English Language English Language Learner PresentationLearner Presentation

Trinity UniversityTrinity UniversityEDU 989A: Teaching Reading to LEP StudentsEDU 989A: Teaching Reading to LEP Students

Instructor: Kia Myrick McDanielInstructor: Kia Myrick McDaniel

April 26, 2009April 26, 2009Presented by: Andre JamesPresented by: Andre James

English Language-Learners OutlineEnglish Language-Learners Outline

Overview of Research Findings Overview of Research Findings Testing, Training, Targeting for ELLTesting, Training, Targeting for ELL

Facts, Misconceptions, Clarifications & InterventionsFacts, Misconceptions, Clarifications & Interventions

Testing Accommodations for ELL Testing Accommodations for ELL Dictionaries/GlossariesDictionaries/Glossaries

Teacher Attitudes & Perceptions toward ELL Teacher Attitudes & Perceptions toward ELL Mainstreaming & ModificationsMainstreaming & Modifications

Referrals & Placement for ELL Referrals & Placement for ELL Linguistic Differences vs. Learning DisabilitiesLinguistic Differences vs. Learning Disabilities

RelevanceRelevance

Reading Test Performance of Reading Test Performance of English-Language Learners English-Language Learners Using an English DictionaryUsing an English Dictionary

Debra Albus, Martha Thurlow, Debra Albus, Martha Thurlow, Kristin Liu & John BielinskiKristin Liu & John Bielinski

The Journal of Educational ResearchThe Journal of Educational Research

March/April 2005 [Vol. 98 (No. 4)] March/April 2005 [Vol. 98 (No. 4)]

Pages 245-254Pages 245-254

Testing Accommodations for ELLTesting Accommodations for ELL Recent federal legislation emphasized the inclusion of all Recent federal legislation emphasized the inclusion of all

students in state assessments.students in state assessments. An unfamiliar vocabulary may cause difficulty in An unfamiliar vocabulary may cause difficulty in

understanding items on tests and that using dictionaries can understanding items on tests and that using dictionaries can help students’ reading comprehension and equalize skill help students’ reading comprehension and equalize skill assessments.assessments.

ELL and ESL students and bilingual education teachers have ELL and ESL students and bilingual education teachers have requested dictionaries for testing situations because they are requested dictionaries for testing situations because they are an accommodation that students use daily and would most an accommodation that students use daily and would most likely use throughout their lives.likely use throughout their lives.

Some researchers and test developers argue that Some researchers and test developers argue that dictionaries are an alteration that may affect test validity dictionaries are an alteration that may affect test validity negatively.negatively.

Arguments against dictionaries are: students will need more Arguments against dictionaries are: students will need more time, students may over rely on dictionaries and researchers time, students may over rely on dictionaries and researchers have not found that dictionaries significantly affect reading have not found that dictionaries significantly affect reading comprehension test scores of students learning English as a comprehension test scores of students learning English as a foreign language. foreign language.

Students still require skills (such as choosing the right Students still require skills (such as choosing the right meaning of a word based on the context of a passage) to use meaning of a word based on the context of a passage) to use the dictionary successfully in a test.the dictionary successfully in a test.

Testing Accommodations for ELLTesting Accommodations for ELL The effect of the English dictionary accommodation was not The effect of the English dictionary accommodation was not

significant.significant. ELLs with self-reported intermediate English reading ELLs with self-reported intermediate English reading

proficiency had a statistically significant higher test score proficiency had a statistically significant higher test score when the dictionary accommodation was present.when the dictionary accommodation was present.

Lower and higher level proficiency students in EFL settings Lower and higher level proficiency students in EFL settings do not benefit from the dictionary accommodations on do not benefit from the dictionary accommodations on reading tests as much as do intermediate-level students.reading tests as much as do intermediate-level students.

The presence of the accommodations neither enhanced nor The presence of the accommodations neither enhanced nor compromised the validity of the test scores.compromised the validity of the test scores.

The cost effectiveness of bilingual dictionaries for every The cost effectiveness of bilingual dictionaries for every language group is a problematic ideal not uncommon to language group is a problematic ideal not uncommon to similar accommodations such as translated tests or test similar accommodations such as translated tests or test instructions.instructions.

