Why is ELD the forgotten beast of ESL

Instruction?

Rita & John

Rita Platt is a Nationally Board Certified teacher. Her experience includes teaching learners of all levels from kindergarten to graduate student. She currently is a Library Media & Reading Specialist for the St. Croix Falls SD in Wisconsin, teaches graduate

courses for the Professional Development Institute, and consults

with local school districts.

John Wolfe is running for VP of MinneTESOL. Wolfe Supports Shakira as next MELED Keynoter!

ritaplatt@hotmail.com john.wolfe@mpls.k12.mn.us http://www.weteachwelearn.org/tag/rita-platt/ http://mplsesl.wikispaces.com/Home+Page @ritaplatt @johnwolfe3rd Your soul, my soul,

MinneTESOL!

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head!

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http://www.mplsesl.wikispaces.com/

ELD

1.What It Is

2.The Evidence

3.The Recommendations

4.The Logic

5.The Big Problem

6.The Solution

Systematic ELD • Stand-alone, ELD class through

WIDA level 5

• Students groups at like-levels

• 30-45 minutes a day

• Explicit, systematic instruction

• Focused on forms (“grammar,” “patterns”)

• Systematic Vocabulary development

• All four domains with a focus on speaking and listening

• On-going progress-monitoring

Why a narrow band of

like levels?

To increase the odds that the

whole class will be ready & need the

content being teaching.

1. ELD: What It Is Explicitly teach, and engage students in consciously studying, the elements of the English language

• with significant time devoted to speaking and listening, and

• particular attention to meaning and communication

3 P’s: Present / Practice / Preserve

“The Elements of the English Language”

Explicitly teach, and engage students in consciously studying,

the elements of the English language

• with significant time devoted to speaking and listening, and

• particular attention to meaning and communication

ELD instruction should explicitly teach forms of English

• vocabulary,

• syntax,

• morphology,

• functions, and

• conventions

And again …

Language forms refer to standard, formal aspects of a language—words, sentence constructions, and generally what is considered to be "correct" or "grammatical" usage, such as

• subject-verb agreement,

• possessives,

• the order of adjectives and the nouns they modify,

and so on

“Explicitly teach and consciously study”

Explicitly teach, and engage students in consciously studying, the

elements of the English language • with significant

time devoted to speaking and listening, and

• particular attention to meaning and communication

P1: Present 1. Name. Teacher names the

form or focus.

2. Analyze. Teacher and students analyze the form/focus.

3. Notes. Students use notes to remember/review form.

“Explicitly teach and consciously study”

P1: Present

1. Name.

Teacher names the form or focus.

2. Analyze.

Teacher and students analyze the form/focus.

3. Notes.

Students use notes to remember/ review form.

“time devoted to speaking and listening” Explicitly teach, and engage students in consciously studying, the elements of the English language

• with significant time devoted to speaking and listening, and

• particular attention to meaning and communication

P2: Practice 1. Speaking / Listening Practice.

• Controlled Response. • Free Response • Noticing Activities

2. Corrective Feedback. • Immediate & Explicit.

3. Test. 2 Benefits: Inform instruction & clarify

to students learning priorities & focus

“time devoted to speaking and listening”

P2: Practice 1. Speaking / Listening

Practice. • Controlled

Response. • Free Response • Noticing Activities

2. Corrective Feedback. • Immediate &

Explicit.

3. Test. 2 Benefits:

• Inform instruction • clarify to students

learning priorities & focus

Corrective Feedback? • exposure & interaction promote

fluency & communicative competence,

• not sufficient for native-like proficiency.5

• Cf. Lyster on Two-Way Immersion programs

P3 Preserve P1: Present • Name the

form/focus • Analyze the form

focus • Take Notes / Use

Notes

P2: Practice • Listening & Speaking

Practice • Corrective Feedback • Test

P3: Preserve • Cue Notice • Cue Use • Cue Strategy

You’re going to hear those verbs of memory used a

lot in this conversation.

cue notice This is a time

when those verbs of memory you

learned are going to be really useful.

cue use

Before you start, you probably want

to review your verbs of memory.

cue strategy

Environmental Supports

• Word Wall

• Structure Wall

• Student Notebook

• Reinforced with periodic practice & review (cf. Marzano)

ELD: The Evidence

1.What It Is

2.The Evidence 3.The Recommendations 4.The Logic 5.The Big Problem 6.The Solution

Kenji Hakuta, Stanford University

• Massive study of 257 high-EL, mid-low income schools

• Correlate school practices with outcome

The Bombshell Finding ….

Higher English Proficiency scores from Pull-Out/Stand-alone ELD

Both English Progress Proficiency (AMAO 1 & 2) strongly negatively correlated with …

• co-teaching and • ESL done by classroom teacher

The Kindergarten Study (reported in Saunders et al, “ELD,” p.13

Oral ELD provides “more

accelerated growth”

… or is it a bombshell???

Conclusion of a 2000 analysis/ meta-analysis of all existing studies comparing “explicit ELD” to “implicit” language teaching methods:

Students who received focused second-language instruction made

more than five times the gains of students who did not.

Norris & Ortega, 2000

x

On Studying Vocab Lists

• Empirical studies of learning suggest that most students are able to learn vocabulary from lists

• The rate is about 30 words per hour of study

• There seems to be no limit (or “saturation point”) with this method

On Vocabulary Study

• Word retention scores were significantly higher for the students who worked with translations than for those who had pictures. (Lotto and de Groot, 1998)

• students who had access to a glossary in their LI were more successful at retaining new vocabulary (Grace, 1998)

• words glossed in the Ll were always retained better than words glossed in [the L2] regardless of presentation mode. (Laufer & Shmueli, 1997)

• less proficient students were able to recall more items when they had learned the words in the translation condition rather than in the context condition (Prince, 1995)

ELD: The Recommendations

1.What It Is 2.The Evidence

3.The Recommendations 4.The Logic 5.The Big Problem 6.The Solution

Review the 2010 Calif. DOE

Recommendations

• Which one most closely line up to what you’re doing in your school/ classroom?

• Which ones are farthest from what you’re doing?

• Which ones do you still not fully understand?

ELD: The Logic

1.What It Is 2.The Evidence 3.The Recommendations

4.The Logic 5.The Big Problem 6.The Solution

The Prague Thought Experiment

“How many people …”

• …have studied a foreign language?

“How many people …” …have had some level of success with that language learning?

From http://www.thepolyglotdream.com/nativefluency/

How many people …

• …used a language textbook in studying that language?

• … studied “forms” (grammar, structures, rules, patterns) in studying the language?

• … memorized vocabulary using bilingual lists?

• … used a bilingual dictionary while working with the language?

In the language or ESL classes you work with… how many people …

• …have their students use a language textbook in studying that language?

• … have their students study “forms” (grammar, structures, rules, patterns)?

• … have their students memorize vocabulary using bilingual lists?

• … have their students use a bilingual dictionary while working with the language?

Why? Speculate (we’ll snoop)

ELD: The Logic

1.What It Is

2.The Evidence

3.The Recommendations

4.The Logic

5.The Big Problems 6.The Solution

Problem 1: Resources?

x

Problem 2: Mass Disbelief

• Priorities (High Stakes)

• “Shapes & Colors , Seasons & Clothes” slander

… and

the Catch-22 of …

The Negative High School Language Experience

Advocacy

•Time

•Money

•Space

Steps towards a Solution:

Crowd Source the Grammar

Matrix

x

ELD: From Mythic to Legendary

1.What It Is

2.The Evidence

3.The Recommendations

4.The Logic

5.The Big Problem

6.The Solution: You?