Teaching ELLs in the Content Areas Fred Carrigg Special Assistant to the Commissioner for Urban Literacy January 18, 2006

Teaching ELLs in the Teaching ELLs in the Content AreasContent Areas

Fred CarriggFred CarriggSpecial Assistant to the Special Assistant to the

Commissioner for Urban LiteracyCommissioner for Urban LiteracyJanuary 18, 2006January 18, 2006

English Language LearnersEnglish Language Learners

ELLs are not a monolithic group. ELLs are not a monolithic group. They vary by critical factors other They vary by critical factors other than the shared feature of being in than the shared feature of being in the process of learning English.the process of learning English.– Prior academic schoolingPrior academic schooling– Level of literacy in the homeLevel of literacy in the home– Socio-economic statusSocio-economic status– Cultural influences of the native Cultural influences of the native

language and country of originlanguage and country of origin

Prior Academic SchoolingPrior Academic Schooling

Means different things depending on Means different things depending on the country of origin. Elementary or the country of origin. Elementary or primary school may mean: k-8, k-6, primary school may mean: k-8, k-6, 1-6, or 1-5 grades.1-6, or 1-5 grades.

Just as in this country, location is Just as in this country, location is critical. Was it urban or rural? critical. Was it urban or rural? Province, state or town tells you a Province, state or town tells you a lot.lot.

Literacy and the HomeLiteracy and the Home

Literacy in the home is the number one Literacy in the home is the number one predictor of academic success in school predictor of academic success in school across all cultures.across all cultures.

If parents have read to the children is If parents have read to the children is critical, and then the number of books in critical, and then the number of books in the home.the home.

Vocabulary acquisition begins in the home Vocabulary acquisition begins in the home and varies tremendously. Students enter and varies tremendously. Students enter kindergarten with ranges from 3,000 to kindergarten with ranges from 3,000 to 9,000 words which grow according to the 9,000 words which grow according to the base (without intervention).base (without intervention).

Socio-economicsSocio-economics

Studies agree that the socio-economic Studies agree that the socio-economic levels of the home and the community levels of the home and the community have a tremendous impact on students.have a tremendous impact on students.

Poverty is not tied to any specific language Poverty is not tied to any specific language or culture and impacts all children. or culture and impacts all children. Language acquisition compounds the Language acquisition compounds the influence of poverty.influence of poverty.

There is little support for academic There is little support for academic language in poor homes.language in poor homes.

CultureCulture

Cultural differences do exist, but they are Cultural differences do exist, but they are not as great a barrier as many assume.not as great a barrier as many assume.

The older the student, the more influence The older the student, the more influence the native language and culture exerts.the native language and culture exerts.

The most obvious manifestations are in The most obvious manifestations are in word problems and/or content specific word problems and/or content specific essays that result in distraction from the essays that result in distraction from the topic or main idea. topic or main idea.

Levels of English Language Levels of English Language AcquisitionAcquisition

Preproduction: ELLS may not speak Preproduction: ELLS may not speak as they listen and attempt “to figure as they listen and attempt “to figure out” what is being said.out” what is being said.– The younger you are, the more time you The younger you are, the more time you

may spend in this stage.may spend in this stage.– This stage also varies by topic and This stage also varies by topic and

background knowledge. You may speak background knowledge. You may speak early about social issues, but remain in early about social issues, but remain in preproduction in math or science. preproduction in math or science.


Early Production: Students respond in one Early Production: Students respond in one or two word phrases. This mirrors native or two word phrases. This mirrors native language acquisition patterns of the language acquisition patterns of the holophrastic and two word stage.holophrastic and two word stage.

Yes/No questions are the easiest.Yes/No questions are the easiest. Accepting two word sentences for Accepting two word sentences for

complete meaning is appropriate. complete meaning is appropriate. – Answer correct = The answer is correct.Answer correct = The answer is correct.– Left 22 = The remainder is 22.Left 22 = The remainder is 22.


Speech Emergence: Students begin to use Speech Emergence: Students begin to use telegraphic speech similar to native telegraphic speech similar to native speakers. It clearly contains subject and speakers. It clearly contains subject and verb, and various compliments like direct verb, and various compliments like direct objects, adverbial phrases of time and objects, adverbial phrases of time and place. However, surface conventions of place. However, surface conventions of grammar are not perfect.grammar are not perfect.– Me get the answer right.Me get the answer right.– The butler kill Ms Scarlett with candlestick.The butler kill Ms Scarlett with candlestick.


