Guidebook

Helping Students of Limited EnglishSkills in the Regular Classroom

Presented by

Ms. IrizarryMs. Hunter

Lower grades

Perceived lower abilities

Below average scores on standardized tests

High dropout rates

Lower ability groups

A CONGRESSIONALLY MANDATED STUDYREPORTS THAT LEP STUDENTS OFTENEXPERIENCE:

(Moss & Puma, 1995; Bennici & Strang, 1995; Cummins, 1994)

“Most schools are not meeting the challenge of educating linguistically and culturally diverse students.”

(Echevarria, Vogt, Short)

An ESL student’s continued need for academic English development indicates that this student:

An ESL student’s continued need for academic English development indicates that this student:

• May not have received the quality instruction in cognitively demanding content through which English academic competence is developed;

An ESL student’s continued need for academic English development indicates that this student:

• May not have received the quality instruction in cognitively demanding content through which English academic competence is developed;

• May have an unaddressed learning disability;

An ESL student’s continued need for academic English development indicates that this student:

• May not have received the quality instruction in cognitively demanding content through which English academic competence is developed;

• May have an unaddressed learning disability;

• May have low self-esteem due to common misconceptions that LEP means “remedial.”

• May have entered U.S. schools with limited literacy in his/her

native language;

• May have entered U.S. schools with limited literacy in his/her

native language;

• May have a learning style that has notbeen addressed in previous

schooling;

• May have entered U.S. schools with limited literacy in his/her

native language;

• May have a learning style that has notbeen addressed in previous

schooling;

• May be progressing steadily at a pace that is normal for him/her and will reach English proficiency in due course.

• Only Basic ESL spends more than 3 class periods with the ESL instructors.

• ESL students participating in AVID receive only ESL tutoring.

Science

Math

HistoryP.E.

Other Electives

ESL

Mainstreaming English-LanguageLearning Students

Program 1

Language Acquisition Methodologies

Language Acquisition Methodologies

Submersion---Where ESL students attend a Regular Ed classroom and simply sitthere without any modifications to theirassignments and are expected to learn andcomplete their work on the same proficiencylevel as native speakers of English.

Language Acquisition Methodologies

Submersion---Where ESL students attend a Regular Ed classroom and simply sitthere without any modifications to theirassignments and are expected to learn andcomplete their work on the same proficiencylevel as native speakers of English.

Immersion---Integrates language learning and content and infuses sociocultural awareness in all subject areas.

Content ComprehensibleTechniques:

Visuals

Modeling

Graphic Organizers

Demonstrations

Vocabulary Previews

Cooperative Learning

Native Language Support

Translation should not take the placeof a student centered learning environment. Translation is only a tool, a modification.NOT

SLA

Empathy

Strategies

SLAProfessional Knowledge

of Second LanguageAcquisition

BILINGUAL/ESL STAFF DEVELOPMENT2003-2004

SEPT. 29 – 30 SDAIE (ESL/Bil/Regular Teachers/Administrators)

OCT 29-SEP 1 TABE Fort Worth (ESL/Bil/Regular Teachers/Administrators)

NOV 6-8 TexTESOL El Paso (ESL/Bil/Regular Teachers/Administrators)

COOPERATIVE LEARNINGSTRATEGIES

Kagan Structures are simple cooperative learning strategies:

Turn-4-ThoughtSend-A-ProblemSpend-A-BuckFlashcard Game

Additional Kagan Structures:RoundRobinOne StrayCornersWho-Am-I?

Spend-A-Buck

Effective TeachingAnd

Assessment forEnglish-LanguageLearning Students

Program 2

“ESL Friendly”Classroom PracticesClassroom Practices

The use of visuals and graphics

Fostering interaction

Differentiating instruction (modification)

Encouraging expression (utilizing the buddy system)

ASSESSMENT STRATEGIES

Assessment practices should be

designed to involve ESL students

in better learning.

COLLABORATION

Forming partnerships or“co-teaching” relationships between

mainstream classroom teachersand ESL teachers are essential for

ESL student success.

Instructional Interventions For LEP Students

Description of Instructional Interventions

The following instructional interventions are being implemented to target________________’s educational and linguistic needs and accelerated academic progress inthe ________grade:

1st Nine Weeks Linguistic Interventions/Modifications Academic Skill Interventions/Modifications

Signature of Regular Ed. Teacher _________________ Date _______________Signature of ESL Teacher ____________________ Date ______________

2nd Nine Weeks Linguistic Interventions/Modifications Academic Skill Interventions/Modifications

Signature of Regular Ed. Teacher _________________ Date _______________Signature of ESL Teacher ____________________ Date ______________

3rd Nine Weeks Linguistic Interventions/Modifications Academic Skill Interventions/Modifications

Signature of Regular Ed. Teacher _________________ Date _______________Signature of ESL Teacher ____________________ Date ______________

4th Nine Weeks Linguistic Interventions/Modifications Academic Skill Interventions/Modifications

Signature of Regular Ed. Teacher _________________ Date _______________Signature of ESL Teacher ____________________ Date ______________

TEXAS EDUCATION AGENCY

Texas Administrative Code, Title 19, Part II

Subchapter BB, Commissioner’s Rule Concerning StatePlan for Education Limited English Proficient Students

Be enrolled in the required program at his or her grade level.

Have their level of proficiency designated by the language proficiency assessment committee.

Have instruction, pacing, & materials modified to ensure that they have a full opportunity to master the essential knowledge and skills of the required curriculum.

Each LEP Student Shall:

It’s the law.

Like the African proverb says,

“It takes a village to raise a child.”

The entire Fairway facultyand

staff are that village!