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Transforming the Interconnections between Literacy Teachers, ELL Teachers, and Classroom Teachers. LRA Conference December 2013 Dr. Kena Avila Linfield College [email protected]. Big Idea. - PowerPoint PPT Presentation
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LRA ConferenceDecember 2013Dr. Kena AvilaLinfield [email protected]
TRANSFORMING THE INTERCONNECTIONS BETWEEN LITERACY
TEACHERS, ELL TEACHERS, AND
CLASSROOM TEACHERS
ELL students need their teachers to weave together language, literacy, and content by advocating for time to engage in effective and productive collaboration with an awareness that challenges the dominant discourses that isolate teachers of ELLs.
BIG IDEA
Goals• Reflect on the discourses
that represent and enforce isolated identities.
• Share models of collaboration between ELL specialists, classroom teachers, and Title 1 teachers.
• Define idealistic versus complex views of collaboration.
• Identify issues of power in scheduling and time.
Agenda• Introduction
• The Problem & Its Result
• Isolation of Teachers of ELLs• Group TicTacToe (Creeese)
• The Need for Time
• The Need for Collaboration• 3 words on Collaboration
• The Need for Awareness• Just what is Bi-Discoursal
anyway?
• Conclusion
GOALS & AGENDA
EDUC 340 SIOP Ch. 1 Introduction
DEMOGRAPHIC TRENDSIn one decade 1998-99 to
2008-09 the ELL population increased by 51% compared to the total K-12 population
which grew only 7.2%.
12% of the population was foreign born and
20% spoke a language other than English
Over 70% of English learners in our schools
were born in the US; that is, they are second- or
third-generation immigrants.
Demographic Trends The states with the fastest-
growing limited English proficient student populations are: North Carolina Colorado Nevada Nebraska Oregon Georgia Indiana
ALL HAD 200% increases between 1993-2003.
BACKGROUND ON ENGLISH LEARNING
EDUC 340 SIOP Ch. 1 Introduction
EDUC 340 SIOP Ch. 1 Introduction
ACHIEVEMENT GAPS
71% of ELLs in 4th grade scored Below
Basic on NAEP Reading 2009
¾ of 8th grade ELLs scored Below Basic on NAEP Reading and Math 2009
43% of ELLs in 4th grade scored Below Basic on NAEP Math
2009
The Six Blind Men and the
Elephant
What are the parts of the elephant for
ELL students?
Isolated Identities (Discours
e)
Need for Collaboration
• Move from Idealistic to
Complex View• Respond to alignment of
CCSS & ELPA-21
Need for Time• Framework for
Collaboration• Structured
Institutionalized Schedules
Need for Awareness
• Macro Issues of Power and Status• Bidiscoursal
Perspectives
ELLS HAVE MULTIPLE TEACHERS THROUGHOUT THEIR DAY
ELL Speciali
sts2 teachers
from School A
2 teachers from
School B
Classroom
Teachers2teachers
from School A
2 teachers from
School B
Title 1 Teacher
s2teachers
from School A
2 teachers from
School B
METHODS AND DATA SOURCES
12 Interviews
Phase I 12
Observations
Phase II 2 Focus
Groups
Phase III
Qualitative Design Approach = transcribed interviews, field notes, and transcription of focus groups.Grounded Theory: An inductive method that examined the themes that emerged from teachers’ experiences, insights, and viewpoints (Clarke, 2005).
ANALYSIS
Discourse Analysis: • Gee (2011)• Context as a Reflexive Tool• “Speech creates or shapes
(possibly manipulates) the context.”
Situational Analysis • Clarke (2011) • Multiple mapping and saturation
of data
THE ISOLATION OF TEACHERS OF ELLS
• "Our role is to teach the functions of language."
ELL Specialis
t• "I don't have to worry about
the language development .. that's not really my job."
Classroom
Teacher• "Primarily, what I'm doing is
teaching kids how to read."Title 1
Teacher
CREESE TIC-TAC-TOE
Robert Linquanti, 2012, Project Director for EL Evaluation WestED
THE NEED FOR COLLABORATION
“The theory of action embedded in the Framework does not view the ELP standards as a bridge to first cross before acquiring the CCSS and NGSS, but as partner standards articulating practices, knowledge, and skills students need to have to access the CCSS and NGSS” (Council of Chief State School Officers et al., 2012).
ELPA-21
ELL students need their teachers to weave together language, literacy, and content by advocating for time to engage in effective and productive collaboration with an awareness that challenges the dominant discourses that isolate teachers of ELLs.
BIG IDEA
CONFRONTING AN ALLOCATION OF EFFECTIVE TIME TOGETHER
• Well our, our teams meet every week um, I try to get into a grade level meeting once a month, our ELL people try to get into a grade level meeting once a month.”
Title 1Teache
r• “We get to meet with our teachers, half our staff about every other
week I think it is and then the other half on the other- so twice a month we're meeting with staff so we get to meet with all staff once a month, that's what it is.”