Intermediate to Advanced levels of Fluency: The Intermediate to Advanced levels of Fluency: The surface patterns more and more approach native surface patterns more and more approach native speakers. Vocabulary plays its key role in these speakers. Vocabulary plays its key role in these stages. Early intermediate fluency has fewer stages. Early intermediate fluency has fewer derivations.derivations.– Early – love, likeEarly – love, like

– Intermediate – love, like, cherish, adore, Intermediate – love, like, cherish, adore,

– Advanced – love, like, cherish, adore, infatuated, fond of, Advanced – love, like, cherish, adore, infatuated, fond of, head over heels for, to die for, etchead over heels for, to die for, etc

Idioms come slowly, only with timeIdioms come slowly, only with time


Movement between the levels is Movement between the levels is topic and content specific.topic and content specific.

A student may be advanced fluent in A student may be advanced fluent in playground or neighborhood English playground or neighborhood English and speech emergent in science.and speech emergent in science.

Neighborhood English may or may Neighborhood English may or may not influence the surface structure of not influence the surface structure of the grammar of an English Language the grammar of an English Language Learner.Learner.


Finally, older students with prior Finally, older students with prior academic preparation may read academic preparation may read much better than they speak.much better than they speak.

Especially for older students with a Especially for older students with a romance language background, romance language background, many cognates assist in this process.many cognates assist in this process.

Text selection in English should be Text selection in English should be based on the native language based on the native language reading level as soon as possible.reading level as soon as possible.

Cummins’ FrameworkCummins’ Framework

Level 1: Context embedded/cognitively Level 1: Context embedded/cognitively undemandingundemanding

– Survival (social, playground) EnglishSurvival (social, playground) English– TPR (Total Physical Response),TPR (Total Physical Response),

acting out simple directionsacting out simple directions– Yes/no questionsYes/no questions


Level 2: Context reduced/cognitively Level 2: Context reduced/cognitively undemandingundemanding

– Survival (social, playground) EnglishSurvival (social, playground) English– TPR (Total Physical Response),TPR (Total Physical Response),

acting out simple directionsacting out simple directions– Predictable responses (fine, and you?, wh Predictable responses (fine, and you?, wh

questions)questions)– Beginning reading, sound-letter Beginning reading, sound-letter

correspondence, word reading, etccorrespondence, word reading, etc


Level 3: Context embedded/cognitively Level 3: Context embedded/cognitively demandingdemanding

– Begin to develop Academic EnglishBegin to develop Academic English– Make products (charts, maps, hands-on Make products (charts, maps, hands-on

activities)activities)– Tackle text with support (sheltered Tackle text with support (sheltered

English)English)– Write reports (through process writing)Write reports (through process writing)– Participate in HOTS discussionsParticipate in HOTS discussions


Level 4: Context reduced/cognitively Level 4: Context reduced/cognitively demandingdemanding

– Use Academic EnglishUse Academic English– Make products (charts, maps, hands-on Make products (charts, maps, hands-on

activities) activities) – Tackle text without supportTackle text without support– Write reports and essays without Write reports and essays without

multiple stages and supportmultiple stages and support– Participate in HOTS discussionsParticipate in HOTS discussions

The “Buzz “ WordsThe “Buzz “ Words CALLA – Cognitive Academic Language CALLA – Cognitive Academic Language

Learning ApproachLearning Approach

SIOP – Sheltered Instruction Observation SIOP – Sheltered Instruction Observation ProtocolProtocol

Sheltered ImmersionSheltered Immersion

Sheltered EnglishSheltered English

Bilingual EducationBilingual Education

CALLACALLA

Pick your content area – Pick your content area – math is suggested as the math is suggested as the first, depth v breadthfirst, depth v breadth

Academic language Academic language acquisitionacquisition

Learning strategy InstructionLearning strategy Instruction

The SIOP ModelThe SIOP Model

Identify the language demandsIdentify the language demands Plan language objectives and make them Plan language objectives and make them

explicit to studentsexplicit to students Emphasize academic vocabularyEmphasize academic vocabulary Activate and strengthen background Activate and strengthen background

knowledgeknowledge Promote oral interaction and extend Promote oral interaction and extend

academic skillsacademic skills Review vocabulary and content conceptsReview vocabulary and content concepts Give students feedbackGive students feedback

Language ConsiderationsLanguage Considerations

Simple (but unknown) everyday English – Simple (but unknown) everyday English – two word verbs (ran up), idiomstwo word verbs (ran up), idioms

