Presented By:

Marcia A. Vega

English Language Acquisition Department

Reading School District

Understanding the English Language Learner

Based on “Sheltered Instruction Observation Protocol (SIOP)”

Goal and Objectives

Goal: Enhance the understanding of Second Language Acquisition and its impact on education.

Objective: Participants will be able to use appropriate techniques and strategies during lesson planning and child study discussions with teachers of ELLS

Value Line • To dispose or confirm myths related

to ELLs and second language acquisition, participants will play “Value Line”.

Decide how strongly you believe in each statement (5 being the strongest and 1 the lowest).

Discuss your beliefs at your table, send a reporter to the agreed upon number.

Be prepared to justify your answers (using the sentence frame “We believe it’s a # __ because____.)

SLA Beliefs English language learners (ELLs) will learn

English easily and quickly by simply being exposed to and surrounded by English.

Young children learn a second language better and faster than older children.

In earlier times immigrant children learned English rapidly and assimilated easily into American life.

When ELLs converse comfortably in English, they have developed proficiency in the language.

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Research• Krashen

Comprehensible Input Theory (C+1)

• Cummins BICS v. CALP

• Pearson/GallagherGradual Release of Responsibility

• Vygotsky Zone of Proximal Development

What have we learned from research…

• Language can be learned or acquired. These are two different processes!

• Language and cognition are connected, but should no be confused.

• All language learners are not the same and the same methods do not apply to each.

Find Your Match

• Work at your table to match each Language Acquisition Statement (Part A) to the Language Acquisition Definition (Part B)

Language Acquisition

1. - H Language is functional.

2. - C Language varies.

3. - B Language learning includes cultural learning.

4. - E Language acquisition is a long-term process.

5. - A Language acquisition occurs through meaningful use and interaction.

6. - F Language processes develop interdependently.

7. - G Native language proficiency contributes to second language acquisition.

8. - D Bilingualism is an individual and societal asset.

The BEC: Educating Students with Limited English Proficiency (LEP) and English Language Learners (ELL) 22 Pa. Code §4.26

• Declares: •• Every school district shall provide a program for each student whose dominant language is not English for the purpose of facilitating the student's achievement of English proficiency and the academic standards

• Adaptations/modifications in the delivery of content instruction by all teachers based on the student’s language proficiency level and the Pennsylvania Language Proficiency Standards (PA ELPS) for ELLs as well as the Pennsylvania academic standards

Pennsylvania’s

English Language Proficiency Standards

English Language Proficiency Standards for Content Areas

1. ELLs communicate for Social and Instructional (ESL) purposes in the school setting.

ELLs communicate information, ideas, and concepts necessary for academic success in the content area of:

2. Language Arts 3. Mathematics

4. Science 5. Social Studies

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Tri-fold Organizer

Language

Label

Answer questions

Draw conclusions

Write a paragraph

Restate steps

Follow oral directions

Level 1 Entering – does not speak or understand English. Student is new to the USA.

Level 2 Beginning – begins to demonstrate receptive and productive English skills.

Level 3 Developing – communicates with increasing ease to more varied communication tasks. Level 4 Expanding – begins to communicate more effectively in most social and academic situations using some technical vocabulary. Level 5 Bridging – is able to use English in complex and cognitively demanding situations.

Proficiency Levels

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Can Do’s A reliable, standards-based tool providing examples of expectations for ELLs in each language domain across content areas Used as a resource for teachers:

To explain stages of language developmentTo show how language can be integrated within a content areaFor instructional planning

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Tri-fold Organizer

Language

Label

Answer questions

Draw conclusions

Write a paragraph

Restate steps

Follow oral directions

Content

2-D and 3-D figures

events in US history

solutions to environmental

problems

algebraic equation, inequality, or expression

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Response Cards

Language proficiency levels review:

• Read each language example

• Choose the appropriate level (1-5)

• Be prepared to justify your answer

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Level Characteristics

• Label territories on a map. • Participate in a debate about the effects of

second hand-smoke. • Write a report about the civil war’s economic

impact on the south using a bilingual dictionary and other resources.

• Justify the actions of a historical figure using academic and technical language.

• Describe the process to solve an algebraic equation.

• Summarize the events of the Cold War.• Ask a partner wh- questions about global

warming after viewing a video.• Read and respond to questions on a lab report. • List ingredients needed for a recipe.