Decision makers who choose dictionaries should be prepared Decision makers who choose dictionaries should be prepared to make decisions about the following: different kinds of to make decisions about the following: different kinds of dictionaries, varying levels of student language, dictionary dictionaries, varying levels of student language, dictionary proficiency and specific interactions between test items, test proficiency and specific interactions between test items, test passages and dictionary entries.passages and dictionary entries.

Teachers need to make decisions about the accommodations Teachers need to make decisions about the accommodations on an individual basis---not for students as a group, but for on an individual basis---not for students as a group, but for students who need a specific accommodation.students who need a specific accommodation.

Testing Accommodations for ELLTesting Accommodations for ELL Test administrators and developers should consider: whether Test administrators and developers should consider: whether

dictionaries will be made available, how the availability of the dictionaries will be made available, how the availability of the dictionaries may interact with the test and what specific dictionaries may interact with the test and what specific language skills will be tested when writing test items.language skills will be tested when writing test items.

It is important that administrators consider the appropriateness It is important that administrators consider the appropriateness of the language of a dictionary that they choose for varying of the language of a dictionary that they choose for varying student populations.student populations.

Review English dictionaries for compatibility with the range of Review English dictionaries for compatibility with the range of vocabulary in the test passages, grade-level appropriateness, vocabulary in the test passages, grade-level appropriateness, and ease of retrieving explanatory information.and ease of retrieving explanatory information.

English glossaries are more practical from a test-development English glossaries are more practical from a test-development and cost-effectiveness standpoint.and cost-effectiveness standpoint.

Consider the following: is the student comfortable using a Consider the following: is the student comfortable using a dictionary from their experience in class, the level of dictionary from their experience in class, the level of proficiency in students’ first language and in English should be proficiency in students’ first language and in English should be used for teachers to determine the most appropriate type of used for teachers to determine the most appropriate type of dictionary or whether a dictionary would be beneficial.dictionary or whether a dictionary would be beneficial.

If ELLs with intermediate English proficiency are applying If ELLs with intermediate English proficiency are applying dictionary skills to help them comprehend regular class texts, it dictionary skills to help them comprehend regular class texts, it is probably a good decision for the teacher to allow that same is probably a good decision for the teacher to allow that same type of dictionary on a reading assessment.type of dictionary on a reading assessment.

Secondary Teacher Attitudes Toward Secondary Teacher Attitudes Toward Including English-Language Learners Including English-Language Learners

in Mainstream Classroomsin Mainstream Classrooms

Jenelle R. ReevesJenelle R. Reeves

The Journal of Educational ResearchThe Journal of Educational Research

January/February 2006 [Vol. 99 (No. 3)]January/February 2006 [Vol. 99 (No. 3)]

Pages 131-142Pages 131-142

Teacher Attitudes & Perceptions Toward ELLTeacher Attitudes & Perceptions Toward ELL ELL populations, typically spend the majority of the school day in ELL populations, typically spend the majority of the school day in

mainstream classes and attend ESL classes for one or two periods. Yet mainstream classes and attend ESL classes for one or two periods. Yet teachers in those mainstream classrooms are largely untrained to work teachers in those mainstream classrooms are largely untrained to work with ELLs; only 12.5% of U.S. teachers have received 8 or more hours of with ELLs; only 12.5% of U.S. teachers have received 8 or more hours of recent training to teach students of limited English proficiency.recent training to teach students of limited English proficiency.

Little is known about how an underprepared teaching force is coping with Little is known about how an underprepared teaching force is coping with its increasingly linguistically diverse classrooms.its increasingly linguistically diverse classrooms.

There has been a marked surge in the number of books, journal articles, There has been a marked surge in the number of books, journal articles, and professional development initiatives that offer teaching strategies to and professional development initiatives that offer teaching strategies to ELL educators.ELL educators.

Professional development in the ELL area has become a high priority for Professional development in the ELL area has become a high priority for many school districts.many school districts.

