Effective Practices for English Language Learners Spanish ......score below their classmates on...

Texas Education Agency 1

Developed by Region One Education Service Center

in collaboration with the Texas Education Agency

Training for the School Administrator

Effective Practices for English Language Learners

Spanish Literacy Instruction toProficiency in Academic English


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Acknowledgements

Texas Education Agency

Director of Bilingual/ESL EducationGeorgina Gonzalez

Assistant Director of Bilingual/ESL Education

Susie Coultress

LEP SSI Education InitiativesLilie Elizondo-Limas

Commissioner of EducationDr. Shirley J. Neely

Associate CommissionerStandards and Programs

Dr. Susan Barnes

Deputy Associate CommissionerStandards and Alignment

Dr. Sharon Jackson

Curriculum and InstructionManaging Director

George Rislov

Curriculum DirectorMonica G. Martinez


Acknowledgements

Region One ESC

Bilingual/ESL Program DirectorConcepción “Connie” Guerra

Bilingual/ESL Program CoordinatorAmy Mares

Bilingual/ESL SpecialistsVirginia ChampionJuanita Coronado

Cynthia GarzaPerla RoerigAlicia Valdez

Executive DirectorJack C. Damron

Deputy DirectorInstructional Support

Dr. Janice Wiley

Administrator School Improvement, Accountability & Compliance

Lisa Conner

AdministratorCurriculum, Instruction, & Assessment

Hermelinda Hesbrook


Acknowledgements

Writing/Editing Team

Writing/Development Team

University of Texas El PasoDr. Elena Izquierdo

Region One ESCConnie Guerra

Amy Mares

Austin ISDNoelia Cortez Benson

Special Thanks to the LEER MAS II

Writing and Development Team

Editing Team

McAllen ISDAngel Torres, Bilingual Coordinator

Karina Zuno-Chapa, Bilingual Strategist

La Joya ISDAlfonso Solis, Principal

Rio Grande City ISDAdolfo Peña, Principal

Austin ISDNoelia Cortez Benson

Curriculum/Instructional Specialist

San Elizario ISDEliza Simental

Instructional Officer


Instructional Leader

““The principal is considered the person most responsible for the

quality of the instructional program in the school”

(Rogers, 1989)

Activity


Guiding Questions for Training

•• How many English language learners are in Texas schools?How many English language learners are in Texas schools?•• What do English language learners need to be academically What do English language learners need to be academically

successful?successful?•• What do we know about literacy development for English What do we know about literacy development for English

language learners?language learners?•• What do we know about reading Spanish and English What do we know about reading Spanish and English

development?development?•• How do we ensure reading instruction is effective for English How do we ensure reading instruction is effective for English

language learners?language learners?•• What is our accountability to ensure success for English What is our accountability to ensure success for English

language learners?language learners?


English Language Learners

20062006--2007 PEIMS Data reports 2007 PEIMS Data reports 732,154 LEP Population732,154 LEP Population


1. ELLs need early, explicit, and intensive instruction in phonological awareness and phonics in order to build decoding skills.

2. K-12 classrooms across the nation must increase opportunities for ELLs to develop sophisticated vocabulary knowledge.

3. Reading instruction in K-12 classrooms must equip ELLs with strategies and knowledge to comprehend and analyze challenging narrative and expository texts.

4. Instruction and intervention to promote ELLs’ reading fluency must focus on vocabulary and increased exposure to print.

5. In all K-12 classrooms across the U.S., ELLs need significant opportunities to engage in structured, academic talk.

6. Independent reading is only beneficial when it is structured and purposeful, and there is a good reader-text match.

(Francis and Rivera, 2006)

Research Recommendations For English Language Learners


These are not the students we expected to be teaching

Many educators who work with diverse students are merely at the awareness stage of multicultural and linguistic development, yet affirmation of students from all cultures should be the goal of all administrators and teachers.(Adapted from Why Administrators Need Diversity Training, The School Administrator, May 1999)


Making Sense of the Datato ensure Success

Activity

When we look at data on ELLs we must look across four domains and the interplay of those domains:

DemographicsStudent LearningSchool ProcessesPerception

Each of these domains impacts student achievement

(PASA Conference, J. Fessenden, ESC Region 13)


How do these domains impact data?

