Long-Term English Language Learners and Strategies for Engaging Them with the Common Core
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Transcript of Long-Term English Language Learners and Strategies for Engaging Them with the Common Core
CCSSO ICCS SCASS / Atlanta
Long-Term English Language Learners and Strategies for Engaging Them with the Common Core
Kenji HakutaStanford University
2/8/2013
WestEd.org
Purposes of this Session
•Set some key points for understanding long-term EL issue•Explore some data analyses on definitions and characteristics•Discuss how state and district systems and practices can be more responsive to current LTELs: prevention, acceleration, caution
CCSSO ICCS SCASS / Atlanta
Educators Have a Dual Obligation to English Learners
1. Provide meaningful access to grade-level academic content via appropriate instruction
2. Develop students’ academic English language proficiency
(Lau v. Nichols; Castañeda v. Pickard; NCLB)
Interconnected, not separate! Simultaneous, not sequential!
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Common Core Standards: Major Shifts
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Content DiscourseComplex textsExplanation
ArgumentationText types
Sentence structuresΔVocabulary
practices
Language Arts
Language
The New Paradigm: Language Uses within Content Practices
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CCSSO ICCS SCASS / Atlanta
Definitions and Characteristics
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CA ELs and former ELs (RFEP) by grade
Source: CDE DataQuest, 2010-11 CELDT & CST
K 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th0
20000
40000
60000
80000
100000
120000
140000
160000
180000
200000
RFEPEL
Ever-EL K-5 6-12 Total
EL 86% 43% 1,435,734
RFEP 14% 57% 794,467
Courtesy: Robert Linquanti (WestEd)2/8/2013
CCSSO ICCS SCASS / Atlanta
K 1 2 3 4 5 6 7 8 9 10 11 120%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
RFEPL-T ELEL
District A ELs, Long-Term ELs and Former ELs (RFEP) by grade
LTEL:EL Ratio 2:1 3:1 3:1 3.5:1 3:1 2:1 2:1 3.5:1
Long-term EL: 6 or more years in LEA
Ever EL
45%
18%
37%
Current EL
33%
67%
Courtesy: Robert Linquanti (WestEd)2/8/2013
CCSSO ICCS SCASS / Atlanta
Longitudinal Attainment of Language and Content Criteria (Thompson, 2012)
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Initial L1 and English Proficiency as Strong Predictors of Reclassification (Thompson, 2012)
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Legislated Definition of “EL at Risk of Becoming LTEL” (AB 2193)
• “English learner at risk of becoming a long-term English learner” means an English learner who is enrolled in any of grades 5 to 11, inclusive, in schools in the United States for four years, scores at the intermediate level or below on the English language development test identified or developed pursuant to Section 60810, or any successor test, and scores in the fourth year at the below basic or far below basic level on the English language arts standards-based achievement test administered pursuant to Section 60640, or any successor test.
(Cal. Ed. Code § 313.1, 2012)
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Students meeting various criteria for California’s Long-Term English Learner Definition (SY 2010-11)
Source: CEPA at Stanford University (Thompson et al., 2013)
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CCSSO ICCS SCASS / Atlanta
Strategizing: Prevention
• Know your students– Initial ELP and L1 level– Entry grade/time in the district
• Focus on time: Set clear expectations for linguistic and academic progress
• Monitor every student’s progress relative to expectations
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(Olsen 2010)
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Some characteristics (Olsen 2010)
• High functioning in social situations in both their home language and in English
• Weak in academic uses of language, with gaps in literacy skills
• Progress stopped on key reclass criteria• Developed habits of non-engagement,
learned passivity and invisibility
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Some characteristics
• Unaware that academic skills, record and courses place them in academic jeopardy
• Significant gaps in academic background knowledge (Olsen 2010)
• More likely to be US-born• Much more likely to be classified Special Ed
– Speech or language impairment (SLI) – Specific learning disability (SLD)
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Long-Term Special Ed ELs: Peel Back the Layers….
• When identified for Special Ed?• Were early reading difficulties
misinterpreted as second-language features?
• Does later special ed referral reflect earlier lack of RTI and/or rigorous content instruction, ELD?
• Other hypotheses to investigate?
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• In classes with newcomer and normatively developing English Learners – by CELDT level
• Unprepared teachers• No electives – and limited access to the full
curriculum• Over-assigned and inadequately served in
intervention and reading support classes
Typical placement/services ….
(Olsen 2010)2/8/2013
CCSSO ICCS SCASS / Atlanta
Guiding principles
• Urgency, acceleration and focus• Address distinct needs
– Oral language and literacy development– Academic gaps
• Invitation and support• Integration into school community and
access to rigorous core curriculum(Olsen 2010)
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Some program elements
• Specialized English Language Development course (ALD)• Clustered placement in heterogeneous, rigorous grade-
level content classes mixed with English-proficient students, with differentiated instructional strategies
• Explicit language and literacy development across the curriculum (CCSS)
• Dynamic placement for accelerated progress and maximum rigor
• Formal systems for monitoring progress
(Olsen 2010)
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CCSSO ICCS SCASS / AtlantaLAUSD 2012 EL Master Plan
Courtesy: Robert Linquanti (WestEd)2/8/2013
CCSSO ICCS SCASS / Atlanta
Don’t ignore needs of Reclassified Students:CA’s Former ELs (RFEPs) needing
academic support after exiting
2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th0%
10%20%30%40%50%60%70%80%90%
100%
% S
tude
nts
in C
ST L
evel
s
RFEPs in CA: CST-ELA, 2010-11
79% of all former ELs tested are in grades 6-11
37% of former ELs score below grade level on CST-ELA exam Source: CDE 2011
Courtesy: Robert Linquanti (WestEd)2/8/2013
WestEd.org
CAUTION: Consciously avoid cultivating
a “double stigma” in our language and thinking
• “The only thing worse than being an EL is being a long-term EL.”
“You’re a long-term
English learner.”
“You’re at risk of becoming LTEL.”They’re lifers.
Courtesy: Robert Linquanti (WestEd)
CCSSO ICCS SCASS / Atlanta
Take-Away’s
• Leverage language shifts related to Common Core to engage all teachers and leaders with LTELs.
• Work on integrating policies and practices with early childhood and special education sectors.
• Cultivate a research base on program effectiveness.
• Be aware of unintended consequences of LTEL label.
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