Rebecca Field, Ph.D. Director, Language in Education Division Caslon Publishing and Consulting...
45
Innovative Systemic Approaches to Educating Bilingual Learners: Introducing the Bilingual Common Core Language Arts Progressions Rebecca Field, Ph.D. Director, Language in Education Division Caslon Publishing and Consulting [email protected]www.caslonpublishing.com Featuring • Anaida Gonzalez- Fortiche • Michele Liguori- Alampi RCSD
Rebecca Field, Ph.D. Director, Language in Education Division
Caslon Publishing and Consulting [email protected][email protected] www.caslonpublishing.com Featuring Anaida
Gonzalez-Fortiche Michele Liguori-Alampi RCSD
Slide 2
Agenda MorningGetting started Big ideas Learning objectives and
language objectives Vocabulary notebook Introducing the Bilingual
Common Core Progressions Critical features of effective programs
for ELLs/bilingual learners The role of the content, language, and
literacy teachers Developing a PD plan to support your work
AfternoonUsing the Progressions in different types programs for
ELLs/bilingual learners How content, language, and literacy
teachers can use the Progressions in their classes Developing PD
around the Progressions for staff in your schools and districts
Next steps
Slide 3
Big Ideas English language learners are everyones
responsibility. Administrators, teachers, and leadership teams are
powerful agents for change. There is no one-size-fits-all approach
to educating ELLs/bilingual learners. Effective educational leaders
use sound theory, core principles, flexible frameworks, guiding
questions, and defensible evidence to inform their decisionmaking
about equity for ELLs/bilingual learners in their schools. Students
come first.
Slide 4
Learning Objectives Participants will be able to Identify
critical features of effective programs for ELLs/bilingual learners
Explain how content, language, and literacy teachers can
collaborate to ensure equity for ALL students, particularly
ELLs/bilingual learners Identify PD needs for different categories
of teachers who work with ELLs/bilingual learners in their schools
and districts. Note: Learning objectives are the same for all
participants/students
Slide 5
Language Objectives Participants will be able to Use
content-obligatory and content-compatible vocabulary orally and in
writing Conversational language, academic language Additive
bilingualism, subtractive bilingualism ELL, emergent bilingual,
bilingual learner Sheltering instruction, differentiating
instruction and assessment New Language Arts Progressions Home
Language Arts Progressions Student performance indicators Use oral
and written language to describe, identify, explain NOTE: Language
objectives are differentiated according to level of new and home
language development and other background factors
Slide 6
Developing academic vocabulary Demonstration: Vocabulary
notebook Word Connections/Questions Where have I heard it? What
does it remind me of? What questions do I have about it? Meaning(s)
From PD opportunities From professional conversations From written
texts Conversational fluency Academic language proficiency * * * *
* * * Additive bilingualism Subtractive bilingualism
Slide 7
New/Home Language Arts Progressions K-W-L-S KnowWant to
knowLearnedStill want to know
Slide 8
The Bilingual Common Core InitiativeThe Bilingual Common Core
Initiative: Creating an Optimal Learning Environment Bilingualism
as a resource 1. Flexible uses of language In the first two stages
Entering and Emerging students, regardless of their grade level,
can use their home language in order to access the content
Transitioning students can make use of their home language when
they have a need to Expanding and Commanding students will be
expected to use the new language 2. Five levels of language
progressions 3. The use of the four communicative modalities
Source: Velasco, P. (in preparation). Challenges and Changes the
Common Core Brings and the Implications for Language Learners.
Slide 9
New/Home Language Arts Progressions K-W-L-S KnowWant to
knowLearnedStill want to know
Slide 10
Positive Sociocultural Context Strong, knowledgeable leadership
and qualified teachers Resource orientation to linguistic and
cultural diversity Responsive to community strengths, needs, and
interests Shared responsibility for ELL education Balanced
assessment and accountability system Collaborative relationships
Perceived as a successful school Common Core-aligned content-area
instruction In two languages in bilingual programs In English in
content area classes in ESL programs Authentic assessments
Standards-driven ESL (new language) instruction Stand-alone ESL
class Pull-out ESL Push-in ESL Authentic assessments Support for
home language and biliteracy development In bilingual program In
home language program Creatively in English-medium program
Authentic assessments Critical features of effective programs for
ELLs/bilingual learners Adapted from Hamayan & Freeman Field
(2012), pp. 119. Critical features of effective programs for
bilingual learners Figure adapted from Hamayan & Freeman Field
(2012), pp. 119. Featured educators from Rochester, NY Anaida
Gonzalez-Fortiche Michele Liguori-Alampi
Slide 11
1. How do you structure instructional programs for
ELLs/bilingual learners? How does our district ensure that all
ELLs/bilingual learners have Access to comprehensible Common Core-
aligned content-area instruction in ELA, math, science, and social
studies? Opportunities to develop the oral and written academic
English they need to participate and achieve in all content area
instruction? Opportunities to use their home languages as resources
for learning, and continue to develop their home languages?
