Teaching English Language Teaching English Language learners: An Introductionlearners: An Introduction

Presented to Katy I.S.DPresented to Katy I.S.D

Jacel B. Morgan, Ed.DJacel B. Morgan, Ed.D

People HuntPeople Hunt

Find different people in order brainstorm a Find different people in order brainstorm a wide variety of ways to make the core wide variety of ways to make the core curriculum more understandable for curriculum more understandable for students who aren’t yet fluent in English.students who aren’t yet fluent in English.

Essential Components of aGOOD PROGRAM FOR

YOUR ENGLISH LEARNERS

Sheltered Instruction

A collection of techniques designed to make the core curriculum more comprehensible for English Learners, ideally for those who have reached intermediate fluency in Englsih.

What sherletered techniques do you use to make your curriculum clear?

ESL--English as a Second Language

Daily, level-specific, extra English (listening, speaking, reading, writing) just for your English Learners.

What is your school doing to ensure that your Englsih Learners receive this essential isntruction? How are the mainstream teachers supporting/connecting with the ESL teachers?

Native Language Support

The purpose of providing acadmic instruction in the students' native language is to make the curriculum maximally comprehensible until such time as the student can understand the core content in English.

What are some sources of first language support?

Texas Requirements to ESLTexas Requirements to ESL

According to Commissioner’s Rule in According to Commissioner’s Rule in Chapter 89, teachers must support students Chapter 89, teachers must support students by addressing the following needs:by addressing the following needs:

•Affective

•Cognitive

•Linguistic

Components of Sheltered Components of Sheltered InstructionInstruction

Modeling Hands-on activities Realia Commercially-made

pictures Teacher-made

pictures Overhead projector Demonstrations

Multimedia Timelines Graphs Bulletin boards Maps Globes Computers

Characteristics of Sheltered Characteristics of Sheltered InstructionInstruction

Comprehensible input Warm, affective environment High levels of student interaction, including Small-group and cooperative learning Student-centered More hands-on tasks Careful, comprehensive planning, including Selecting key concepts from core curriculum

Characteristics (cont.)Characteristics (cont.)

Well-planned lessons Time-on-task Use of student background Knowledge and experience Variety of delivery modes Grade-level content Checks for understanding Use of higher-order thinking skills Explicitly-stated lesson objectives

What Effective ESL Practices Look LikeWhat Effective ESL Practices Look Like

What Effective ESL Practices Sound LikeWhat Effective ESL Practices Sound Like

How well the student understands the How well the student understands the English in--English in--

Reacting to oral presentationsReacting to oral presentations Responding to text read aloudResponding to text read aloud Following directionsFollowing directions Cooperative group workCooperative group work Informal, social discourse with peersInformal, social discourse with peers Large-group and small-group interactions in Large-group and small-group interactions in

academic settingsacademic settings One-on-one interviewsOne-on-one interviews Individual student conferencesIndividual student conferences

How well the student speaks English in--How well the student speaks English in--

Cooperative group workCooperative group work Oral presentationsOral presentations Informal, social discourse with peersInformal, social discourse with peers Large-group and small-group interactions in Large-group and small-group interactions in

academic settingsacademic settings One-on-one interviewsOne-on-one interviews Classroom discussionsClassroom discussions Articulation of problem-solving strategiesArticulation of problem-solving strategies Individual student conferencesIndividual student conferences

How well the student understands How well the student understands English when--English when--

Paired readingPaired reading Read-alouds by teachers or othersRead-alouds by teachers or others Shared reading with big books, charts, overhead Shared reading with big books, charts, overhead

transparencies, other displaystransparencies, other displays Guided reading with leveled readers/textGuided reading with leveled readers/text Reading subject-area texts and related materialsReading subject-area texts and related materials Independent reading Independent reading Literature circlesLiterature circles Cooperative group workCooperative group work Reading response journalsReading response journals Sustained Silent ReadingSustained Silent Reading

How well the student writes English How well the student writes English during activities such as:during activities such as:

Journal writing for personal reflectionsJournal writing for personal reflections Shared writing and language experience dictationShared writing and language experience dictation Organization of thoughts and ideas through prewriting Organization of thoughts and ideas through prewriting

strategiesstrategies Writing assignments in various subject areasWriting assignments in various subject areas Publishing and presentingPublishing and presenting Making lists for specific purposesMaking lists for specific purposes Labeling pictures, objects, and items from projectsLabeling pictures, objects, and items from projects Cooperative group workCooperative group work Learning logs for content-area concept attainmentLearning logs for content-area concept attainment First draftsFirst drafts Revising and editing skill applicationRevising and editing skill application

