Esl pd training materials and handouts

PROJECT DESTINYTRAINING MATERIALS

PROPELLING ENGLISH LANGUAGE LEARNERS TO

THEIR DESTINIES

BY CATHY YAUN

With your help & commitmentyou will see

A transformation (as if by magic)

A marked change in character, CONDITION, or FUNCTION

A change in form or HABITS

SO WHAT DO I NEED TO KNOW ABOUT MYESL STUDENTS?

CULTURE: WHAT IS IT?

•It’s a set of eyes through which we view the world.

•Our cultural viewpoint impacts our behavior, attitudes, and perceptions .

•Cultures are heterogeneous, meaning there are subgroups within every culture.

•Culture is constantly changing.

•We learn about our own culture through enculturation •(the subconscious learning from an early age.)

•Every culture has hidden codes and messages.

•THE BOTTOM LINE:

•Culture is not what we SEE; it’s actually what we DON’T see:• attitudes, •beliefs, and

•viewpoints of the world.SOURCE:DeCapua, A., & Wintergerst, A. C. (2004). Crossing cultures in the language classroom. Ann Arbor: University of Michigan Press.

WHAT HAPPENS WHEN MY STUDENT MUST CROSS CULTURE?

•Two world collide…•How?

•Beliefs – a person’s convictions•Values – an ideal or standard•Norms – what is considered ‘normal’ •Taboos – No no’s in a culture•Attitudes – Emotional Reactions

•These elements change from culture to culture and even within subgoups . •ESL students must INTERPRET these underlying, hidden messages of culture.•Any conflict of these elements represents a culture clash. SOURCE:

DeCapua, A., & Wintergerst, A. C. (2004). Crossing cultures in the language classroom. Ann Arbor: University of Michigan Press.

CULTURE ACTIVITIES

1) Defining Culture – p. 30-31

2) Old Woman; Young Lady – p. 33-37

SOURCE:DeCapua, A., & Wintergerst, A. C. (2004). Crossing cultures in the language classroom. Ann Arbor: University of Michigan Press.

CULTURE SHOCK: HOW DO I RECOGNIZE IT?

• Happens during adjustment (acculturation)

• Contains 4 Phases• Honeymoon• Hostility• Humor• I want to go HOME!


CULTURE SHOCK:SIGNS & SYMPTOMS


•Shutting down•Tired•A dislike of school•Desire to just quit•Crying•Angry•Hurting other students•Unwilling to do work•Emotional pain•Uncomfortable•Rebellion

CULTURAL VALUES & SOCIETAL ROLES?

WHAT’S THE CONNECTION?

• Values and roles vary from culture to culture

• Cultural values defined• Standards that spell

out what a person should and should NOT do

• Social role defined• The way one is

EXPECTED to behave in a certain cultureSOURCE:

DeCapua, A., & Wintergerst, A. C. (2004). Crossing cultures in the language classroom. Ann Arbor: University of Michigan Press.

TYPES OF SOCIETAL ROLES?

•Ascribed roles – “roles that derive from biological facts (gender/age/birth).

•Achieved roles – “roles a person attains through education, marriage, training, hard work, etc.”


CULTURAL VALUES & SOCIETAL ROLES?

WHAT’S THE CONNECTION?

• Problems in “crossing cultures”• Ethnocentrism – my way

is best!• Stereotypes –clumping

everyone together• Misunderstandings

• *Stereotype Activity – p. 87


HOW DO WE BRIDGE THIS “CROSS OVER” OF CULTURE?

• LEARN about cultural characteristics of EVERY student’s culture

• Understand THOSE you teach

• Help students analyze the conflicts & differences

• Culturally-responsive teaching is crucial to helping your ELL succeed!

• *Activity: Role PlaySOURCE:DeCapua, A., & Wintergerst, A. C. (2004). Crossing cultures in the language classroom. Ann Arbor: University of Michigan Press.

Non-verbal Communication Defined: Communication without words Helps decode meaning CAN be misinterpreted if you are NOT

culturally responsive Changes from culture to culture

The type of NV behavior The “intended message” The “frequency and use of” NV behavior


Is it all about what they say?


Functions of non-verbal communication

Expressing emotions Reinforcing verbal messages Being a sub for verbal communication Contradicting verbal messages Managing communicative situations Conveying messages in ritualized forms



Types of non-verbal communication Proxemics (use of space) – personal

space/bubble Kinesics (body movements that accompany

speech) Haptics (touch behavior) Chronemics – (usage and importance of time) Silence – (absence of talk) Culturally-responsive teachers educate

THEMSELVES on culturally-specific characteristics


Wow! Really?

Body language “conveys up to 80 percent” of our message.


I know…this is how you feelBut it’s easier than you think

Schools in the year 2012 will replace all teachers with circus performers…

CONTENT-BASED INSTRUCTION FOR ESL

STUDENTS

BE SURE YOUR STUDENTS LEARN ABOUT SOMETHING WHILE ALSO LEARNING THE

LANGUAGE

http://iteslj.org/Articles/Davies-CBI.html

Characteristics of Content-Based Instruction

ESL students in grade-level content classes ESL students with their American peers “Language across curriculum” (content AND

language objectives) Differentiation is key ESL achievement is both academic & linguistic ALL students win with ESL strategies

Source: Herrera, S. G., & Murry, K. G. (2005). Mastering ESL and bilingual methods: Differentiated instruction for

culturally and linguistically diverse (CLD) students. Boston, MA: Pearson.