Slide 12
What principles can teachers use to guide their decision-making
about additional scaffolds for the ELLs/bilingual learners in their
classes? All teachers make decisions about the ways they use
languages in class... What kinds of language choices do teachers
make every day?
Slide 13
Striving for equity: Create school environments where each
individual feels valued and respected. Affirming identities:
Validate diverse cultural experiences in school policies and
classroom practices. Promoting additive bi/multilingualism: View
language minority students home language or languages as resources
for teaching and learning. Structuring for integration: Establish
inclusive policies and practices that encourage equal-status
relationships among and participation by different constituencies.
Its always a balancing act Go to de Jong (2012, pp.144-146 for
more). See also De Jong, Ester (2011). Foundations for
Multilingualism in Education. Philadelphia: Caslon.
www.caslonpublishing.comwww.caslonpublishing.com
Slide 14
2. How do ELL educators in your district work together to
ensure that ALL students, particularly ELLs/bilingual learners, can
succeed? a. Who are the ELL educators (teachers and administrators)
in our district)? Content teachers New language teachers Home
language teachers Specialists b. How do educators work together to
ensure that all ELLs/bilingual learners have equitable
opportunities to learn? c. What are our staff strengths and
challenges?
Slide 15
Content Teacher English-medium; bilingual Language Arts Math
Science Social Studies New Language Teacher ESL/ELD LOTE Home
Language Teacher Bilingual teacher (focus on language instruction)
LOTE (e.g., Spanish for Spanish speakers) Points of collaboration
E.g., Among ELA and ESL teachers using New Language Arts
Progressions and common content and language assessments Points of
collaboration E.g., Among ESL and bilingual teachers using New
Language Arts and Home Language Arts Progressions and common
content and language assessments Points of collaboration E.g.,
Among content teachers in English and another language using Home
Language Progressions and common content and language assessments
Points of collaboration E.g., Among content, home, and new language
teachers using New and Home Language Arts Progressions and common
content and language assessments ELLs are everyones responsibility,
and collaboration is critical!
Slide 16
3. How do you structure PD opportunities for ELL educators?
Teaching for Biliteracy: Strengthening Bridges between Languages
Michele Liguori-Alampi Anaida Gonzalez-Fortiche July 15-19, 2013
Purpose This 20 hour professional development series will assist
current teachers (bilingual and ESOL) and support staff working
with students enrolled in the RCSD bilingual program, understand
and apply the New York State Language Progressions and assist them
with techniques and strategies to design, develop and implement
units lessons that build linguistic bridges between Spanish and
English for both English language learners and Spanish language
learners within the bilingual classroom.
Slide 17
Monolingual, assimilationist perspective Multilingual,
sociocultural perspective Monolingualism is norm Minority languages
are problems Standardized, one-size-fits-all approaches that
educators uncritically implement with fidelity Fractional view of
bilingualism Language as autonomous code Transmission model of
teaching Standardized testing in English not related to learning
and teaching Subtractive programs, practices, policies favor
assimilation Linguistic/cultural diversity is norm Languages are
resources to develop Guiding principles/flexible frameworks that
educators draw on and adapt to specific contexts Holistic view of
bilingualism Languages/literacies as social practices
Constructivist learning and teaching Formative assessments tied to
learning and teaching in two languages Additive or developmental
programs, practices, and policies favor pluralism Ester J. de Jong,
2011 Principles for Decisionmaking 1.Striving for equity
2.Affirming identities 3.Promoting additive bilingualism
4.Structuring for integration
Slide 18
Ticket-out-the-door 1. What stood out? 2. What did you learn?