DATA

Demographics

Student LearningSchool Processes

Perception


Assessment of English Language Learners

Let’s take a look at our state’s data results

ActivitySlides 14-18


Grade 5 TELPAS WRITING Proficiency RatingsSpring 2005 and Spring 2006

B = Beginning I = Intermediate A = Advanced

H = Advanced High

62244282005

143138172006

%H

%A

%I

%BYear


Grade 5 TELPAS RPTE Proficiency Ratings Spring 2005 and Spring 2006

B = Beginning I = Intermediate A = Advanced

H = Advanced High

433412112005

463311102006

%H

%A

%I

%BYear


3-12 TELPAS COMPOSITE Proficiency Ratings Spring 2005 and Spring 2006

From 05 to 06

From 04 to 05

32

32

%H

534116122005

574116112006

% Who Made Yearly Progress

%A

%I

%BYear

42%40%

AttainmentMethod 2 Progress

AttainmentMethod 1

AMAO Targets

20062005 40%25%

42%25.5%


2005-2007 Grade 3 TAKS ReadingPrimary SSI Administration, Percent Passing

Current LEP – Spn TAKS

Current LEP – Eng TAKS

Monitored 2

Monitored 1

All Students

Students

200720062005

76

81

95

97

89

%

28,975

48,474

1,737

5,917

292,160

No.

975,62196

931,78295

8046,19078

%No.%

8128,78174

89284,98789

No. = Numbers tested 2007 results are preliminary


2005-2007 Grade 5 TAKS ReadingPrimary SSI Administration, Percent Passing

Current LEP – Spn TAKS

Current LEP – Eng TAKS

Monitored 2

Monitored 1

All Students

Students

200720062005

65

48

79

85

80

%

7,867

29,459

17,888

11,343

294,885

No.

869,33470

8217,95570

5228,84937

%No.%

787,88560

82291,99275

No. = Numbers tested 2007 results are preliminary


Do your teachers ask for this typeof ELL training?

How to know what an ELL should be expected to do based on his native language proficiency and Englishlanguage proficiency, literacy level in L1 and L2, what skills transfer and prior schoolingHow to adapt content literacy instruction to meet ELL’s needs without having to prepare a separate lessonMore cultural informationMore planning time


Requires an understanding of and is guided by a knowledge–base on:Second Language AcquisitionStages of Second Language DevelopmentConventions of L1 and L2English language proficiency standardsKey components of reading, and a deep understanding of how these components fit together to support biliteracy for ELLs.

Effective instruction for ELLs


Language Acquisition

LanguageDevelopment

Social and Cultural Processes

Cognitive AcademicDevelopment Development(Collier, 1995)


A Moving TargetWhen native English speakers come to kindergarten, they already have acquired a great deal of proficiency in English (vocabulary, grammar, social rules of language, etc.)English Language Learners need time (after entering school) to reach the level of English language proficiency that native English speakers had when they began school.While ELLs are developing their English, native English speakers continue to increase their vocabularies and develop even more sophisticated language skills. They are a moving target.


Social vs Academic Language

Social Language Academic LanguageSimpler language (shorter Technical vocabulary; written material hassentences, simpler longer sentences and more complexvocabulary and grammar) grammarUsually face-to-face, small Often lecture-style communicationnumber of people, informal or reading a textbook; little situationalsettings contextPrecise understanding is Precise understanding andseldom required description/explanation is required;

higher-order thinkingUsually simpler, familiar topics New and more difficult to understand(movies, friends, daily life) topics, knowledge is often abstract;

cognitively complex; student often hasless background knowledge to build on

Get many clues from expressions, gestures Fewer clues, most clues are language cluessocial context such as further explanationMany opportunities to clarify (look puzzled, More difficult to clarifyask questions, etc.)


Length of Time Required to Achieve Age-Appropriate Levels of Social and Academic Language Proficiency

Native English Speakers - - - - - - - - -English Language Learners __________Level ofProficiency

Academic LanguageSocial Language

2 years2 years

55--7 years7 years

(Cummins, J.)


