ELL Training for Primary Teachers
December 16, 2015 Reflection on Language Learning Experiences
Reflect on the questions about your first languageand foreign language learning experiences. In what order did you acquire your firstlanguage? How was foreign language taught when youwere in high school or college? Was it an effective way of learning a newlanguage? What language domain/skill was the hardest tolearn? Which language domain/skill was retainedover the years? Acquisition vs. Learning
(case of first language) Learning Subconscious process Conscious process Unaware of grammatical rules Result of direct instruction of rules Feel for what is and isnt correct Language production is not emphasized Emphasis on function, not form More emphasis on form (grammar) Judie Haynes, everthingESL.net Factors that Affect Second Language Acquisition
Motivation and attitude Anxiety level Access to the language (e.g. immersion, EFL) Personality and learning style Age and 1st language development Quality of instruction (meaningful and authentic?) Cognitive ability Cultural background Acculturation to the new culture BICS vs. CALP Elementary ELL Student Profiles
Island Park: 48 students (19 new / 29 continuing) West Mercer: 29 students (21 new / 8 continuing) Lakeridge: 9 students (3 new / 6 continuing) 17 languages spoken (Mandarin, Korean, Japanese, Cantonese, Russian, Spanish, French, German, Dutch, Portuguese, Hebrew, Vietnamese, Tegulu, Tamil, Malayalam, Icelandic, Urdu) ELL Program Goals To develop ELL studentsproficiency in English so he/shecan participate more fully in theregular classroom setting Help new students adjust to thenew school environment(academically, emotionally, socially) Program Model: Supportive Mainstream
Students are in mainstream classrooms mostof the day ELL teachers provide supplemental Englishlanguage support (push-in or pull-out) Use of specific strategies to foster Englishlanguage development and making grade- level content meaningfully accessible ELL teachers collaborate with classroomteachers Support Time and Delivery
Amount of service and delivery of supportare determined by: Student proficiency level Grade level Classroom teacher observations/assessments ELL teacher observations/assessments Self assessment by the students Celebrate Native Language and Culture
Many words in English are borrowed from other languages. Can you guess the origin of these words? Algebra, spinach, cotton, coffee, magazine, sherbet Essay, table, opinion, family, quarter, bacon, waste Alphabet, cinnamon, apron, cider, sapphire, aloe Coconut, zebra, cougar, breeze, junk, embarrass Canoe, chocolate, tomato, plaza, canyon, patio, coyote Snack, wagon, bundle, sketch, roster, waffle, dollar from Framework for ELP Standards Summary
Double Challenge ELLs must simultaneously learn how toacquire enough of a second language toparticipate in an academic setting while gaining an understanding of the knowledgeand skills in multiple disciplines through thatsecond language. from Framework for ELP Standards Summary General Strategies for Comprehensible Input
Speech appropriate for proficiency level Enunciate clearly Slow your speech Take frequent pauses Simplify sentence structure General Strategies for Comprehensible Input
Gestures, body language Visuals, graphics, realia Model processes and tasks Demonstrations Hands-on activities Multimedia/technology Chunk information into smaller bits Graphic organizers General Strategies for Comprehensible Input
Clear explanations of academic tasks Step-by-step instructions Provide a model or example Think-alouds Oral (and written) directions Check for comprehension (re-phrasing) General Strategies for Comprehensible Input
Use of multiple modes of communication Verbal (give instructions) Visual (show what you mean) Vocal (let students process/talk about it) Color coding to make concepts/directionsclear Create flow charts or graphic organizers toconceptualize thinking Challenges as Listeners
Requires active processing of the sounds, stresses,intonations, grammar, and meaning of the messagebeing conveyed One of the more difficult demands of learning a newlanguage Listening is used nearly twice as much as speaking, 4-5times as much as reading and writing Listening is exhausting for newcomers Difficult to listen while trying to copy from the boardwhen words are just symbols, not meaningful Listening Strategies Point out purpose for listening (e.g. listen formain idea, listen for the characters feeling) Seating arrangement (student facing the frontof room) Demonstrate rather than explain (show, nottell) Total Physical Response (TPR) - demo Give a copy of the notes afterward so studentscan focus on listening rather than copying fromthe board Challenges as Speakers
