SCHOOLING & CURRICULUM Filipino American Education Institute

1. SCHOOLING & CURRICULUMFilipino American Education Institute Dr. Doris Christopher –UH Manoa Sheri Livingston – Kalakaua Middle July 1, 2010

2. Part I. Schooling Background Educational Needs of Filipino Immigrant Students - Chattergy & Ongteco article – 1991 (from homework). • Group work

3. BICS: Basic Interpersonal Communication Skills Social language used in everyday interactions; playground language CALP: Cognitive Academic Language Proficiency Language used in schooling Part IIConceptual Background

4. How long? • 2 years = Conversational English (BICS) • 4 - 7 years = Academic English (CALP): • for bilingually* schooled students achieving on grade level in L1 to reach on grade level* in L2 (English). • 5 - 7 years = immigrants schooled all in the L2 • but who have had 2 - 5 years of schooling on grade level in the home country • 7 – 10 years = With no L1 instruction, schooled all in L2 P. 35 – 37 Thomas & Collier

5. Impacts • Bilingually* schooled students: • Can sustain their gains in L2 (English) as they move through secondary school. • But, ELLs schooled all in L2: • tend to go back down in achievement as they reach the upper grades (compared to native English speakers) • P. 35 – 37 Thomas & Collier

6. Impacts • At first, ELLs in grades K-3 (schooled all in L2) make dramatic gains! • can mislead admin & teachers to assume that this will continue. P. 35 – 37 Thomas & Collier

7. How does this happen? • True = ELLs in all program types achieve significant gains each year. • But ELLs schooled all in L2 may gain 6-8 months (out of 10-month academic yr) as they reach middle and high school • native English speakers gain 10 of the 10 months. • The gap becomes wider each academic year. P. 35 – 37 Thomas & Collier

8. WHY? (Does it take so long?) • Yes, language acquisition is a complex process that is also developmental But the main reason? • Native English speakers are not standing still waiting for ELLs to catch up with them. Thomas & Collier, p. 41

9. Non -Predictorsof academic achievement in L2 • Generalized socioeconomic status (SES) • is bound up with & not separable from others: • family aspirations/hopes • previous SES in home country • amount of parents’ formal schooling • Parents’ level of proficiency in English

10. Predictors of academic achievement in L2 Powerful predictors: • The amount of formal schooling in L1 • The most powerful predictor • Parental education level [some data to support this] • School program!

11. Type of L2 Instruction • Teach the English language AND the full curriculum in the L2 • Through ESL content, or • Sheltered academic instruction • In a socially supportive environment • Challenge ELLs to work at age-appropriate level through L2 • Make material meaningful for their level of proficiency in L2Thomas & Collier, p. 51

13. Knowledge of academic language: complex syntax academic vocabulary a complex discourse style Knowledge of specialized subject matter: the content of subjects such as algebra history literature, etc. CALP:What is Academic Language Proficiency?

14. In school: the language of story problems in math social studies science texts, and so on Outside of school: the language of business and finance science politics Academic Language: Used in school and the professions

15. Some Factors that Influence Literacy • L1 literacy in ELLs transfers to L2 literacy • If not literate in L1: • then ELLs will take longer to achieve literacy in their L2 (English) • Proficiency in academic language can then take 7-10 years

16. Homework Link • Principle #2: • Fluency in everyday conversation is not sufficient to ensure access to academic texts and tasks (NWREL 2008)

17. Homework Link Cont’d. - Academic English: • Is more complex • Has specific vocabulary • Has different syntactical forms • use of passive voice & the conditional • Is less dependent on context • which gives fewer clues to meaning • Relies on very precise references

18. Good Instruction - By Itself • Does not provide ELLs with the language development they need to build proficiency (NWREL, 2008, p. 7) • Therefore: working successfully with ELLs is not ‘just good teaching’