A Challenge

“The principal is the key person among the school, the district, and the community and is clearly responsible for the quality of the educational program.” (Binkley, 1989)


Motivation

Monitor

Comprehensible Input

Affective Filter

(Krashen, 1985)

Natural Order

Second Language Theories


Pre-Production; Silent PeriodEarly ProductionSpeech EmergenceIntermediate Fluency

Stages of Second LanguageDevelopment

(Krashen & Terrell)


Expectations ofClassroom Instruction

English language learners are among the most academically at-risk groups in our schools today and their numbers will rise steadily in the near future. On average, ELL students receive lower grades,score below their classmates on standardized reading and mathematics tests, and are often judged by their teachers as academic “underachievers”.

What Works Clearinghouse: English Language Learning, National Center for Education, Evaluation and Regional Assistance (2006)

What are we doing as an educational system to ensurethat this does not happen?


English Language Learners in Texas Schools:

have varied levels of language proficiency in Englishhave varied levels of language proficiency in their home languageshave varied ranges of educational experiencesmay be in the process of acquiring oral language while also developing other language skills such as readingmay not have native literacy skills to transfer concepts or strategies about reading to the second languagehave first language reading skills and may not know how to transfer skills to the second language without specific instruction


Three principles to improve achievement for ELLs

1. Instruction in the primary language aids achievement

2. Instruction must have clear goals and objectives for language and literacy development

3. ELLs require instructional accommodations(adapted from Goldenberg, 2006)


Effective Reading Instruction in SpanishTransferable Literacy Skills Effective Reading Instruction in English for ELLsSuccessful Transition

What do ELLs need to be academically successful?


Study found reading certification standards for principals non-existent in 47 states.Teacher certification is prerequisite to principal certification and teacher certification generally required at least one course in reading. (Kurth,1985)

What Do We Know About Literacy Development?


What Do Teachers Know?

“How do I teach reading to ELLs?”Teachers’ previous experiences in teaching reading—preparation/professional developmentTeachers’ experiences as students in being taught to readState, District, and Local requirements Available materialsSpecific student backgrounds


What is different/similar about teaching

reading in Spanish and teaching reading in English?

Let’s build some background.

Activity

Literacy Development for ELLs


Spanish Vowelsa e i o u

/i/ igual /u/ uva

/ε/ me /o/ oso

/a/ mal(Izquierdo, 2001)


English Vowelsa e i o u

/i/ meat /u/ pool/I/ mitt /U/ pull

/ei / mate / Λ / /ou/ oat/ε/ met / Ə/

/æ/ mat /a/ pot /ɔ/ caught(Izquierdo, 2001)


An Overview of Reading in Spanish

SYNTHETIC METHODS

Alphabetic

Phonetic

Syllabic

Names of letters of alphabet

Sounds of letters

5 vowels; then add consonant /m/ to make syllables: a, e, i, o, u

ma, me, mi, mo, muba, be, bi, bo, bu

Goal for all methods is to get to the syllable


SpanishThe syllable is the nucleus for defining how to read words, how to sound out words, how to spell words, where to divide words, where to accentuate a word, and how to make simple sentences.

Spanish Literacy Development


English Phonology Influences Reading Instruction

Literacy DevelopmentWhat is different in Spanish and English?

METHODSPART TO WHOLE

Sight WordPhonics – Word FamiliesWhole Guided; Balanced

/i/ meat /u/ pool/I/ mitt /U/ pull

/ei / mate / Λ / /ou/ oat/ε/ met / Ə/

/æ/ mat /a/ pot /ɔ /caught


Student Samples

Analyzing English language proficiency

Activity


ELLs need to develop oral language skills and learn to read in their native language before or at the same time they learn to read in English

(Snow, Burns, & Griffin, 1998).

Research tells us that…


Phonology

Vocabulary

Grammar

Pragmatics (with emphasis on extended

discourse)

Letter/sound recognition

Listening comprehension Word recognition Reading comprehensionListening comprehension Comprehending complex written languageListening and reading comprehension Written composition Understanding teacher talk

Effective Oral Language Development

Impact on Reading and Writing


Syntactic

SpanishSubject is optional(S) V O Está lloviendo.