On-demand production of language Sentence structure Limited vocabulary Pronunciation Translation in the head first Oral Language Practice
Spoken language and literacy are inextricably linked You cannot write if you dont have the language to express Oral rehearsal should precede writing on paper Instruction must be interactive and the focus must be onlistening and speaking (e.g. turn and talk for processing) Many opportunities to test the rules of language withscaffolding provided by supportive adults from Mondos Lets Talk About It! and Ballard Tighes Strategic Oral Language Instruction in ELD Speaking Strategies Use pair or small group work to increase student talk time (10/2 rule) Consistently give sufficient wait time Provide explicit oral language practice Respect the silent period and know they are taking in language Create a relaxed, non-threatening environment where risk taking isencouraged Teach functional/content language Use sentence frames/starters Dont overcorrect in speaking and give students the chance to correctthemselves Model correct grammar; provide correct input in response Chant Chants for Oral Fluency and Concept Reinforcement
GLAD chants (Google pasco chants)px?PageID=253 Challenges as Readers Vocabulary deficit Phonics vs. sight words
Multiple meanings Fluency vs. comprehension Complex sentence structure Too many new words make the text impossible Word Knowledge Rating How well do you know a word?
Thumbs up I know the meaning and can use it in asentence Thumbs on the side I have seen the word but not sure ofits meaning Thumbs down I dont know the meaning sophomoric petulance urbane Reading Strategies Illustrated vocabulary cards
Vary the way you explain words Search images on the internet Build background knowledge Chunk reading into smaller sections Have students record reading passages and listenafterwards Have students listen to audiobooks Translator apps (e.g. Google Translate, Speak andTranslate) Story Map Challenges as Writers Spelling
Writing process (prewriting, draft, revising, editing,and final) Generating own ideas for writing Writing in your words or paraphrasing is difficult Show, not tell Different types of writing: narrative, expository(informational), persuasive (opinion), how-to May come from cultures where plagiarism is somewhatacceptable (individual ownership of words or ideas isnot well understood, especially info on the internet) Common Grammar Errors Mix up pronouns (e.g. he/she, him/her)
Omit articles Omit word endings (-ing, -s, -es, -ly) Mix up word order Conjugation Prepositions Consistent tense use Negative statements and questions Plural nouns (regular ad irregular) Apostrophes (possessives) Writing Strategies Sentence frames/starters Word bank Oral rehearsal
Graphic organizer/mind map Signal words Interactive writing (cooperative paragraph) Sentence halves to build sentences Cloze sentences/passages Reading aloud of own writing for editing Color-coded sentence structure Strategies in Content Areas
Math Organize key info through drawing Act out math story problems Illustrated math vocabulary Science Create charts with labels Provide pictures for academic vocabulary Provide copies of teachers notes Social Studies Paraphrase key points Graphic organizers/flow charts Input Chart Process Grid Cultural Differences in Behavior (workshop on Jan 27 4-5 at WM)
PerceivedNegative Behavior Avoids eye contact when interacting with teacher Calls the teacher teacher rather than by last name Doesnt collaborate readily with peers onassignments Doesnt ask for help when he/she doesntunderstand directions or instruction Doesnt use quotations to cite sources Overly competitive How We Can Support You Monthly workshops focused on different ELL topics K-5 ELL website with students resources and teacherresources Collaboration: planning units of study with grade levelteachers iPad apps/support materials Translated books give two week notice to search andorder (if available) Easier non-fiction books in content areas Writing Strategy Brainstorm
Scenario: During independent writing, myELL student doesnt do anything or justcopies instead of producing original work. *What strategies can you use in your classthat would support your ELL writer? Use the post-its at your table to record somestrategies. Post the notes on the chart. Some Writing Strategies
Start with drawing with details to get ideas rolling Write in native language Provide a picture and a word bank Use a sentence starter Spin off of patterned picture books Use cloze writing activity Provide prompt or topic Explicitly model writing Exit Survey Please take a few minutes to fill out the survey before you leave or later today. https://www.surveymonkey.com/r/FH L8JCJ Thank you!