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LRA Conference December 2013 Dr. Kena Avila Linfield College kavila@linfiel d.edu TRANSFORMING THE INTERCONNECTIONS BETWEEN LITERACY TEACHERS, ELL TEACHERS, AND CLASSROOM TEACHERS

Transforming the Interconnections between Literacy Teachers, ELL Teachers, and Classroom Teachers

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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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Page 1: Transforming the Interconnections between Literacy Teachers, ELL Teachers, and Classroom Teachers

LRA ConferenceDecember 2013Dr. Kena AvilaLinfield [email protected]

TRANSFORMING THE INTERCONNECTIONS BETWEEN LITERACY

TEACHERS, ELL TEACHERS, AND

CLASSROOM TEACHERS

Page 2: 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

Page 3: Transforming the Interconnections between Literacy Teachers, ELL Teachers, and Classroom Teachers

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

Page 4: Transforming the Interconnections between Literacy Teachers, ELL Teachers, and Classroom Teachers

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.

Page 5: Transforming the Interconnections between Literacy Teachers, ELL Teachers, and Classroom Teachers

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

Page 6: Transforming the Interconnections between Literacy Teachers, ELL Teachers, and Classroom Teachers

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

Page 7: Transforming the Interconnections between Literacy Teachers, ELL Teachers, and Classroom Teachers

The Six Blind Men and the

Elephant

What are the parts of the elephant for

ELL students?

Page 8: Transforming the Interconnections between Literacy Teachers, ELL Teachers, and Classroom Teachers

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

Page 9: Transforming the Interconnections between Literacy Teachers, ELL Teachers, and Classroom Teachers

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

Page 10: Transforming the Interconnections between Literacy Teachers, ELL Teachers, and Classroom Teachers

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).

Page 11: Transforming the Interconnections between Literacy Teachers, ELL Teachers, and Classroom Teachers

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

Page 12: Transforming the Interconnections between Literacy Teachers, ELL Teachers, and Classroom Teachers

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

Page 13: Transforming the Interconnections between Literacy Teachers, ELL Teachers, and Classroom Teachers

CREESE TIC-TAC-TOE

Page 14: Transforming the Interconnections between Literacy Teachers, ELL Teachers, and Classroom Teachers
Page 15: Transforming the Interconnections between Literacy Teachers, ELL Teachers, and Classroom Teachers

Robert Linquanti, 2012, Project Director for EL Evaluation WestED

Page 16: Transforming the Interconnections between Literacy Teachers, ELL Teachers, and Classroom Teachers

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).

Page 17: Transforming the Interconnections between Literacy Teachers, ELL Teachers, and Classroom Teachers

ELPA-21

Page 18: 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

Page 19: Transforming the Interconnections between Literacy Teachers, ELL Teachers, and Classroom Teachers

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

Page 20: Transforming the Interconnections between Literacy Teachers, ELL Teachers, and Classroom Teachers

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

Page 21: Transforming the Interconnections between Literacy Teachers, ELL Teachers, and Classroom Teachers

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.

Page 22: Transforming the Interconnections between Literacy Teachers, ELL Teachers, and Classroom Teachers

WRITE DOWN 3 WORDS THAT DESCRIBE COLLABORATION

.

.

.

Page 23: Transforming the Interconnections between Literacy Teachers, ELL Teachers, and Classroom Teachers

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

Page 24: Transforming the Interconnections between Literacy Teachers, ELL Teachers, and Classroom Teachers

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

Page 25: Transforming the Interconnections between Literacy Teachers, ELL Teachers, and Classroom Teachers

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).

Page 26: Transforming the Interconnections between Literacy Teachers, ELL Teachers, and Classroom Teachers

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)

Page 27: Transforming the Interconnections between Literacy Teachers, ELL Teachers, and Classroom Teachers

WRITE DOWN 3 MORE WORDS THAT DESCRIBE COLLABORATION

.

.

.

Page 28: Transforming the Interconnections between Literacy Teachers, ELL Teachers, and Classroom Teachers

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

Page 29: Transforming the Interconnections between Literacy Teachers, ELL Teachers, and Classroom Teachers

CONFRONTING A LACK OF AWARENESS REGARDING STATUS

AND POWER

Page 30: Transforming the Interconnections between Literacy Teachers, ELL Teachers, and Classroom Teachers
Page 31: Transforming the Interconnections between Literacy Teachers, ELL Teachers, and Classroom Teachers

• 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?

Page 32: Transforming the Interconnections between Literacy Teachers, ELL Teachers, and Classroom Teachers

“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”

Page 33: Transforming the Interconnections between Literacy Teachers, ELL Teachers, and Classroom Teachers

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”.

Page 34: Transforming the Interconnections between Literacy Teachers, ELL Teachers, and Classroom Teachers
Page 35: 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