Article usageLa vida es dura.El hombre es mortal.

Tag Questions¿Estás cansado, verdad?

EnglishSubject requiredS V O It is raining.Article usageLife is hard.Man is mortal.

Tag QuestionsYou’re tired, aren’t you?


SemanticsCognatesnaturalformalvalormiserable

False Cognatesexit - éxitopredator-depredadordivert-divertiranxiety-ansiedad

Cognates are words in English and Spanish that (1) look alike

And (2) have the same meanings.Nash, 1997


PragmaticsTú vs. Usted

Tú

Usted

you

familiar

respect


ELL students are doing twice the work

Syntactic SemanticL1 & L2 L1 & L2

GraphophonicsL1 & L2


Early Literacy Prek–1 2nd–6th

Literacy DevelopmentWhat is the same in Spanish and English?

Oral LanguagePhonological AwarenessPrint and Book KnowledgeAlphabetic PrincipleFluencyComprehensionWritten Expression

Word analysisVocabulary FluencyComprehensionWriting


It is important to understand that ELL students are faced with many phonological, syntactical, and semantic differences as they go from L1 to L2.It is also important to understand that the less proficient a student is in English, the more the student will rely on L1 cues.

What do we need to know about biliteracy development for English language learners?


LEER MAS II

This statewide training focuses on:2nd–6th Grade Spanish Reading/ Language Arts TEKS; Effective transitioning from Spanish literacy to English literacy through transferable skills and concepts for 2nd–6th grade; Effective reading instruction for English language learners—What do we need to know about teaching reading to English language learners?Alignment of curriculum with the TEKS and TAKS in Spanish and English as a Second Language from Second through Sixth grade.



Research tells us that,L1 language development and the ability to identify words in their L1 is a better predictor of reading success in English than oral proficiency in L2

(Durgunoglu & Hancin-Bhatt, 1993).


Effective Spanish Literacy InstructionVocabulary Development

Vocabulary-building activities require students to interact meaningfully with words. Vocabulary is an extremely important predictorof reading comprehension.Vocabulary development is a critical factor in second language literacy.

(Anderson & Freebody, 1981; Baumann & Kaneenui, 1991)


L1 word reading skills transfer to L2, but children must have first language literacy in the skill for the transfer to take place; oral proficiency in the first language is not sufficient.

(August, Carlo, Calderon, and Proctor, 2005)



Effective Spanish Literacy InstructionFluency

Fluency is the ability to read a text quickly and accurately, it includes:

Prosody

Intonation

Expression

(National Reading Panel, 2000)


Reading comprehension: The act of constructing meaning

while interacting with text.

Effective Spanish Literacy InstructionReading Comprehension

(Texas Teacher Reading Academies, 2002)


Break Down Areas

Decoding

Fluency

Inferencing

IrregularWords

WordMeanings

LimitedPrior

Knowledge

Memory andProcessing

Applying Strategies

MonitoringUnderstanding


When rushed into reading in English without developing these concepts in their L1, ELLs may learn to decode, but comprehension will suffer because of their limited knowledge of English

(Snow, Burns, & Griffin, 1998).



Good Readers

Read moreRead more

Improve reading skillsImprove reading skills

Increase vocabularyIncrease vocabulary

Improve readingImprove readingcomprehensioncomprehension

Enjoy readingEnjoy reading(National Reading Panel, 2000)


Effective Spanish Literacy InstructionReading and Writing

Reading and Writing Share Reading and Writing Share a Reciprocal Relationshipa Reciprocal Relationship

Writing conventions, or mechanics are tools that facilitate the production and comprehension of writing.Knowledge of how writers plan, organize, and develop ideas canlead to improved reading comprehension. Students who write regularly usually become better readers.


Effective Spanish Literacy InstructionWriting

GrammaticalGrammaticalCompetenceCompetence

Strategic Strategic CompetenceCompetence

DiscourseDiscourseCompetenceCompetence

Sociolinguistic Sociolinguistic CompetenceCompetence

(Scarcella & Oxford, 1992)


Writing As An Instrument For Reflection(Cassany, 2001)

Through listening and reading, students analyze the views expressed by others through writings or conversations.Through writing, students express their ideas, feelings, emotions, views about what they hear, read-aloud, through conversation, independent reading, on a video, or a picture.Writing, then, serves as an instrument for reflection and communication.


