaluation, Standards, and Student Testing

  2. Background • Focus on Academic Language • Analysis of student writing • Background on academic language • Functional Linguistic Approach

  3. Functional Linguistics • Serving dual purposes • Building teacher capacity • Impact on student writing • Defining academic language within Functional Linguistics Framework • Provides general framework for examining language • Examines discourse patterns associated with the context and genre of writing

  4. ELL Sensitive Instruction • Sheltered Content Instruction • Scaffolded Instruction • Instructional Conversations • Extended Discourse

  5. Teacher Expertise & Experience Preparation and Training Years teaching Knowledge of content & associated academic language ELL OTL Indicators • Content Exposure • Content & Language Objectives • Content Coverage (e.g., literary analysis) • Academic Language (e.g., field, tenor, mode) • Access & Development • Delivery Format • ELL Process Strategies (e.g., scaffolded, direct, an individualized instruction) • Second Language Acquisition (e.g., modified input, rate of speech) • Feedback & Assessment

  6. Current Study • What is the impact of academic language and other OTL indicators on ELL and non-ELL language arts performance?

  7. Method • Teacher Training: • 4 day workshop • 2 day follow-up training • Sample: • 32 teachers – 21 trained • 1,606 middle school students – about 50% ELLs

  8. Instruments • LAPA • Survey • Classroom Observations • Teacher Interviews

  9. Capturing OTL in Classrooms • Content Coverage: Academic Language • Teachers with knowledge of academic language structures, specifically functional grammar, were better able to identify and articulate areas of instructional need and more likely to provide detailed instructional plans to address these needs. • Content Coverage: Literary Analysis & Writing Process • A great majority of teachers conducted instruction on literary analysis after reading text, and utilized a process oriented approach to writing.

  10. Capturing OTL in Classrooms • Access & Development: Delivery Format • Direct instruction appeared to be the preferred method of delivery with whole group instruction as the most frequently used process strategy. • Access & Development: ELL Process Strategies • Most teachers indicated that they scaffolded instruction using techniques such as think alouds and procedural scaffolding thru explicit teaching, graphic displays (organizers and visuals), and modeling.

  11. Capturing OTL in Classrooms • Access & Development: Second Language Acquisition • Few teachers indicated the use of second language acquisition strategies, though modified speech was the most regularly observed. • Access & Development: Feedback & Assessment (operationalized as instruction during the LAPA) • Non-trained teachers mainly indicated instructing students on surface qualities of writing. • Approximately two thirds of the trained teachers provided more systematic and in-depth support, especially regarding functional grammar.

  12. OTL and Student Performance • Positive effect of functional grammar implementation • Gender difference • Proportion of ELL negatively associated with outcome • No achievement gap between ELL & EO

  13. Conclusions • Academic Language (ELL content coverage) • General Process Strategies • ELL Process Strategies • Assessment Practices & Preparation

  14. Discussion • Academic Language in other content areas • Triangulation • Development of ELL sensitive OTL measures

  15. Performance Assessment Prompt • In a work of literature, a heroic character is often someone with extraordinary courage or ability who performs noble deeds or makes sacrifices. However, an ordinary person who faces extraordinary challenges can also be a heroic character. • Select a heroic character from a literary work you have read in class this year. Using specific details from the text, explain why you think this character is heroic. Some of the things you can write about are the character’s: • physical and personality traits • impact on the story • thoughts and motivations • actions and relationships with other characters INSTRUMENTS

  16. Teacher OTL Survey • teacher content expertise • standard content coverage • ELL content coverage • ELL process strategies, • classroom assessment practices INSTRUMENTS

  17. Classroom Observation • Building Background • Comprehensible Input • Strategies • Interaction • Practice/application • Lesson Delivery INSTRUMENTS

  18. Interview Protocol • Teacher background • Implementations status of academic language • ELL specific processes INSTRUMENTS

  19. Functional Grammar Implementation • Insert graph here OTL & STDT PERF

More Related