3. What can you use? 4. What questions do you have?
Slide 19
Rebecca Field, Ph.D. Director, Language in Education Division
Caslon Publishing and Consulting [email protected][email protected] www.caslonpublishing.com
Slide 20
Agenda MorningGetting started Big ideas Learning objectives and
language objectives Vocabulary notebook Introducing the Bilingual
Common Core Progressions Critical features of effective programs
for ELLs/bilingual learners The role of the content, language, and
literacy teachers Developing a PD plan to support your work
AfternoonUsing the Progressions in different types programs for
ELLs/bilingual learners How content, language, and literacy
teachers can use the Progressions in their classes Developing PD
around the Progressions for staff in your schools and districts
Next steps
Slide 21
Big Ideas The NY Bilingual Common Core New and Home Language
Arts Progressions are powerful tools for educators who work in any
type of instructional program for ELLs/bilingual learners and
students developing language and literacy in Language Arts. The New
and Home Language Arts Progressions can be used in different ways
/for different purposes depending on The instructional program
model (bilingual, ESL) for ELLs/bilingual learners implemented at
the district/school level The teachers (ELA, NLA, ESL, LOTE) who
implement the instructional program model for ELLs and other
language learners in their districts and schools. Informed
administrators, instructional leaders and PD providers customize
and differentiate their PD around the Progressions with attention
to their district and school program models and their teacher
needs.
Slide 22
Learning Objectives Participants will be able to Explain the
purpose(s) of the New and Home Language Arts Progressions Explain
how the Progressions can be used by different teachers (ELA,
Bilingual and ESL, LOTE) in different program models for bilingual
learners Identify PD needs for different categories of teachers who
will use the Progressions for different purposes. Note: Learning
objectives are the same for all participants/students
Slide 23
Language Objectives Participants will be able to Use
content-obligatory and content-compatible vocabulary orally and in
writing Conversational language, academic language Additive
bilingualism, subtractive bilingualism ELL, emergent bilingual,
bilingual learner Sheltering instruction, differentiating
instruction and assessment New Language Arts Progressions Home
Language Arts Progressions Student performance indicators Use oral
and written language to describe, identify, explain NOTE: Language
objectives are differentiated according to level of new and home
language development and other background factors
Slide 24
Building Background What do we know about program models for
ELLs/bilingual learners in our schools/districts? ESLTBE1-way B/DL
2-way B/DL LOTE 1. Who are the students? 2. What are the goals? 3.
How is the program structured? Key: ESL = English as a second
language TBE = Transitional bilingual education 1-way B/DL =
Bilingual/Dual language for ELLs only 2-way B/DL = Bilingual/Dual
language for ELLs and English speakers LOTE = Language other than
English
Slide 25
Positive Sociocultural Context Strong, knowledgeable leadership
and qualified teachers Resource orientation to linguistic and
cultural diversity Responsive to community strengths, needs, and
interests Shared responsibility for ELL education Balanced
assessment and accountability system Collaborative relationships
Perceived as a successful school Common Core-aligned content-area
instruction In two languages in bilingual programs In English in
content area classes in ESL programs Authentic assessments
Standards-driven ESL (new language) instruction Stand-alone ESL
class Pull-out ESL Push-in ESL Authentic assessments Support for
home language and biliteracy development In bilingual program In
home language program Creatively in English-medium program
Authentic assessments Critical features of effective programs for
bilingual learners (handout p. 7) Figure adapted from Hamayan &
Freeman Field (2012), pp. 119.
Slide 26
Table talk: Who teaches language arts in what language to
students from what language backgrounds at your school? ELA teacher
ESL teacher NLA teacher Bilingual teacher LOTE teacher English
language arts to English speakers (i.e., home language arts) Native
(e.g., Spanish) language arts to Spanish Speakers (i.e., home
language arts) English language arts to ELLs (i.e., new language
arts) Language arts in a language other than English to English
speakers (i.e., new language arts).
Slide 27
Take-away The New and Home Language Arts Progressions are
powerful tools for teachers working in any type of program model.
Different teachers use the NLAP and HLAP in different ways
depending on the students in their classes. Teams of teachers can
use the NLAP and HLAP to promote collaboration in different types
of instructional programs for ELLs/bilingual learners.
Slide 28
Content Teacher English-medium; bilingual Language Arts Math
Science Social Studies New Language Teacher ESL/ELD LOTE Home
Language Teacher Bilingual teacher (focus on language instruction)
LOTE (e.g., Spanish for Spanish speakers) Points of collaboration
E.g., Among ELA and ESL teachers using New Language Arts
Progressions and common content and language assessments Points of
collaboration E.g., Among ESL and bilingual teachers using New
Language Arts and Home Language Arts Progressions and common
content and language assessments Points of collaboration E.g.,
Among content teachers in English and another language using Home
Language Progressions and common content and language assessments
Points of collaboration E.g., Among content, home, and new language
teachers using New and Home Language Arts Progressions and common
content and language assessments ELLs are everyones responsibility,
and collaboration is critical!