What should you observe in the classroom?

Help students hear soundsDevelop concepts of printModel how phonics worksAid in understanding reciprocity of writing and reading

(LEER MAS II, 2006)


Integrating All Components

Comprehension

Vocabulary

Word

Analysis

Fluency

(LEER MAS II, 2006)


Transferring SpanishLiteracy Skills into English

1) Promote the successful acquisition of English language knowledge and skills through a systematic and conscious instructional approach.

2) Promote the further development of the native language as an instrument for initial and continual learning in the classroom.(LEER MAS II, 2006)


Transferring SpanishLiteracy Skills into English

3) Bridge and connect the learning of the two languages so that there is smooth movement from one language to the other.

4) Provide a framework for an instructional program grounded in second language acquisition theory to teach English literacy.

5) Assure that both languages are totally and globally learned.

(LEER MAS II, 2006)


The Role of the Native Language

Accelerates Englishliteracy

Connects homeand school

Transfers skillsand concepts

Allows continuouscognitive development

Contributes to Englishacquisition

(Diaz-Rico, 2004)


The Nature of Transfer

The process of transfer requires thatwe take what students already

know and understand about literacyin their native language and ensurethat this knowledge is used to help

them gain literacy skills in a second language.

(Escamilla, 2004)


Transfer

Transfer, is the ongoing process of moving towards English in the bilingual classroom. It should begin as early as Pre–K.

(Escamilla, 2004)


Transfer is not…

Translation

Reteaching whatstudents already know


Transition

Transition is formally Exiting and Reclassifyingstudents from bilingual or ESL program to mainstream classes as English proficient based on state standards and criteria.

(TAC §89.1225(h); TEC §29.056 4(g)


Transferable Concepts

Literacy experienceComprehensionFluencyVocabulary/cognatesGeneric grammatical structures, such as subject—predicateMost consonant soundsBlends Selective punctuation


What is difficult to transfer?

Syntax

Homonyms

Inference Figurative language

Idioms

Cultural nuances

(adapted from Escamilla, 2004)


Transfer: Paradigm Shifts

Focus on SpanishLiteracy; delayedEnglish literacy

Transfer withliteracy-based ESLand oral language

beginning inPre-K


OldOld NewNew


Transfer: Paradigm Shifts (cont.)

Inconsistent andpoorly defined ESL programs

Structured oral ESLand literacy-based

ESL instruction


OldOld NewNew



Duplication of lessonsconducted in both

languages;concurrent translation

Scaffoldedsimultaneous literacy

acquisition


OldOld NewNew



Cessation of Spanishliteracy and oral

ESL upontransition

Continuation ofSpanish literacy and

structured ESL


OldOld NewNew



Strict separation oflanguage

Strategic use oflanguage


OldOld NewNew



Generic Englishreading strategies

Language specificteaching strategies


OldOld NewNew



Search for a dominantnative language

Understanding ofsimultaneousbilingualism


OldOld NewNew


Connecting to TELPAS

TOP + RPTE = TELPAS

TELPAS

Texas English Language Proficiency Assessment System

Listening

Speaking

Reading

Writing

New


Assessments

Spanish/EnglishDistrict BenchmarksTAKSTELPAS: reading, listening, speaking, writingAchievement Tests from Commissioners Approved ListTejas LEE/TPRIOral Language proficient tests


Appropriate Reading Instruction for ELLs

Grounded in second language acquisitionFocuses on the understanding of reading development, its components and how the pieces fit togetherIntegrates all language arts skills• Listening• Speaking• Reading• Writing

Provided on a continuous and daily basis


Appropriate Reading Instruction for ELLs

L1 instruction should be usedStudents should be taught to transfer

what they know in L1 to L2 learning tasks.Teaching/learning in L1 and L2 can be

approached in similar ways, but…Adjustments or accommodations are needed due to English language proficiency levels.

(Adapted from Goldenberg, 2006)


What kind of support do I need to provide to ensure

academic success of English language learners?

Activity

From What I learned today…


Thank you

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