UNDERSTANDING THE MODEL PERFORMANCE INDICATOR

Grade Level Cluster 4-5; Language Proficiency Level 3, Developing

Support:Appropriate instructional support for Level 3 English language learners

Language Function: Content-specific, standards-based,

how students use language

Content: Academic information or skill

Work with a partner to follow oral directions and apply appropriate

strategies to classify triangles according to sides or angles.

• To better understand the design of an MPI, we will classify indicators by language function, content stem or student support.

Directions: In your group, determine whether the

indicators are language, content or support.

Place indicators appropriately on the three-column graphic organizer.

MPI Sort:Language/Content/Support

Algebraic equation, inequality, or expression

Draw conclusions Match pictures Events in PA history Write a letter Using a graphic organizer Draw and label Solutions to environmental

problems Measure an object Restate steps Follow simple oral directions

MPI Sort: Language Content/Support

With a partnerData in charts and graphs Information regarding natural processes In a small groupUsing a modelShare feelings Engage in formal debatesUse notes Use an appropriately leveled textAnswer WH questions

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Tri-fold organizer

Language

Label

Answer questions

Draw conclusions

Write a paragraph

Restate steps

Follow oral directions

Content

2-D and 3-D figures

events in US history

solutions to environmental

problems

algebraic equation, inequality, or expression

using a word bank

using notes

using an appropriatelyleveled text

using a model

Support

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Grade Level Cluster: 9-12 Subject: Science

Level 1Entering

Level 2Beginning

Level 3Developing

Level 4Expanding

Level 5Bridging

Writing

Use drawings, words, and phrases to answer WH questions on lab reports based on science experiment in small groups.

Use phrases or sentences, with diagrams to answer questions on lab reports based on experiments with a partner.

Complete lab reports following step-by-step procedures based on experiments.

Produce lab reports from outlines or learning logs based on science experiments.

Produce detailed lab reports based on grade level science experiments.

ELPS Strand

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Write phrases and short sentences

about historical

events using graphic

organizers

Write phrases and short sentences

_________________________________ using

graphic organizers

Write phrases and short sentences

about important

figures in US history using

graphic organizers

Subject: Social StudiesGrades: 6-8 Domain: WRITINGProficiency Level: 2

Cummin’s Model of Language Proficiency (1979, 2000)

• Original “Iceberg” Model criticized as being too simplistic. BICS/CALP

• Quadrant Model:– A. Cognitively Undemanding/Context

Embedded

– B. Cognitively Demanding/Context Embedded

– C. Cognitively Undemanding/Context Reduced

– D. Cognitively Demanding/Context Reduced

Context Reduced

Cognitively Demanding

A.

• Art, music, P.E.

• Follows simple directions

• Face-to-face conversations

Cognitively Undemanding

Context Embedded

C.

• Telephone Conversations

• Note on refrigerator

• Written directions

B.

• Demonstrations

• A-V assisted lesson

• Hands-on Science/ S.S. experiments or projects

D.

• Reading a textbook

• Lecture with few visuals

• Math concepts & application

Cummins’Quadrant

To develop an understanding of Cummins’ Quadrant…

• Read each classroom activity. With a partner, decide which

quadrant best reflects the activity and place the marker in A, B, C or D.

Be prepared to justify your answer

Cummins’ Quadrant Activities

• Points to classroom item.

• Describes classroom objects according to size, color and shape.

• Follows along during oral reading activity and takes his or her turn.

• Recites vocabulary from a word wall.

• Expresses reasons for his/her opinion.

• Distinguishes main ideas supporting details.

• Carries out common classroom procedures.

• Describes the actions depicted in a picture.

• Reads for comprehension.

• Copies an object such as a simple map or cell.

Comprehensible InputSome teachers worry that when they provide for the language development of ELs, native English speakers lose out.

After watching the video, how would you respond to this concern?

Sentence Starters

1. An example I use to elicit students’ prior knowledge is ……

2. I make language and content comprehensible to students by …..

3. A hands-on approach I use for teaching content is….

4. The learning strategy I use most often is…5. A language activity I use to complement a

content lesson is …6. A student self-evaluation activity that I

have used is…

4 Principles of Instruction

• Increase Comprehension• Increase student-to-student interaction• Increase Higher-Order Thinking and use

of learning strategies• Make connections

• In addition, use appropriate assessments to track progress

References• Center On Instruction, Language

Development for ELLs, Mabel O. Rivera, Ani C. Moughamian, David J. Francis

• Making Content Comprehensible for English Learners: The SIOP Model, 3rd Edition By Jana J. Echevarria, MaryEllen J. Vogt, Deborah J. Short. Pub. Date: Apr 25, 2007 by Allyn & Bacon.