1. ELD 101 The Bottom-Line BASICS of English Language Development (Connie Williams, 2008)

2. The “WH” Questions • What is ELD? • Who gets ELD? • Who delivers it? • Where does it happen? • When does it take place? • How often? • Why do I need to do it? • How do I do it? • With what do I do it?

3. What is ELD? • Discipline • Systematic delivery of language • Methodology • Programmatic requirement • Critical for achieving high levels of oral and written discourse • Part of the blue print for schooling ELs • A Performing Art

4. Three Dimensions of Language Form Use Meaning

5. Paradigm Shift • Change • Revolution • Pendulum seeing • A new way of thinking • An earthquake • New educational assumption

6. The ELD Timeline 1970 1985 Present Balanced Focus Focus on Form Meaning Use (Function) Form Focus on Meaning 2005

7. Prior Paradigm (1985-2005) • Exposure to comprehensible input (C.I.) • Engagement • Low-anxiety (no error correction) • Focus on communication: “get language naturally” • Language through content, a vehicle • “Focus on something other than language.”

8. Challenging the Paradigm • Complexity of Language (Wong Fillmore/Snow) • Distinction between Conversational and Academic Language (Cummins/Hakuta) • False Dichotomy of Acquisition vs. Learning (Krashen/McLaughlin) • The Acquisition/Explicit Instruction Debate (Wong Fillmore and Snow, CA Literature Project) • Adoption of ESL/ELD State Standards (and TESOL)

9. Research Behind the Paradigm Shift Counter argument by McLaughlin, (1992) Myths and Realities • Children learn English quickly and easily • Children have acquired English once they can speak it • Children learn in the same way

10. Led to questions: • Exposure and Engagement • Is C.I. enough??? • Role of teacher ??? • Role of correction???

11. Research on Explicit Instruction Canale and Swain (1980) • One group: Emphasis on real communication • Other group: Formal instruction • Conclusion: Argument for both • McLaughlin (1985) Some aspects language need explicit instruction

12. Research on Explicit Instruction Scarcella (1996) L2 Learners at UC Irvine- Two Problems • Limited Vocabulary (misuse, non-academic) • Limited Grammar (misuse of articles, pronouns, and nouns/misuse of verb tenses/inability to handle causative and conditional structures) • Conclusion: Argument for explicit instruction Wong Fillmore and Snow (2000) • Explicit teaching of teaching structure and uses is the most effective way to help English Learners”

13. Changing Role of the Teacher Past Paradigm • Teacher as a facilitator: Guide on the side” • Error acceptance: Model, model, model • Implicit instruction (no real agenda)

14. Changing Role of the Teacher Current Paradigm • Teacher as language teacher all the time: • “Sage on the stage” as well as the Guide on the side” • Error Correction: Model, practice, practice • Explicit instruction (highlight it, call it out, explain it)

15. Closing the Gap • A high level of oral and academic discourse • No room for “function failure”! • No tolerance for “grammatical gaps”! • English learners will understand, speak, read, and write at a level equal to that of an English-only student working at least at grade level and do it all within five years while maintaining a high level of proficiency in their mother tongue.

16. Where do we begin? The BIG Four • On the schedule • Differentiated by level • Focused on language objectives • Interactive

17. To speak a second language is to have second soul Charlemagne