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The Changing Role of the ESL Teacher
Judie HaynesNJTESOL/NJBE
Spring Conference 2016
When did you start teaching ESL?
Get into groups that best represent when you started to teach ESL.
Brainstorm what’s changed 1980 and before 1990 2000 2010 After 2010
.
Teacher Discussion
Discuss with a partner: 1. What are the biggest changes in your
teaching methods and environment since you started to teach?”
2. How do you feel about the change in teaching?
What Changed?
ESL teachers experienced:
• Shift to push-in or collaborative teaching • Requirements that ESL teach with grade
level texts• Emphasis on research-based teaching
methods
What Changed?
• Content teachers are expected to be teachers of content and language
• ESL teachers are often expected to use materials and methods that they feel are inappropriate for ELLs
Key Challenges for ESL Teachers
ELLs;• are often placed in classes where instruction is
aligned to rigorous content standards. • need to develop conceptual understanding of the
content• learn how to complete analytical tasks
Valdés, Kibler, and Walqu Changes in the Expertise of ESL Professionals: Knowledge and Action in an Era of New Standards
Key Challenges for ESL Teachers
ELLs need to know:• a repertoire of strategies to construct
meaning from academic talk and complex text
• how to participate in academic discussions, and to express themselves in writing across a variety of academic situations.
Key Challenges for ESL Teachers
Inclusion of ELLs in new standards-aligned instruction in the content area classroom ELLs need to learn:• strategies necessary to comprehend and use
language in a variety of academic settings so that ELLs can function in “inclusive” standards-based classrooms
How Teachers can Meet the Challenges of Collaboration with Others
1. Informal conversations before or after school
2. Curriculum alignment3. Planning of instruction 4. co-developing classroom materials, and common assessments
Collaboration
There are several models of coteaching. Key to a successful collaboration is: • roles of each teacher are clearly defined and • both teachers’ strengths are honored. • many ESL teachers complain that they are treated
like aides in the classroom
The Changing Role of the ESL Teacher from TESOL blog by Shaeley Santiago.http://blog.tesol.org/the-changing-role-of-the-esl-teacher/#sthash.1sBlbW6v.dpuf
According to Many Researchers
According to Honigsfeld and Dove in their book, Common Core for the Not So Common Learner :• Instructional approaches such as co-teaching have
a greater potential for a positive impact on ELLs (although they require more time and resources for adequate implementation.)
• Teaching in isolation is no longer a viable option to ensure student achievement. It’s time for ESL and content teachers to join forces for the benefit of all our students.
ESL Teachers’ Role in Professional Development
The specialized training of ESL teachers in SLA and their training in working with families from diverse cultural backgrounds can used to provide professional development for the entire staff. (Staehr-Fenner)
ESL Teachers’ Role in Professional Development
ESL teachers can also provide professional development through • Mentoring • modeling strategies beneficial for ELLs.
sheltered content instruction, participating in a Professional Learning
Community (PLC) with content-area colleagues.
Standards-Aligned Instruction for ELLs
School reformers believe that standard-based instruction:• Leverages home language(s), cultural assets,
and prior knowledge. • Is rigorous, grade-level appropriate• Provides deliberate and appropriate
scaffolds.
How is this type of instructiondelivered in the ESL classroom?
Pull-out vs. Push-in ESL Programs
Lively discussions on the NJTESOL/NJBE member hotlist about this issue.• pull-out ESL vs. having ESL teachers push-
in to the general education classroom is still a hot-button issue for practitioners in the field.
Benefits of Pull-out vs. Push-in
ESL teachers can:• teach grade level content using appropriate
materials and text for ELLs.• easily differentiate instruction for ELLs of
varying ELD levels in the same class • collaborate with classroom/subject area
teachers on content.
Benefits of Push-in vs. Pull-out
Through collaboration, ESL teachers can: • collaborate in planning lessons that give ELLs
the academic language they need to succeed in content area classes
• Model teaching strategies for ELs • demonstrate what makes ESL teachers
experts in teaching language
Adapted from TESOL blog by Monica Schnee
Benefits of Push-in vs. Pull-out
ESL teachers can:• work in small groups to differentiate
instruction • Scaffold instruction so ELs can participate in
content classes at every level of proficiency • provide a continuity of instruction that is
seamless for the learner
Adapted from TESOL blog by Monica Schnee
Benefits of Push-in vs. Pull-out
• learn what the quality of English-speakers’ language is like.
• ensure that ELLs’ experiences are valued in the general education classroom
• give students appropriate comprehensible input and lower the affective filter.
Monica Schnee: http://blog.tesol.org/pull-out-vs-push-in-esl-programs-in-elementary-schools/#sthash.QrCJ7GHa.dpuf
Hybrid Model
Monica Schnee says in a recent blog “the key to students’ success is to offer ESL instruction in the classroom and also to pull out ELLs at the lower levels of acquisition for an extra ESL period a day to meet the social-instructional and basic academic language needs.z” She calls this a hybrid model of ESL instruction.”
Push in vs. pull-out programs in the elementary school: http://blog.tesol.org/pull-out-vs-push-in-esl-programs-in-elementary-schools/#sthash.QrCJ7GHa.dpuf
Push-in or Pull-out? Why?
Discuss with a small group what you think of the hybrid model. Report groups’ thoughts.
My Info
Email: [email protected]: @judiehaynes#ELLCHAT- Monday nights at 9PM on TwitterPublications: The Essential Guide for Educating Beginning English Learners https://us.corwin.com/en-us/nam/the-essential-guide-for-educating-beginning-english-learners/book237736