Slide 29
Using the NLAP and HLAP Essential Questions for Reflective
Practitioners 1. Who are our students? English language
learners/bilingual learners/all students Levels of new language
progressions, home language progressions, literacy Prior schooling,
cultural considerations 2. What are our long-term and short-term
learning and language development targets and objectives?
Content/literacy/new and home language development 3. What can our
students do relative to our targets and objectives?
Content/literacy/new and home language development 4. What is
likely to be challenging for our students relative to our targets
and objectives? Content/literacy/new and home language development
5. What strategies can we use to ensure that all of our students
can engage with the activities we organize in our classes?
Differentiate according to new and home language and other
background factors 6. How can we assess our students performance
relative to our targets and objectives? Content/literacy/new and
home language development
Slide 30
1. Who are the ELLs/bilingual learners in my class? Marco is an
Entering ELL from the Dominican Republic who speaks Spanish. Marco
arrived in the United States earlier this year. The ESL teacher
determined informally that Marco can read and write in Spanish, but
probably below grade level. According to a common formative
assessment conducted by the teacher, Marco is Entering in
Listening, Entering in Speaking, Entering in Reading, and Entering
in Writing in English. Damaris is a Transitioning ELL who was born
in the continental United States into a Puerto Rican family that
speaks mostly Spanish at home and in the neighborhood. Damaris has
attended school in the US since kindergarten, and she has been in
pull-out ESL each year. There is no bilingual program at the
school, and Damaris has not learned to read and write in Spanish.
According to a common formative assessment conducted by the
teacher, Damaris is Commanding in Listening, Expanding in Speaking,
Transitioning in Reading, and Emerging in Writing in English. Ko
Than Nu is a Transitioning ELL from Burma who speaks Karen. Ko Than
Nu is a refugee and has been in the United States for two years. He
had no formal schooling before coming to the United States, nor had
he learned to read or write. When Ko Than Nu arrived, he was placed
in a newcomer/port of entry class that focused on literacy and
numeracy development, with attention to the cultural norms of US
schools and society. According to a common formative assessment
conducted by the teacher, Ko Than Nu is Expanding in Listening and
Speaking, and Emerging in Reading and Writing in English. Tasfiah
is a Transitioning ELL from Bangladesh who speaks Bengali. Tasfiah
arrived in the United States in the middle of last year. She has a
strong educational background which included English instruction
every year in Bangladesh. However, Tasfiahs English instruction
gave her little opportunity to speak English at school, and she has
had little exposure to American English prior to her arrival.
According to a common formative assessment conducted by the
teacher, Tasfiah is Emerging in Listening, Entering in Speaking,
Commanding in Reading, and Expanding in Writing in English. Go to
Funk, Alexander (2012). The Languages of New York : A CUNY-NYSIEB
Guide for Educators. New York: CUNY-NYSIEB.The Languages of New
York For more on Spanish, pp. 151-167; Karen, pp. 111-122; Bengali,
pp. 25-36)
Slide 31
2. What are our long-term and short-term goals and objectives?
Example: Common Core ELA standards Reading for Information Same
Common Core ELA Anchor and Grade Level Standards on NLAP and HLAP.
Same high academic demands for all students, regardless of their
level of new and home language development.
Slide 32
3a. What can our ELLs do with their new language (i.e.,
English) relative to the linguistic demands of the core
standards?
Slide 33
The Bilingual Common Core InitiativeThe Bilingual Common Core
Initiative: Creating an Optimal Learning Environment Bilingualism
as a resource 1. Flexible uses of language In the first two stages
Entering and Emerging students, regardless of their grade level,
can use their home language in order to access the content
Transitioning students can make use of their home language when
they have a need to Expanding and Commanding students will be
expected to use the new language 2. Five levels of language
progressions 3. The use of the four communicative modalities
Source: Velasco, P. (in preparation). Challenges and Changes the
Common Core Brings and the Implications for Language Learners.
Slide 34
What can your bilingual learners do with their home languages?
3b. What can our bilingual learners do with their home
languages?
Slide 35
The Bilingual Common Core HLAP and NLAP are not just about
ELLs! Remember ELA teachers can use the Home Language Arts
Progressions to differentiate instruction and assessment for the
English speakers in the classes. Furthermore Bilingual and LOTE
teachers can use the New Language Arts Progressions to
differentiate instruction and assessment for the English speakers
who are learning a language other than English in a dual language
or LOTE program.
