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Supporting the needsSupporting the needsof Limited Englishof Limited English
Proficient (LEP)Proficient (LEP)studentsstudents
Vicky BriosoVicky BriosoBilingual/ESOL , Title IIIBilingual/ESOL , Title III
CoordinatorCoordinator
Bilingual/ESOL Reading Resource TeachersBilingual/ESOL Reading Resource TeachersBarbara DayBarbara DayBunny FryeBunny Frye
Amalia Pares-PomerantzAmalia Pares-PomerantzVivian SuarezVivian Suarez
754-321-2965754-321-2965
The Office of English LanguageAcquisition in the U.S. Departmentof Education reports that between1990 and 2000, the population ofstudents learning English as a secondLanguage in America’s schools doubledfrom 2.2 million to 4.4 million. (Education Week 2003)
Broward CountyBroward CountyPublic SchoolsPublic Schools
StatisticsStatistics(February 2005)(February 2005)
276,185 studentsTotal Enrollment
Broward County
56 Languages168 Countries
Foreign Born StudentEnrollment
42,421
Broward CountyBroward CountyPublic SchoolsPublic Schools
(February 2005)(February 2005)
LEP Student Enrollment Monarch High School27,159 (13%) 193 (Total LEP)
Spanish 16,263 83Haitian-Creole 6,926 8Portuguese 1,127 91
others 11
Broward County
Broward CountyBroward CountyPublic SchoolsPublic Schools
(February 2005)(February 2005)
LEP Student Enrollment 36,714 (13%)
Spanish 16,609Haitian-Creole 6,988Portuguese 1,204
Broward County
PRIMARY OBJECTIVE OF THEPRIMARY OBJECTIVE OF THEESOLESOL PROGRAM... PROGRAM...
Help LEP studentsHelp LEP studentsdevelop competent levelsdevelop competent levelsof the English languageof the English languageto:to:• communicate in social settings• achieve academically in all content areas.• use language in socially and culturally appropriate ways.
Language Acquisition Is a Long-Term ProcessLanguage Acquisition Is a Long-Term Process
Language learning is a complex, multifacetedprocess that encompasses academic and
cultural knowledge as well asbasic communicative skills.
Di Tri Berrese
Uans appona taim uas triberrese: mamma berre, pappaberrere, e bebi berre. Levi inne contrinire foresta. NAISE AUS. (Nomugheggia) Uanne dei pappa,mamma, e beibi go tooda bice, afurghette locche di doore.
Multiple factors influence rates ofacquisition:
Educational background
1st language literacy level
Learning style
Cognitive style
What has been your experience with ELL?What has been your experience with ELL?
(Questionnaire)(Questionnaire)
asicasic
nterpersonalnterpersonal
ommunication ommunication
kills kills
ognitive ognitive
cademiccademic
anguageanguage
roficiencyroficiency
TimeframeTimeframe
Language AcquisitionLanguage Acquisition
Social language Skills in English
2 years
Academic Language Proficiency takes
From 5 to 7 years
NewcomersNewcomersLow Level EnglishLow Level English
ProficiencyProficiencyA1-A2A1-A2
Students comprehendmore complex messagesthan they can produce.
“Silent Period”
ELL StudentELL Student ELL StrategiesELL StrategiesFollow simple commands
Point
Respond with movement
Use simplified speech
Use gestures/acting out
Use pointing
Use frequent repetition
Use props, visuals
Model/demonstrateInclude flash cards, pictures,Teach survival vocabularyModify text
A1-A2A1-A2
ELL studentsELL students ELL StrategiesELL Strategies
Basic/IntermediateBasic/Intermediate
One word responsesShort utterances
Use language in a relevant way
Ask questions that can be answered with yes/no and either/or responses
A2-B1A2-B1
•Yes/No - Are you hungry? Either/or - Is this a book or a pencil?•What is this? It’s a ________________•General Question -What is in your book bag?
Encourage lists of words
*Direct error correction for students at these stagesis inappropriate. You need to model/demonstrate thecorrect response in context.
ExamplesExamplesA2-B1A2-B1
Beginning of more fluentBeginning of more fluentVerbal CommunicationVerbal Communication B1-B2B1-B2
Respond in the form of morecomplex phrases and sentences.
ELL StudentsELL Students ELL StrategiesELL StrategiesThey will use theThey will use thelanguage more freelylanguage more freelywith peers.with peers.
Ask questions: Ask questions:
-why?-why?
-how?-how?
-describe...-describe...
-talk about...-talk about...
Use graphic organizers, visuals, objects,Use graphic organizers, visuals, objects,focus on key points. Review grade levelfocus on key points. Review grade levelvocabulary; use dictionary/thesaurus.vocabulary; use dictionary/thesaurus.
B1-B2B1-B2
TheEnemies ofLearning
KWhat we know
WWhat we want to know
LWhat we have learned
Venn Diagram
Different Alike Different
Graphic OrganizersGraphic Organizers
One Sentence Summary Frame Example
This article/information/story about _____beginswith the idea that ______________, develops theidea that _______________________, and ends bysaying _____________________.