19. Comprehensible input information conveyed in a manner so that ELLs can understand most of it even if not every word (Krashen 1981) Modifications and supports Which depend on: language proficiency literacy background prior level of education ELLs Need

20. Stages of Language Acquisition • Handout: ‘Chart of Stages and Strategies’ • Silent/Receptive • Early Production • Speech Emergence • Intermediate/Advanced Proficiency • Handout: ‘CALLA: Academic Language Functions’

21. Part III: Scaffolded Reading Experiences [SRE] - Introduction • An SRE is a set ofactivities for • prereading, • during-reading, and • postreading • specifically designed to assist ELLs in successfully reading, understanding, and learning from a particular selection. (Fitzgerald & Graves, 2004, p. 15)

22. SRE Re-defined Analyzing, preparing, and implementing a successful reading experience for ELLs, no matter what the content area, by creating prereading, during reading, and post reading activities.

23. consider your students the text they are reading what you want them to gain from their reading Create a range of options that you prepare (for pre-, during, & post) To help them read To help them reach your objectives How??

24. Components for SREs • See component list – (handout)

25. Part IV: SRE Concept #1 • Activatingbackground knowledge differs from • Building background knowledge. [Principle #4, 2008 NWREL p. 22]

26. SRE Concept #1 - Example • Please read silently: “An ontological viewpoint does not negate the influence of otherness in the conception of self.”

27. SRE Concept #1 • Was that sentence easy or difficult to understand? • Why? [Discuss with a partner] • Reasons: • complex structure (use of negatives) • unknown or difficult topic • unknown vocabulary

28. Activate, or Build? • Activating background knowledge: • If a word is already known in the L1, then translating it, or giving the meaning, is • putting a new label on an already-understood concept. • [Vocabulary work]

29. Activate, or, Build • Building background knowledge: • If the concept or idea is new, then giving a new label [vocabulary work] is not enough. • You have to teach the concept AND provide the label.

30. SRE Concept #2:Length of SREs • Not all SREs must be long or extensive. • Structure of SREs – handouts • ‘Waves’ example • ‘The Girl Who Struck Out Babe Ruth’ example

31. SRE Concept #3: Literacy Skills • SREs do not teach emergent literacy skills • They do support, or scaffold, the reading experience for ELLs to help them access understanding via activities that include: • Prereading • During reading • Post-reading

32. SRE Concept #4: Make Your Instructional Delivery Comprehensible • Handout: ‘Top Ten Things Teachers Can Do’ • Add non-verbal cues to convey meaning through: • dramatization • gesture • pictures • graphic organizers • concrete objects(Peregoy & Boyle, p. 126)

33. Make Your Instructional Delivery Comprehensible – Cont’d. • Verbal strategies: • paraphrase • repeat key vocabulary in context • summarize main points • repeat information • review frequently • avoid idioms and slang • enunciate clearly without raising your voice. (Peregoy & Boyle, p. 126; Reed & Railsback, 2003, pg. 31-32)

34. SRE Concept #5: Use all 4 language skills • Incorporate listening, speaking, reading, and writing into an SRE as much as possible • These language skills interact and support each other. • Oral and written language are intertwined in our day-to-day lives. (Peregoy & Boyle, p. 119)

35. SRE Concept #5 Four Skills Cont’d. Listening and Reading • Are receptive* skills, but not passive • Listeners and readers actively take the speakers’ words and recreate the message to comprehend it. • Thus, when you assist students withlistening comprehension -- • you are assisting them withreading comprehension. (Peregoy & Boyle, p. 119)

36. SRE Concept #5 Four Skills Cont’d. Speaking and Writing • are productive uses of language • The speaker (or writer) must create the message for an audience. • Thus, when you assist students with spoken composition -- • you are assisting them with written composition. (Peregoy & Boyle, p. 119)