Equitability of Coursework ModificationsEquitability of Coursework Modifications Teacher attitudes toward coursework modifications may be influenced by Teacher attitudes toward coursework modifications may be influenced by

their concern for educational equity.their concern for educational equity. Although teachers expressed support for coursework modifications, this Although teachers expressed support for coursework modifications, this

support may depend on the perceived equitability of specific support may depend on the perceived equitability of specific modifications.modifications.

Educators asserted that appropriate, equitable instruction for ELLs is Educators asserted that appropriate, equitable instruction for ELLs is neither watered down nor unmodified and schools must provide support to neither watered down nor unmodified and schools must provide support to engage students in challenging content-based learning tasks.engage students in challenging content-based learning tasks.

Equitable instruction maintains content standards while content is Equitable instruction maintains content standards while content is presented in linguistically appropriate ways.presented in linguistically appropriate ways.

Teacher Attitudes & Perceptions Toward ELLTeacher Attitudes & Perceptions Toward ELLEquitability of Coursework Modifications cont. of Coursework Modifications cont.

Curricular expectations for ELLs must be the same as those for Curricular expectations for ELLs must be the same as those for English-proficient students.English-proficient students.

Sheltering instruction models are providing promising results and Sheltering instruction models are providing promising results and the techniques potentially enhance instruction for both groups of the techniques potentially enhance instruction for both groups of students.students.

Ambivalence Toward Professional DevelopmentAmbivalence Toward Professional Development Nearly half of the teachers surveyed were uninterested in Nearly half of the teachers surveyed were uninterested in

receiving such training.receiving such training. Subject-area teachers might believe that ESL or bilingual teachers, Subject-area teachers might believe that ESL or bilingual teachers,

rather than general education teachers, are primarily responsible rather than general education teachers, are primarily responsible for educating ELLs.for educating ELLs.

Subject area teachers must participate actively in all students’ Subject area teachers must participate actively in all students’ education, granting, rather than withholding, access to content.education, granting, rather than withholding, access to content.

In service training for K-12 ELL teachers should be an educational In service training for K-12 ELL teachers should be an educational imperative.imperative.

Successful professional development initiatives for teaching ELLs Successful professional development initiatives for teaching ELLs highlight the importance of: active teacher participation in the highlight the importance of: active teacher participation in the professional development program, commitment to schoolwide, professional development program, commitment to schoolwide, long-term change and strong, ongoing university-to-school long-term change and strong, ongoing university-to-school partnerships.partnerships.

Teacher Attitudes & Perceptions Toward ELLTeacher Attitudes & Perceptions Toward ELLMisconceptions Regarding Second-Language AcquisitionMisconceptions Regarding Second-Language Acquisition Large number of teacher perceptions of how second languages are Large number of teacher perceptions of how second languages are

learned ran contrary to research findings in second language learned ran contrary to research findings in second language acquisition.acquisition.

2 Misconceptions: ELLs should be able to acquire English within 2 2 Misconceptions: ELLs should be able to acquire English within 2 years and should avoid using their native language as they acquire years and should avoid using their native language as they acquire English.English.

Full acquisition of a second language depends on a number of factors, Full acquisition of a second language depends on a number of factors, including age, personality, environment and first –language including age, personality, environment and first –language proficiency.proficiency.

Much evidence suggests that full proficiency, including the ability to Much evidence suggests that full proficiency, including the ability to use English in academic, as well as in social situations, may take more use English in academic, as well as in social situations, may take more than 7 years. This misconception may lead teachers to faulty than 7 years. This misconception may lead teachers to faulty conclusions concerning ELLs’ language ability, intelligence or conclusions concerning ELLs’ language ability, intelligence or motivation.motivation.

Research highlighted the importance of continued first-language use in Research highlighted the importance of continued first-language use in developing second-language literacy. Teachers’ language-acquisition developing second-language literacy. Teachers’ language-acquisition misconceptions leads educators to misdiagnose learning difficulties or misconceptions leads educators to misdiagnose learning difficulties or misattribute student failure to lack of intelligence or effort. misattribute student failure to lack of intelligence or effort.

All Ell teachers should possess a basic understanding of second-All Ell teachers should possess a basic understanding of second-language acquisition processes.language acquisition processes.

Teachers may believe that no special professional development is Teachers may believe that no special professional development is needed to work effectively with ELLs.needed to work effectively with ELLs.