Comparison Frame
____ (is, are) the same as _________ in severalways. First of all, ______________________.Secondly, _____________________________. Inaddition, ___________________________. Finally,_____________________. It is clear that _______and _______ are alike in many respects.
Intermediate/AdvancedIntermediate/AdvancedLevelLevel B2-C1B2-C1
• Students will use the language in social settings fluently.• They may have difficulties with abstract concepts.
ELL StudentsELL Students ELL StrategiesELL StrategiesParticipates in readingParticipates in readingand writing activitiesand writing activitiesto acquire newto acquire newinformation.information.
Use graphic Use graphic organizers to organizers to develop concepts. develop concepts.
Expand literacy Expand literacy
through content. through content.
Use audio books and read aloudsUse audio books and read aloudsto model and assist with theto model and assist with the
development of fluency.development of fluency.
B2-C1B2-C1
ESOL Instructional Strategies MatrixESOL Instructional Strategies MatrixTHE SCHOOL BOARD OF BROWARD COUNTY, FLORIDA
BILINGUAL/FOREIGN LANGUAGE/ESOL EDUCATION DEPARTMENT – ESOLINSTRUCTIONAL STRATEGIES MATRIX
A.Methodologies/Approaches
B.Visuals
• GraphicOrganizers
A1 Total Physical Response (TPR)A2 Natural ApproachA3 Cognitive Academic Language Learning (CALLA)A4 Whole Language ApproachA5 Language Experience Approach (LEA)A6 Retelling a StoryA7 Activating Prior Knowledge B1 Flow ChartsB2 MapsB3 ChartsB4 GraphsB5 PicturesB6 Semantic Webbing/MappingB7 T-ChartsB8 Venn DiagramsB9 Story MapsB10 TimelinesB11 Computer/Software
E.ModifiedClass Work(Based on Levelof EnglishProficiency)
E1 Vary Complexity of AssignmentE2 One-on-One Instruction with Teacher or AideE3 Modify Nature of Assignment/Timing/SchedulingE4 Substitute Diagram for ParagraphE5 Use of Home Language for Instruction/Bil.DictionariesE6 Explain Key ConceptsE7 Repeat/Paraphrase/Slow DownE8 Vocabulary with Context CluesE9 Reading with a Specific PurposeE10 Use Simple, Direct Language (Limit Idioms)E11 Use all Modalities/Learning StylesE12 Provide Meaningful Language PracticeE13 Drills (Substitution, Expansion, Paraphrase,
Repetition)E14 Matching with VisualsE15 Unscramble Sentences, Words, VisualsE16 Categorize VocabularyE17 Context CluesE18 Outline Notes
• Other Audio/Visuals
C.Interactive Strategies
• CooperativeLearningActivities
D.Other InteractiveStrategies
B12 RealiaB13 Videos/Films/CD ROMB14 DemonstrationsB15 CaptioningB16 LabelingB17 Music/SongsB18 Jazz Chants/RapsB19 Cassettes-Music/Books
B20 Language Master C1 Peer BuddyC2 Small Group ActivitiesC3 Pairs and ThreesC4 JigsawC5 “Corners”C6 Think/Pair/ShareC7 Group Reports, ProjectsC8 Panel Discussions/DebateC9 Choral Reading/Read Around Groups D1 Field TripD2 K-W-L (Know/Wants to Know/Learned)D3 Role PlayD4 GamesD5 Dialogue Journals
F.MulticulturalResources
G.AlternativeAssessmentInstruments
E19 Directed Reading/Thinking Activity (DRTA)E20 Semantic Feature AnalysisE21 SQ3R (Survey, Question, Read, Recite, Review)E22 SummarizingE23 NotetakingE24 WordbanksE25 RepetitionE26 Question-Answer Relationship (QAR) _____________F1 Guest SpeakersF2 Use of Community ResourcesF3 Cultural SharingF4 Varied Holiday Activities G1 InterviewG2 Content RetellingG3 Content DictationG4 Cloze ProcedureG5 Graphic RepresentationG6 Student Self-rating and EvaluationG7 Teacher Rating ChecklistG8 Writing SampleG9 Group Testing / Flexible Setting
G10 Observation/AnecdotalG11 Portfolio
Modifications and Accommodations For Modifications and Accommodations For LEP Students:LEP Students:
•Flexible Setting (G-9)
•Flexible Scheduling (E-3)
•Limited Assistance in the Heritage Language(E-5)
•Use of Heritage to English Dictionary (E-5)
“Can make a difference”
If these students come to think of themselves as unique,free to choose their identity, to emphasize their racial
and ethnic group ties as much or as little as they wish,and if they come to understand that they belong in thecountry in which they live, they will have an excellent
chance of going far if they acquire solid skills.
Abigail Thernstrom and Stephan ThernstromNo Excuses:Closing the Racial Gap in Learning
RememberRemember…….... . .
Second Language Acquisition
The Use of Second Language Instructional Strategies
A Safe and Welcoming Place