Use Visuals—Google SearchUse Visuals—Google Search

www.google.comwww.google.com Menu: web|imagesMenu: web|images Language preferences—Spanish everything Language preferences—Spanish everything

will be in Spanishwill be in Spanish

Use Cooperative LearningUse Cooperative Learning

Increases achievementIncreases achievement Increases understandingIncreases understanding Cooperative Learning was invented for Cooperative Learning was invented for

DallasDallas Structured interactionStructured interaction

Tap into Prior KnowledgeTap into Prior Knowledge

Use Cognates (beware of false Use Cognates (beware of false cognatescognates

Provide visualsProvide visuals KWLKWL Develop SchemaDevelop Schema Use Total Physical Response Use Total Physical Response

(TPR)(TPR)

Use Native Language SupportUse Native Language Support

Use a little native language assistance for Use a little native language assistance for beginnersbeginners

Use peers or buddy system to help each Use peers or buddy system to help each otherother

Provide dictionaries in two languagesProvide dictionaries in two languages Provide web literature in native languageProvide web literature in native language Provide books in different languagesProvide books in different languages Use Google TranslationUse Google Translation

Sheltered InstructionSheltered Instruction

Sheltered instruction is just a bag Sheltered instruction is just a bag of tricksof tricks

Best for Intermediate and above Best for Intermediate and above studentsstudents

Should be used by all teachers Should be used by all teachers especially core content area especially core content area teachersteachers

Partner DiscussionPartner Discussion

Tell one reason why some students have Tell one reason why some students have difficulty reading texts. The textbook is not difficulty reading texts. The textbook is not the sole source of instruction.the sole source of instruction.

Possible ResponsesPossible Responses

Incomprehensive printIncomprehensive print I + 1 of students; Individual’s level of I + 1 of students; Individual’s level of

instruction (Krashen) plus informationinstruction (Krashen) plus information Print is beyond themPrint is beyond them Do not possess academic vocabularyDo not possess academic vocabulary Do not have prior knowledgeDo not have prior knowledge Textbook vocabulary is vocabulary of Textbook vocabulary is vocabulary of

testing programtesting program

Non-Sheltered InstructionNon-Sheltered Instruction

Read the textbook and don’t bother me.Read the textbook and don’t bother me. Rule of thumb: the number of minutes of Rule of thumb: the number of minutes of

direct instruction should not exceed the direct instruction should not exceed the number of years that they are old. number of years that they are old.

After the minutes expire, then do something After the minutes expire, then do something with the knowledge.with the knowledge.

Demonstrate--Spanish as a Demonstrate--Spanish as a Second LanguageSecond Language

Terremoto

AutopistaAutopista

Piligro de terremotoPiligro de terremoto

DemonstrationDemonstration

VisualsVisuals AudioAudio Special EffectSpecial Effect Dramatics, theatricsDramatics, theatrics You know that you have done a good job You know that you have done a good job

because you are exhausted at the end of the because you are exhausted at the end of the dayday

Errors that Students MakeErrors that Students Make

SpanishSpanish– Estephen Espeilberg, Estudents--linguistically Estephen Espeilberg, Estudents--linguistically

ground--phonological influences.ground--phonological influences. KoreanKorean

– Many book (no plural morphenes and don’t Many book (no plural morphenes and don’t conjugate verbs) Ex.: “ I already told you so conjugate verbs) Ex.: “ I already told you so many many bookbook.”..”.

Writing Sample ErrorsWriting Sample Errors

The things that I whould do for the people The things that I whould do for the people is to help to teching to spis to help to teching to spiick more ingleck more inglechch if if they don’t no. And teching who to rait and they don’t no. And teching who to rait and if they chust no inglech.if they chust no inglech.

Content areas should not think that errors Content areas should not think that errors are carelessare careless

False cognates False cognates

Instructional DevelopmentInstructional Development

You only acquire that which is in your You only acquire that which is in your reach. The “I + one”, is your instructional reach. The “I + one”, is your instructional developmentdevelopment

Forces that what you to submerge--sink or Forces that what you to submerge--sink or swimswim

Immerse--ok the “I + one”Immerse--ok the “I + one” ESL needs to be leveled (not by grade)ESL needs to be leveled (not by grade) All Levels in the same class is almost a All Levels in the same class is almost a

waste of timewaste of time