English Language Learners English Language Learners Struggling to Learn to Read:Struggling to Learn to Read:

Emergent Scholarship onEmergent Scholarship on Linguistic Differences and Learning Disabilities Linguistic Differences and Learning Disabilities

Janette Klingner & Alfredo J. ArtilesJanette Klingner & Alfredo J. Artiles

Journal of Learning DisabilitiesJournal of Learning Disabilities

September/October 2006 [Vol. 39 (No. 5)] September/October 2006 [Vol. 39 (No. 5)]

Pages 386-389Pages 386-389

Referrals & Placement for ELLReferrals & Placement for ELL Growing concern about inappropriate referrals of ELLs to Growing concern about inappropriate referrals of ELLs to

special education, the challenges associated with special education, the challenges associated with distinguishing between the characteristics of second-distinguishing between the characteristics of second-language acquisition and learning disabilities.language acquisition and learning disabilities.

Students in general education classrooms first show signs Students in general education classrooms first show signs of struggling to read, and it is the teachers who initiate of struggling to read, and it is the teachers who initiate the vast majority of referrals for an evaluation for possible the vast majority of referrals for an evaluation for possible special education placement.special education placement.

ELLs are often disproportionately placed in special ELLs are often disproportionately placed in special education programs. education programs.

Depending on the state and district ELLs tend to be either Depending on the state and district ELLs tend to be either under-or-over identified for special education.under-or-over identified for special education.

Students struggle in school for a variety of reasons but Students struggle in school for a variety of reasons but only some are actually related to genuine disabilities. only some are actually related to genuine disabilities.

Difficult to determine disabilities because of ELLs in many Difficult to determine disabilities because of ELLs in many ways parallel those of students with language and/or ways parallel those of students with language and/or learning disabilities.learning disabilities.

Referrals & Placement for ELLReferrals & Placement for ELL Some students underachieve because of Some students underachieve because of

inadequate instruction or a lack of opportunities to inadequate instruction or a lack of opportunities to learn therefore complicating attempts to pinpoint learn therefore complicating attempts to pinpoint the cause of their difficulties.the cause of their difficulties.

School personnel must be able to accurately School personnel must be able to accurately identify the multiple possible sources of a student’s identify the multiple possible sources of a student’s struggles so that they can provide appropriate pre-struggles so that they can provide appropriate pre-referral interventions, identify additional sources of referral interventions, identify additional sources of support and justify a possible referral to special support and justify a possible referral to special education.education.

Once student is referred, it is difficult to conduct an Once student is referred, it is difficult to conduct an appropriate assessment due to the unavailability of appropriate assessment due to the unavailability of appropriate tests. appropriate tests.

Multilevel model approach is considered to address Multilevel model approach is considered to address various levels of learning and ecology development.various levels of learning and ecology development.

Use data from multiple sources when deciding Use data from multiple sources when deciding whether ELLs qualify for special education.whether ELLs qualify for special education.

There is a need for revised framework for defining There is a need for revised framework for defining LD and an associated assessment model that is LD and an associated assessment model that is based on curriculum-based dynamic assessment.based on curriculum-based dynamic assessment.

Referrals & Placement for ELLReferrals & Placement for ELL In general, the psychologists did not follow In general, the psychologists did not follow

extant legal or professional guidelines for extant legal or professional guidelines for conducting nondiscriminatory assessments.conducting nondiscriminatory assessments.

We need intervention models for providing We need intervention models for providing early assistance to ELLs identified as at risk early assistance to ELLs identified as at risk for reading difficulties.for reading difficulties.

Intervention students gained significantly Intervention students gained significantly more on reading-related measures than more on reading-related measures than comparison students. comparison students.

We must think in creative ways about We must think in creative ways about referrals, assessments and instructional referrals, assessments and instructional issues. Use multiple sources of information issues. Use multiple sources of information when making decisions, and to not be limited when making decisions, and to not be limited by previous (mis)understandings of the by previous (mis)understandings of the language.language.

RelevanceRelevance

ELL Test PerformanceELL Test Performance

Teacher TrainingTeacher Training

Appropriate InterventionsAppropriate Interventions