Teaching English Language Learners in the Content Areas.
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Transcript of Teaching English Language Learners in the Content Areas.
Teaching English Language Learners in the Content Areas
OutcomesWe will… identify the basic theories of second language acquisition and discuss
instructional strategies that will address the needs of ELLs.
analyze characteristics of older language learners.
model lesson plan modification that takes into account ELL students and their needs in content classes.
Describe how lesson plans can be modified for ELLs in a variety of
content areas.
Outcome – Activity - Expectation
ELL ICEBERG
BICS
CALPS
LA
N G
U A
G E
Vocabulary
Pronunciation
Grammar
Comprehension
Application
Knowledge
Synthesis
Evaluation
Semantic meaning
Functional meaning
ELL ICEBERG
BICS
CALPS
Vocabulary
Pronunciation
Grammar
Comprehension
Application
Knowledge
Analysis
Synthesis
Evaluation
Semantic meaning
Functional meaning
COGNITIVE PROCESS LANGUAGE PROCESS
How to Reach Limited-Formal-Schooling and Long-term English Learners
Closing The Achievement GapFreeman and Freeman
Characteristics Lack Confidence Struggling learners Tend to drop out Arrive ill prepared to learn
Agree or Disagree?
“many schools have not implemented the kinds of programs that are effective for struggling older English learners”.
Research-based practices High expectations in language and content Meaningful instruction organized around curriculum themes Draw on students’ background, experience, and culture Scaffold instruction to build academic fluency Create confident students who view themselves as learners
“older struggling English learners need engaging and challenging curriculum”
“tasks are relevant, meaningful, engaging, and varied” “students are given multiple opportunities to extend their
understanding and apply their knowledge”
Three Principles for Engaging Students in Academic Content
In Enhancing English Language Learning in Elementary Classrooms: A Professional Development Program (Grognet, et. al., 2000), the Center for Applied Linguistics summarizes the research on language acquisition and content learning into three principles of differentiated instruction to meet the needs of English language learners:
Increase opportunities for comprehensible learning
Increase opportunities for interaction
Increase opportunities for critical thinking and questioning
Interaction
Critical Thinking
Comprehensibi
lity
Three Principles for Engaging English Language Learners
Increase Opportunities for Comprehensible Learning
visual aids, labels, classroom routines, realia, graphic organizers, previewing content, activating prior knowledge, role-plays, theme-based instruction, chants, songs
Did I make the instruction understandable to my ELLs by providing clear, meaningful context and reinforcement?
Increase Opportunities for Interaction
pair work, think-pair-share, cooperative learning, peer editing, shared writing, shared reading, writers workshop, dialogue journals, choral responses, center work
Did I give students multiple opportunities to practice the content, to build understanding, and to improve their command of the language through peer interaction?
Increase Opportunities for Critical Thinking and Questioning
think alouds, explicit instruction in graphic organizers that support summarizing, inference, analyzing, evaluating, comparing and contrasting; responding to why and how questions
Did I provide ELLs with the same exposure to and practice with critical thinking and learning strategies as their peers?
Making Biology Accessible to ELLs
Modification of One Lesson Plan
What happens when one link of a food web is disturbed?
Formative assessment – food chains, food web, niches and trophic levels.
What happens when one link of a food web is disturbed?
Formative assessment – food chains, food web, niches and trophic levels.
1. Read article, “Who’s been eating all those sea otters?”
2. Create a food web based on the article.
3. Label the organisms with names and niches.
4. In a paragraph explain what happened to this food web when one link of it was disturbed.
Was this formative assessment valuable in the instruction of ELLs?
1. Comprehensible input?
Just barely for native English speakers
2. Increased interaction?
Minimum interaction with me, with peers, with materials
3. Higher order thinking?
Can students use their knowledge to explain observations and to
predict phenomena?
Strategies
to Provide Differentiated Instruction
for English Language Learners
Strategies
• Scheduling - 2 - expand assignment over longer period.
• Setting - 3,4,5 - small group, buddies, one-on-one.
• Equipment/Materials - 1,2,3,4 - pictures, dictionaries, adapt text, graphic organizer.
• Presentation – 1,2,3,4,5 – repetition, brief, key vocabulary, modeling, peers.
• Response – 1,2,3,4 – manipulatives, adjust expect.
for language output, shorter, and fewer.
Interaction Critical Thinking
Comprehensibility
Three Principles for Engaging English Language Learners