37. SRE Concept #6: Pre-reading • (Presenters will model this shortly)

38. SRE Concept #7:During Reading • (See list of Components handout)

39. SRE Concept #8:Post-Reading • Involves ELLs in processing the material in some way. • Not all reading selections are meant to be ‘digested’, but • some sort of postreading experience is often appropriate. • Trip analogy: Do you take a trip and promptly forget about it? • Or, do you keep the memory alive and scrapbook it, organize slides, a video, or photos to share? (Fitzgerald & Graves, p. 207)

40. Post-Reading • Postreading activities allow students to re-live the reading experience: • discover new insights to take • explore ways to act on those discoveries • extend ideas • explore new ways of thinking, doing, seeing • to invent and create • build bridges to other experiences, whether those take place in their lives or in other texts (Fitzgerald & Graves, p. 207)

41. Post-Reading • Students do more than recall what they have read and demonstrate understanding. They also: • “apply, analyze, synthesize, evaluate, and elaborate the information and ideas created through reading the text, and, • connect the information and ideas to their prior knowledge, • to other things they’ve read, • to information and ideas they already have, and • to the world in which they live.” (Fitzgerald & Graves, p. 206)

42. Part V. Modelingan SRE: Prereading • Using a content lesson • Materials to use: • Guidesheet for analysis of content lesson: • assumed prior knowledge • language components • CALLA for strategies & content areas • NWREL 2008 for content areas • Knowledge taxonomy verb list and sentence stems

43. Vocabulary • Some types: • Content-specific • General academic vocabulary • Idioms • Compound words

44. Math Set Table Times Plot Science Medium Common Words, butContent-Specific Meanings

45. The ‘+’ symbol can be referred to orally or in writing as: plus added to and combine sum increased by Subtraction can be signaled by: subtract from decreased by less minus differ less than (Peregoy & Boyle, p. 135) Math Vocabulary:Variety for same operation

46. Math content specific: hypotenuse parabola numerator denominator addend sum Math academic: combine describe Science example: (show vocab for on the human nervous system Hiebert, best practices for ELLs, page 5, slide 6 Other: Content-Specific vs General Academic Language

47. Other: Compound Words & Idioms • [show E. H. Hiebert, “1c_Hiebert.pdf” on the 5 vocabularies of school • page 3, slide 3

48. Examples Look at Look into Look around Look up Look through Look over Look after Meanings See Investigate Search Find (as in the dictionary) Scan Examine; study To take care of; care for Other: Phrasal Verbs

49. Part VI: SREs & Curriculum analysis by participants • Small group work on lessons • Participants analyze - using the same materials we modeled • Participant reports

50. Reference List • Chamot, A. U. and O’Malley, J. M. (1994). The CALLA handbook: Implementing the cognitive academic language learning approach. Reading, MA: Addison-Wesley. • Chattergy, Virgie and Ongteco, Belen C. (1991). Educational needs of Filipino immigrant students. In J. Y. Okamura, A. R. Agbayani, and M. T. Kerkvliet (Eds.), The Filipino American Experience in Hawaii: In commemoration of the 85th anniversary of Filipino Immigration to Hawaii, pp. 142 – 152. Social Process in Hawaii, vol 33. Department of Sociology: University of Hawaii at Manoa. • Cummins, J. (1984). The role of primary language development in promoting educational success for language minority students. In California State Department of Education, Sacramento Schooling and language minority students: A theoretical framework, pp 16 – 62. Washington, D.C.: Office of Bilingual Bicultural Education, Department of Education. ED 249 773. http://www.eric.ed.gov/ERICDocs • Cummins, J. (1979) Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, 19, 121-129. ED 184 334 http://www.eric.ed.gov/ERICDocs • Deussen, Theresa; Autio, Elizabeth; Miller, Bruce; Lockwood, Anne Turnbaugh; Stewart, Victoria. (2008). What teachers should know about instruction for English language learners: A report to Washington State. Portland, OR: Northwest Regional Educational Laboratory. http://educationnorthwest.org/resource/669