Content-Based: Balances content & language

Models on continuumTotal Partial Sheltered Theme-based Language classesImmersion Immersion Instruction Instruction Content used to

Practice Language

SOURCE: http://iteslj.org/Articles/Davies-CBI.html

http://iteslj.org/Articles/Davies-CBI.html

Do I need to differentiate?The following material was contributed by Bob Wandberg, Ph.D., author and educator, Minnesota Department of EducationAvailable at http://glencoefacsnews.com/prodev/nov08.htm

“Differentiated instruction is especially important in language-diverse classrooms, where many learning activities can and should be modified. Before determining what level of differentiation is needed for your English language learners (ELL), ask yourself the following two questions:”

http://glencoefacsnews.com/prodev/nov08.htm


“Which of the three most recognized language proficiency levels best describes my English language learners?

The use of verb taxonomies helps identify appropriate student support for each learning level:

Beginning/Early IntermediateRead English at 0-2.5 grade level. Activity verbs: tell, point, circle, underline, name, draw, change, describe, and discuss.

IntermediateRead English at 2.6-3.5 grade level. Activity verbs: apply, show, classify, modify, explain, solve, and demonstrate.

Early AdvancedRead English at 3.6-5.5 grade level. Activity verbs: analyze, compare, contrast, criticize, examine, create, predict, design, manage, and prepare.”



“Is some degree of activity modification necessary to assure achievement and success? Many activities do need modification for ELL students.

There are three ways to modify an activity:

Modify the Language RigorChange the activity verb to better align with the student's language proficiency.

Modify the Independence RigorChange the students' degree of independence. For example, directions to complete a task "independently" can be changed to "with a partner."

Provide Product OptionsAllow students to demonstrate their learning in multiple ways. Examples might include writing a poem or song; orally explaining; creating a commercial; making a poster; or drawing a cartoon.”


Don’t start with the ABC’s

Start withW.I.D.A.

Never heard of it?

What is it?

WIDA World-Class Instructional Design and Assessment How can it help me?

Provides language & assessment standards that are content based

Provides opportunities for professional growth with English Language Learners

Where can I learn more about it? http://www.wida.us

Source for all WIDA information slides: http://www.wida.us/

http://www.wida.us/

WIDA Access for ELLs@

(State-mandated testing administered to ELLs every January in Kentucky)

Assesses content language across the four domains (listening, speaking, reading, writing)

Content areas include: Social & Instructional Language Language of Language Arts Language of Mathematics Language of Science Language of Social Studies

Organized by tiers (A,B,C) and clusters Source for all WIDA information slides: http://www.wida.us/

WIDA Scoring & LevelsSource for all WIDA information slides: http://www.wida.us/

Score Language Level Descriptor

1 Entering NEP –no English proficiency

2 Beginning LEP –high beginning to low-intermediate

3 Developing LEP –intermediate

4 Expanding LEP –high intermediate to advanced

5*-6 RFEP Reached Fluent English Proficiency

WIDA Content Standards:How do I use them?: Activity

Read the P.S.P. for each of your ELL students so you KNOW their current language proficiency overall and PER DOMAIN

Look up your content area and grade level. Get your Can-Do Descriptor page AND Write your students’ names in each block per their

individual domain score

WIDA Content Standards:How do I use them?:

Am I on target?

YES! IF you

ALWAYS refer to your WIDA book and Can-Do Descriptors for each task and assessment

Decide which domain you will use to assess (Ex. speaking, listening, reading or writing)

Differentiate assignments with realistic objectives for ELL students in their classes

Are any OTHER letters important?

Don’t forgetT.E.S.O.L. Standards

T.E.S.O.L. Teachers of English to Speakers of Other Languages

TESOL's Mission and Values TESOL's mission is to develop and maintain professional

expertise in English language teaching and learning for speakers of other languages worldwide.

TESOL values professionalism in language education individual language rights accessible, high quality education collaboration in a global community interaction of research and reflective practice for educational

improvement respect for diversity and multiculturalism

Source:http://www.tesol.org/s_tesol/index.aspSource for all TESOL information slides:http://www.tesol.org/s_tesol/index.asp

TESOL Standards: The Facts@

Has language standards PreK – 12 To be used ALONG with content standards

Focus on 3 GOALS: 1. using English to communicate in social settings 2. using English to achieve academically in all content areas 3. using English in culturally appropriate ways

How are the goals measured? Descriptors of behaviors students should show per goal Progress indicators (assessable, observable performances) Vignettes (real scenarios, instruction, discussion connecting standards

to progress indicators) Source:http://www.tesol.org/s_tesol/index.asp

http://www.wida.us/

Strategies for ELL (and all) Students

Vocabulary pre-teach important content vocabular

y use visual representations build on prior knowledge/personal exp

erience

Simplify Documents/Directions annotate provide summaries introduce an assignment in pieces

radio waves

receiver wherewaves are collected

wavesconverted intoelectro signals

computerreceived as signal

Strategies for ELL (and all) Students In-Class instruction

utilize other students slow down chunk/condense assignments

Assessment annotate tests to clarify vocabulary provide starting sentences for ORQs Writing Wheel

**Always collaborate with your ESL professionals. Your students will win at assessment time!

WHO YOU ARE MAKES A DIFFERENCETHE LIFE YOU CHANGE OTHERS WILL SEE

UNFATHOMABLE ASCENT BECAUSE OF YOUIMPACT A STUDENT’S DESTINY

BY CATHY YAUN