Slide 36
4. What is likely to be challenging for our students relative
to our goals and objectives? Focus on linguistic demands of CCSS
What are the grade-level academic demands of this activity
sequence? What are the linguistic demands of this activity
sequence?
Slide 37
Flexible frameworks 5. What strategies can we use to ensure
that all students engage with the activities we organize in our
classes? The New and Home Language Arts Progressions provide
concrete answers to this critical question!
Slide 38
NLAP Reading for Information (RI) RI.4: RI 3.4 p. 1 What
strategies can ELA teachers use to differentiate listening and
reading instruction and assessment for Marco and Damaris?
Slide 39
NLAP Reading for Information (RI) RI.4: RI 3.4 p. 2 What
strategies can ELA teachers use to differentiate speaking and
writing instruction and assessment for Marco and Damaris?
Slide 40
You try it Look at the HLAP RI. 3.4 How might the ELA teacher
use this HLAP to support instruction in the ELA class for Marco and
Damaris? How might the NLA teacher use this HLAP to support
instruction in the NLA class for Marco and Damaris? How might the
ELA and NLA teacher collaborate to ensure that Marco and Damaris
can reach RI 3.4? Remember Academic language involves much more
than vocabulary
Slide 41
What do we mean academic language is about much more than
vocabulary? Look at NLAP RL 6.3 p. 3
Slide 42
Step 1: Find a partner to work with for this activity (if
possible - someone from your school/district, someone who is
working in the same type of program for ELLs/bilingual learners,
someone who is working with the same grade groups). Step 2: Turn to
page 9 of your handout. Your task is to answer question 6, with
attention to concrete next steps you need to take to further the
work. Step 3: Select a pair of progressions to work with HLAP and
NLAP RL. 3: RL 6.3 HLAP and NLAP RI. 4: RI 3.4 HLAP and NLAP SL. 4:
SL 1.4 HLAP and NLAP W. 5: W 11-12.5. Step 4: Discuss how you might
use the progressions in PD for the different teachers who work with
ELLs/bilingual learners in your district and schools. You may want
to refer to the diagrams on page 7 (critical features of effective
programs for ELLs/bilingual learners and page 8 (roles of the
content, language, and literacy teachers) to focus your discussion.
Step 5: Jot down your ideas on your handout, and share out with the
group. Task: Think-pair-share What kinds of PD do we need to
provide around the New and Home Language Arts Progressions in our
districts and schools?
Slide 43
NLAP and HLAPs suggest additional scaffolds and supports that
teachers can use within the context of Common Core-aligned Language
Arts instruction To be selected according to student level of new
and home language arts progressions Provide pre-identified key
words, sentences, and phrases, word banks or glossaries. Provide
sentence starters, cloze-type procedures, graphic organizers
(modeled, partially completed), and notemaking guides. Use
partnership and small-group discussions. Allow students to meet the
standard in new or home language, especially in the early stages.
Additional resources for teachers working with bilingual
learners..
Slide 44
Closing Reflections What stood out? What did you learn? What
can you use? What questions do you have?
Slide 45
Beeman, K. & Urow, C. (2012). Teaching for Biliteracy:
Strengthening Bridges between Languages. Cloud, N., Lakin, J.,
Leininger, E. & Maxwell, L. 2010. Teaching Adolescent English
Language Learners: Essential Strategies for Middle and High School.
De Jong, E. (2011). Foundations for Multilingualism in Education:
from Principles to Practice. Fairbairn, S. & Jones-Vo, S. 2010.
Differentiating Instruction and Assessment for English Language
Learners: A Guide for K-12 Teachers. Hamayan, E. & Freeman
Field, R. (Eds.). 2012. English Language Learners at School: A
Guide for Administrators, 2 nd ed. Hamayan, E., Marler, B.,
Sanchez-Lopez, C. & Damico, J. (2013). Special Education
Considerations for ELLs: Delivering a Continuum of Services, 2 nd
ed. Wagner, S. & King, T. 2012. Implementing Effective
Instruction for English Language Learners: 12 Key Practices for
Administrators, Teachers, and Leadership Teams. Wright, W. (2010).
Foundations for Teaching English Language Learners: Research,
Theory, Policy, and Practice. Professional Development Resources
from Caslon www.caslonpublishing.com