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Why is ELD the forgotten beast of ESL
Instruction?
Rita & John
Rita Platt is a Nationally Board Certified teacher. Her experience includes teaching learners of all levels from kindergarten to graduate student. She currently is a Library Media & Reading Specialist for the St. Croix Falls SD in Wisconsin, teaches graduate
courses for the Professional Development Institute, and consults
with local school districts.
John Wolfe is running for VP of MinneTESOL. Wolfe Supports Shakira as next MELED Keynoter!
ritaplatt@hotmail.com john.wolfe@mpls.k12.mn.us http://www.weteachwelearn.org/tag/rita-platt/ http://mplsesl.wikispaces.com/Home+Page @ritaplatt @johnwolfe3rd Your soul, my soul,
MinneTESOL!
Vote for the man with the squarish
head!
Relax … Everything (and more) is on The Wiki
http://www.mplsesl.wikispaces.com/
ELD
1.What It Is
2.The Evidence
3.The Recommendations
4.The Logic
5.The Big Problem
6.The Solution
Systematic ELD • Stand-alone, ELD class through
WIDA level 5
• Students groups at like-levels
• 30-45 minutes a day
• Explicit, systematic instruction
• Focused on forms (“grammar,” “patterns”)
• Systematic Vocabulary development
• All four domains with a focus on speaking and listening
• On-going progress-monitoring
Why a narrow band of
like levels?
To increase the odds that the
whole class will be ready & need the
content being teaching.
1. ELD: What It Is Explicitly teach, and engage students in consciously studying, the elements of the English language
• with significant time devoted to speaking and listening, and
• particular attention to meaning and communication
3 P’s: Present / Practice / Preserve
“The Elements of the English Language”
Explicitly teach, and engage students in consciously studying,
the elements of the English language
• with significant time devoted to speaking and listening, and
• particular attention to meaning and communication
ELD instruction should explicitly teach forms of English
• vocabulary,
• syntax,
• morphology,
• functions, and
• conventions
And again …
Language forms refer to standard, formal aspects of a language—words, sentence constructions, and generally what is considered to be "correct" or "grammatical" usage, such as
• subject-verb agreement,
• possessives,
• the order of adjectives and the nouns they modify,
and so on
“Explicitly teach and consciously study”
Explicitly teach, and engage students in consciously studying, the
elements of the English language • with significant
time devoted to speaking and listening, and
• particular attention to meaning and communication
P1: Present 1. Name. Teacher names the
form or focus.
2. Analyze. Teacher and students analyze the form/focus.
3. Notes. Students use notes to remember/review form.
“Explicitly teach and consciously study”
P1: Present
1. Name.
Teacher names the form or focus.
2. Analyze.
Teacher and students analyze the form/focus.
3. Notes.
Students use notes to remember/ review form.
“time devoted to speaking and listening” Explicitly teach, and engage students in consciously studying, the elements of the English language
• with significant time devoted to speaking and listening, and
• particular attention to meaning and communication
P2: Practice 1. Speaking / Listening Practice.
• Controlled Response. • Free Response • Noticing Activities
2. Corrective Feedback. • Immediate & Explicit.
3. Test. 2 Benefits: Inform instruction & clarify
to students learning priorities & focus
“time devoted to speaking and listening”
P2: Practice 1. Speaking / Listening
Practice. • Controlled
Response. • Free Response • Noticing Activities
2. Corrective Feedback. • Immediate &
Explicit.
