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The English Language Proficiency Standards (ELPS) MODULE 3: ELPS and Language Proficiency. Presented by the Brownsville Independent School District Bilingual Department Reference: Texas Education Agency and Region One Education Service Center. What does it look like?. Five E.L.P.S. Domains. - PowerPoint PPT Presentation
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The English Language Proficiency Standards (ELPS)
MODULE 3: ELPS and Language Proficiency
Presented by the Brownsville Independent School District Bilingual Department
Reference: Texas Education Agency and Region One Education Service Center
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What does it look like?
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Five E.L.P.S. Domains
ELPSELPS
Learning Strategies
ListeningWriting
SpeakingReading
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Language
Development
Social and Cultural Processes
(Collier, 1995)
Language Acquisition
AcademicDevelopment
CognitiveDevelopment
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Social vs. Academic Language
Social Language Academic LanguageSimpler language (shorter Technical vocabulary; written material hassentences, simpler longer sentences and more complexvocabulary and grammar) grammarUsually face-to-face, small Often lecture-style communicationnumber of people, informal or reading a textbook; little situationalsettings contextPrecise understanding is Precise understanding andseldom required description/explanation is required;
higher-order thinkingUsually simpler, familiar topics New and more difficult to understand(movies, friends, daily life) topics, knowledge is often abstract;
cognitively complex; student often hasless background knowledge to build on
Get many clues from expressions, gestures Fewer clues, most clues are language cluessocial context such as further explanationMany opportunities to clarify (look puzzled, More difficult to clarifyask questions, etc.)
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What Teachers Need to Know About Second Language Learning
Acquisition-Learning Hypothesis
The Natural Order Hypothesis
The Monitor Hypothesis
The Input Hypothesis
The Affective Filter Hypothesis
S. D. Krashen
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Needs of English Language Learners
Effective teachers providing: Affective support Cognitive support Linguistic support based on
language acquisition research
Focused instruction Modified texts Modified and differentiated
instruction Opportunities to demonstrate
mastery of knowledge and skills
Affective Domain
Confidence Self-assuranceConfidence Self-assurance
Instruction Instruction ProvidedProvided
in Spanish/ESL in Spanish/ESL to ensure...to ensure...
Positive home Positive EnglishPositive home Positive Englishcultural identity cultural identitycultural identity cultural identity
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Cognitive DomainInstruction providedInstruction providedin Spanish/ESL to in Spanish/ESL to
Ensure mastery in...Ensure mastery in...
Science Health
Math Social Studies
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Linguistic Domain
comprehension comprehension speakingspeaking
composition readingcomposition reading
Instruction provided inInstruction provided inSpanish/ESL toSpanish/ESL to
ensureensure mastery in...mastery in...
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11(Cummins, 1981) Cognitively Demanding
Cognitively Undemanding
Context Embedded (Concrete)
Context Reduced (Abstract)
Developing survival vocabulary
Following demonstrated directions
Participating in hands-on science and mathematics activities
Making maps, models, charts, and graphs
Solving math computational problems
Engaging in telephone conversations
Reading and writing for personal purposes: notes, lists, sketches, etc.
Understanding academic presentations without visuals or demonstrations: lectures
Solving math word problems without illustrations
Taking standardized achievement tests
What Teachers Need to Know About Second Language Learning (cont.)
1 2
3 4
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What Teachers Need to Know About Second Language Learning (cont.)
BICS CALP
Listen to Oral Directions Language DrillsPlay Simple Games Small Group Art and Music Activities
Reading Simple Developing Word BanksDirections
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Activities for Beginning ESL Students
Activities for Intermediate ESL Students
Lessons with demonstrations Higher level questioning activities
and illustrations Making models, charts, and maps in Social Studies in
small groups
Math word problems Writing short paragraphswith concrete references using wordbanksRead heavily illustrated Filling simple forms textbooks
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Activities for Advanced ESL Students
Discussions using higher Oral presentation activities
level questioning Discussions using higher
level questioning Hands-on Science
Activities
Reading for comprehension Multi-purpose composition
activities activitiesContent explanations with Writing for
publication
illustrations
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Beginning Level: Little or no ability, uses high frequency, routine words; in writing, typically lists, labels, copies.
Intermediate Level: Limited ability, understands and uses short, simple sentences. Uses present tense.
Advanced Level: Typically have grasp of basic verbs, tenses, grammar features and sentence patterns/ partial grasp of more complex verbs, tenses, grammar features and sentence patterns, needs support
Advanced High Level: Ability, with minimal support very close to native English speaking peers
Listening Speaking Reading Writing
Key Features of Each Proficiency Level
Source: TEA Assessment Division
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Academic Listening Sample
Good morning, class. Today we are going to study something brand new. It’s difficult, so I’m going to need everyone’s undivided attention. Open your books to page one hundred seventy-two. At the top of the page is the word “net.” Today’s lesson is about net. As it says in the definition in your book, in math, net is a two-dimensional model. The net of a cylinder is shown in your textbook. Does everyone see the rectangle and two circles? That’s the net of the cylinder.
What Might a Beginning Listener Understand?
TEA Assessment Division
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Academic Listening Sample
Good morning … Today … Open your books
to page one … top … page … Today’s …
book … math … two … book … rectangle …
two circles …
Beginning level
TEA Assessment Division
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Academic Listening Sample
Good morning, class. Today we are going to study … It’s
difficult … going to need everyone’s … Open your books
to page one hundred … top of the page … Today’s lesson
… your book, in math … two … cylinder … book …
rectangle and two circles … cylinder.
Intermediate level
TEA Assessment Division
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Academic Listening Sample
Good morning, class. Today we are
going to study something … new. It’s
difficult, so I’m going to need
everyone’s … Open your books to page
one hundred seventy-two. At the top of
the page is the word … Today’s lesson
is … definition in your book, in math,
net is a two … a cylinder is … in your
textbook. Does everyone see the
rectangle and two circles? … cylinder.Advanced level
TEA Assessment Division
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Academic Listening Sample
Good morning, class. Today we are going to study something brand new. It’s difficult, so I’m going to need everyone’s undivided attention. Open your books to page one hundred seventy-two. At the top of the page is the word “net.” Today’s lesson is about net. As it says in the definition in your book, in math, net is a two-dimensional model. The net of a cylinder is shown in your textbook. Does everyone see the rectangle and two circles? That’s the net of the cylinder. Advanced High level
TEA Assessment Division
CONTACT INFORMATION:Bilingual Director:
Alma Cardenas Rubio 548-8271
Lead Teachers
Maricela Camarillo 698-3195Norma Lopez 698-1326Pat Segura 698-0083
Dr. Paty Quesada 698-0081
Questions?http://www.bisd.us/Bilingual_Education/
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