Background knowledgeBackground knowledge Passive tense – would have givenPassive tense – would have given Noun phrase/ clause statements – the new Noun phrase/ clause statements – the new

funding level of the companyfunding level of the company Function words – given that, although, Function words – given that, although, Academic vocabulary – product, rangeAcademic vocabulary – product, range

Native Language InstructionNative Language Instruction

Simple (but unknown) everyday English – Simple (but unknown) everyday English – two word verbs (ran up), idiomstwo word verbs (ran up), idioms

Background knowledgeBackground knowledge Passive tense – would have givenPassive tense – would have given Noun phrase/ clause statements – the new Noun phrase/ clause statements – the new

funding level of the companyfunding level of the company Function words – given that, although, Function words – given that, although, Academic vocabulary – product, rangeAcademic vocabulary – product, range

Problem 1Problem 1

Students in Mr. Jacob’s English class were Students in Mr. Jacob’s English class were giving speeches. Each student’s speech giving speeches. Each student’s speech was 7 to 10 minutes long. Which of the was 7 to 10 minutes long. Which of the following is the best estimate for the total following is the best estimate for the total number of speeches that could be given in number of speeches that could be given in a 2 hour class?a 2 hour class?

A. 4 speechesA. 4 speeches

B. 8 speechesB. 8 speeches

C. 13 speechesC. 13 speeches

D. 19 speechesD. 19 speeches

Problem 2 Problem 2

A submarine is 285 feet under the surface A submarine is 285 feet under the surface of the ocean. A helicopter is flying at 4,500 of the ocean. A helicopter is flying at 4,500 feet above sea level. Given that the feet above sea level. Given that the helicopter is directly above the submarine, helicopter is directly above the submarine, how far apart are they?how far apart are they?

A. 285 feetA. 285 feet

B. 4, 215 feetB. 4, 215 feet

C. 4, 785 feetC. 4, 785 feet

D. 4, 500 feetD. 4, 500 feet

ResourcesResources

Bielenberg, Brian & Wong Fillmore, L. (2005) Bielenberg, Brian & Wong Fillmore, L. (2005) The English They Need for the Test. In The English They Need for the Test. In Educational LeadershipEducational Leadership (pp 45-49) ASCD. (pp 45-49) ASCD.

Chamot, Anna U. & O’Malley, J.M. (1994) Chamot, Anna U. & O’Malley, J.M. (1994) The The CALLA HandbookCALLA Handbook, Addison-Wesley , Addison-Wesley Publishing Co.Publishing Co.

Gilles, Carol, et .al. (1998) Gilles, Carol, et .al. (1998) Whole Language Whole Language Strategies for secondary StudentsStrategies for secondary Students, Richard , Richard C. Owens Publishers, Inc.C. Owens Publishers, Inc.

Hadley, Alice O.. (1993) Hadley, Alice O.. (1993) Teaching Language Teaching Language in Contextin Context, Heinle & Heinle., Heinle & Heinle.

ResourcesResourcesKrashen, Stephen D. (1983) Bilingual Education and Krashen, Stephen D. (1983) Bilingual Education and

Second Language Acquisition Theory. In Second Language Acquisition Theory. In Schooling and Language Minority Children: A Schooling and Language Minority Children: A Theoretical FrameworkTheoretical Framework (pp 51-79) Evaluation, (pp 51-79) Evaluation, Dissemination and Assessment Center, California Dissemination and Assessment Center, California State University.State University.

Short, Deborah & Echevarria, J (2005) Teacher Skills Short, Deborah & Echevarria, J (2005) Teacher Skills to Support English Language Learners. . In to Support English Language Learners. . In Educational LeadershipEducational Leadership (pp 8-13) ASCD. (pp 8-13) ASCD.

Terrell, Tracy D. (1983) The Natural Approach in Terrell, Tracy D. (1983) The Natural Approach in Bilingual Education, In Bilingual Education, In Schooling and Language Schooling and Language Minority Children: A Theoretical FrameworkMinority Children: A Theoretical Framework (pp (pp 117-146) Evaluation, Dissemination and 117-146) Evaluation, Dissemination and Assessment Center, California State University.Assessment Center, California State University.

Urschel, Betsy (2005) Teaching Mathematics to Urschel, Betsy (2005) Teaching Mathematics to English Language Learners, presentation at NJ English Language Learners, presentation at NJ Abbott Secondary Institute, Southern regional Abbott Secondary Institute, Southern regional Education Board.Education Board.

Documents

Teaching ELLs in the Content Areas Fred Carrigg Special Assistant to the Commissioner for Urban Literacy January 18, 2006