3. Test. 2 Benefits:
• Inform instruction • clarify to students
learning priorities & focus
Corrective Feedback? • exposure & interaction promote
fluency & communicative competence,
• not sufficient for native-like proficiency.5
• Cf. Lyster on Two-Way Immersion programs
P3 Preserve P1: Present • Name the
form/focus • Analyze the form
focus • Take Notes / Use
Notes
P2: Practice • Listening & Speaking
Practice • Corrective Feedback • Test
P3: Preserve • Cue Notice • Cue Use • Cue Strategy
You’re going to hear those verbs of memory used a
lot in this conversation.
cue notice This is a time
when those verbs of memory you
learned are going to be really useful.
cue use
Before you start, you probably want
to review your verbs of memory.
cue strategy
Environmental Supports
• Word Wall
• Structure Wall
• Student Notebook
• Reinforced with periodic practice & review (cf. Marzano)
ELD: The Evidence
1.What It Is
2.The Evidence 3.The Recommendations 4.The Logic 5.The Big Problem 6.The Solution
Kenji Hakuta, Stanford University
• Massive study of 257 high-EL, mid-low income schools
• Correlate school practices with outcome
The Bombshell Finding ….
Higher English Proficiency scores from Pull-Out/Stand-alone ELD
Both English Progress Proficiency (AMAO 1 & 2) strongly negatively correlated with …
• co-teaching and • ESL done by classroom teacher
The Kindergarten Study (reported in Saunders et al, “ELD,” p.13
Oral ELD provides “more
accelerated growth”
… or is it a bombshell???
Conclusion of a 2000 analysis/ meta-analysis of all existing studies comparing “explicit ELD” to “implicit” language teaching methods:
Students who received focused second-language instruction made
more than five times the gains of students who did not.
Norris & Ortega, 2000
x
On Studying Vocab Lists
• Empirical studies of learning suggest that most students are able to learn vocabulary from lists
• The rate is about 30 words per hour of study
• There seems to be no limit (or “saturation point”) with this method
On Vocabulary Study
• Word retention scores were significantly higher for the students who worked with translations than for those who had pictures. (Lotto and de Groot, 1998)
• students who had access to a glossary in their LI were more successful at retaining new vocabulary (Grace, 1998)
• words glossed in the Ll were always retained better than words glossed in [the L2] regardless of presentation mode. (Laufer & Shmueli, 1997)
• less proficient students were able to recall more items when they had learned the words in the translation condition rather than in the context condition (Prince, 1995)
ELD: The Recommendations
1.What It Is 2.The Evidence
3.The Recommendations 4.The Logic 5.The Big Problem 6.The Solution
Review the 2010 Calif. DOE
Recommendations
• Which one most closely line up to what you’re doing in your school/ classroom?
• Which ones are farthest from what you’re doing?
• Which ones do you still not fully understand?
ELD: The Logic
1.What It Is 2.The Evidence 3.The Recommendations
4.The Logic 5.The Big Problem 6.The Solution
The Prague Thought Experiment
“How many people …”
• …have studied a foreign language?
“How many people …” …have had some level of success with that language learning?
From http://www.thepolyglotdream.com/nativefluency/
How many people …
• …used a language textbook in studying that language?
• … studied “forms” (grammar, structures, rules, patterns) in studying the language?
• … memorized vocabulary using bilingual lists?
• … used a bilingual dictionary while working with the language?
In the language or ESL classes you work with… how many people …
• …have their students use a language textbook in studying that language?
• … have their students study “forms” (grammar, structures, rules, patterns)?
• … have their students memorize vocabulary using bilingual lists?
• … have their students use a bilingual dictionary while working with the language?
Why? Speculate (we’ll snoop)
ELD: The Logic
1.What It Is
2.The Evidence
3.The Recommendations
4.The Logic
5.The Big Problems 6.The Solution
Problem 1: Resources?
x
Problem 2: Mass Disbelief
• Priorities (High Stakes)
• “Shapes & Colors , Seasons & Clothes” slander
… and
the Catch-22 of …
The Negative High School Language Experience
Advocacy
•Time
•Money
•Space
Steps towards a Solution:
Crowd Source the Grammar
Matrix
x
ELD: From Mythic to Legendary
1.What It Is
2.The Evidence
3.The Recommendations
4.The Logic
5.The Big Problem
6.The Solution: You?
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