Title 1 Teacher
• “I might occasionally hear from a class- from grade level teams or classroom teachers something that their kids are working on in class and that they are asking me to support in their ELL time”
ELL Teacher
• As I am having a conversation with a teacher I might say that, you know, I think that this is a kid:: who really needs a lot of visual support, you know”
ELL Teacher
CONFRONTING AN ALLOCATION OF EFFECTIVE TIME TOGETHER
• “We have a push in so that's really nice from ELL and she comes and helps and I schedule writing at that time so she comes in and works with them.”
Classroom
Teacher
• “I think that's a huge crutch in our system. um, that everyone else is doing these amazing things and you might just not know it because you haven't gone down to ask them and they don't have time to explain.”
Classroom
Teacher
• “All the ELL assistants that are amazing and do great work but I don't have time to talk to them because they leave before my day is over.”
Classroom
Teacher
THE NEED FOR TIME
“Leaders need to provide time for teachers to study texts, tasks, and assessments, and to examine student work products at different levels of English proficiency in collaboration with content, ELD, and literacy experts”
(Santos et al., n.d., p. 9).
Effective and productive collaboration cannot
happen during teachers’ prep or transition time.
WRITE DOWN 3 WORDS THAT DESCRIBE COLLABORATION
.
.
.
CONFRONTING AN IDEALISTIC PERCEPTION OF COLLABORATION
• “There's no doubt that you know that working as a team has true benefits”Classroo
m Teacher
• “When we have time for collaboration. It’s a little more effective than when I’m doing my own.”
Classroom
Teacher
• “You can bounce ideas off and they will have information for you or share information that they can help you with.”
Classroom
Teacher
• “Each time we've gotten together we've tried to talk about um, what are things that we're doing in title or what are things that they're doing in ELL that would help um, those kids with the vocabulary and the content.”
Title 1 Teacher
CONFRONTING AN IDEALISTIC PERCEPTION OF COLLABORATION
• “Last year, I worked with someone in the district who I disagreed with on many things. Her theory politics and instruction were all completely opposing. Her and I had the same job. We agreed to set aside our beliefs.”
ELL Specialis
t
• “It doesn’t come down to this policy or that policy. It comes down to listening. Everyone wants to learn. We all want to help kids.”
ELL Speciali
sts
• You know, we think for ourselves and obviously are our own teachers but we do try for consistency. We try to do the same things with one another or do the same thing as the other is doing."
Classroom
Teacher
ISOLATION VERSUS COLLABORATION
“No longer can ESL teachers sit back and deliver isolated skill lessons to their ELLs in vocabulary, grammar, reading,
and writing” (Honigsfeld, 2010, p. 29).
IDEALISTIC VERSUS COMPLEX PERCEPTIONS OF COLLABORATION
“In their optimism about caring and supportive communities, advocates often underplay the role of diversity, dissent, and disagreement in community life, leaving practitioners ill-prepared and conceptions of collaboration underexplored.”
(Achinstein, 2002, p. 421)
WRITE DOWN 3 MORE WORDS THAT DESCRIBE COLLABORATION
.
.
.
CONFRONTING A LACK OF AWARENESS REGARDING STATUS
AND POWER• "They think you are just some sort of an assistant who is there to teach Spanish and they just want you to either take the kids out of the classroom to get them out of the way or they expect you to leave the kids in the classroom who they think are accademically successful. "
ELL Specialis
t
• "I think within the whoe school wide setting there might not always be as much understanding for what the purpose of ELL time is, you know, that we're really trying to support language growth and so like I, you know, I guess make surethat I'm also trying, if you now, I guess trying to tie in learnign about readin or other subject areas."
ELL Speciali
sts
CONFRONTING A LACK OF AWARENESS REGARDING STATUS
AND POWER
• The subject teachers have a sense of ownership of their own areas and the authority to influence other teachers.Arkoudis
• The ELL achievement problems are indicative of a larger institutional and societal culture reflecting a larger macro discourse of power and status.Creese
WHAT DO YOU THINK?
“Bi-discoursal people are the ultimate sources of change. They are prepared to seek out alternative ways of viewing the world in which relations of power can be disrupted and reconfigured”
Miller-Marsh (2002).
In your own words define
“bi-discoursal”
While what may seem an obvious remedy for teachers to simply collaborate, it becomes more multifaceted as we take into account• dominant discourses that isolate teachers,
• complex models of collaboration, and the
• sociocultural factors of Power & status that impact the education of ELLs. We need to strive to expand our identities and perspectives in order to become one of Miller-Marsh’s (2002 ) “Bi-discoursal people”.
ELL students need their teachers to weave together language, literacy, and content by advocating for time to engage in effective and productive collaboration with an awareness that challenges the dominant discourses that isolate teachers of ELLs.
BIG IDEA