2-needs of el and developing new language

7/31/2019 2-Needs of EL and Developing New Language

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SESSION 2

The Needs ofEnglish Language Learners

and theProcess of Learning a New Language

Prepared by Illinois Resource Center

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What are the specific needs of English language learners?

1. Connections to the knowledge, social/cultural values and experiencesthat they bring to the classroom.

2. Development of oral fluency and cognitive academic languageproficiency (preferably in L1and L2)

3. Development of literacy skills (preferable in L1 and L2)

4. Comprehensible instruction in social studies, science and math

5. Development of academic knowledge commensurate with their gradelevel peers

6. Instruction and assessment in a safe, low risk environment where theirlanguage and culture are valued

How do we address these needs?

Native language instruction and / or support with certified personnel

ESL instruction embedded in context content based or sheltered

instruction

Purposeful interaction with English-speaking peers

Content curriculum alignment with district and state learning (in L1 andL2)

Student centered instruction which utilizes and connects the priorknowledge of English language learners to classroom activities

Fair and appropriate assessment procedures

Becoming a multicultural school through meaningful staff development

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Comprehensible Input: when learners understandthe message in the targeted language

Message vs. Form: when there is a focus onwhat is said, rather than on how it is said

Meaningful Communication: when language isused for communicating real ideas

Low Affective Filter: when the level of stress in thechilds environment/s is low

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Source: Steve Krashen


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BICS, CALP and CUP:

SECOND LANGUAGE PROFICIENCY AND LEARNING THEORY

Bilingual and English as a Second Language (ESL) educators commonly refer to two types

of English language proficiency: Basic Interpersonal Communication Skills (BICS) and Cognitive

Academic Language Proficiency (CALP). These terms were coined by Jim Cummins (1980).Cummins found that while most students learned sufficient English to engage in social

communication in about two years, they typically needed five to seven years to acquire the type of

language skills needed for successful participation in content classrooms. Limited Englishproficient (LEP) students language skills are often informally assessed upon the ability of the

student to comprehend and respond to conversational language. However, children who are

proficient in social situations may not be prepared for the academic, context-reduced, and literacy

demands of mainstream classrooms. Judging students language proficiency based on oral and/orsocial language assessments becomes problematic when the students perform well in social

conversations but do poorly on academic tasks. The students may be incorrectly tagged as having

learning deficits or may even be referred for testing as learning disabled.

The terms BICS and CALP tend to be imprecise, value-laden, simplified, and misused tostereotype English language learners (Baker, 1993). Cummins (1984) addressed this problem

through a theoretical framework which embeds the CALP language proficiency concept within alarger theory of Common Underlying Proficiency(CUP). The three terms are discussed below.

Basic Interpersonal Communication Skills (BICS)

The commonly used acronym BICS describes social, conversational language used for oral

communication. Also described as social language, this type of communication offers many cuesto the listener and is context-embedded language. Usually it takes about two years for students

from different linguistic backgrounds to comprehend context-embedded social language readily.

English language learners can comprehend social language by:

observing speakers non-verbal behavior (gestures, facial expressions and eye actions);

observing others reactions;

using voice cues such as phrasing, intonations, and stress;

observing pictures, concrete objects, and other contextual cues which are present; and

asking for statements to be repeated, and/or clarified.

Cognitive Academic Language Proficiency (CALP)

CALP is the context-reduced language of the academic classroom. It takes five to seven years for

English language learners to become proficient in the language of the classroom because: non-verbal clues are absent;

there is less face-to-face interaction;

academic language is often abstract;

literacy demands are high (narrative and expository text and textbooks are written beyond the

language proficiency of the students); and

cultural/linguistic knowledge is often needed to comprehend fully.

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Common Underlying Proficiency (CUP)

Cummins common underlying proficiency model of bilingualism can be pictoriallyrepresented in the form of two icebergs. The two icebergs are separate above the surface. That is,

two languages are visibly different in outward conversation. Underneath the surface, the two

icebergs are fused such that the two languages do not function separately. Both languages operatethrough the same central processing system.

Social LanguageL1 L2

Surface level

Common Underlying Proficiency

(Central Operating System)

Language proficiency alone will not determine when English language learners are

prepared to use their second language (L2) to learn with their grade level monolingual English-speaking peers. Previous schooling, academic knowledge, and literacy skills that second language

learners have in their first language (L1) are also strong determiners (Cummins, 1984, Baker,

1993 ). Cummins framework may be summarized as follows:

Regardless of the language in which a person is operating, the thoughts that accompany

talking, reading, writing, and listening come from the same central engine. When a person

owns two or more languages, there is one integrated source of thought.

Bilingualism and multilingualism are possible because people have the capacity to store two ormore languages. People can function in two or more languages with relative ease.

Information processing skills and educational attainment may be developed through twolanguages as well as through one language. Cognitive functioning and school achievement

may be fed through one monolingual channel or equally successfully through two well

developed language channels. Both channels feed the same central processor.

The language the child is using in the classroom needs to be sufficiently well developed to beable to process the cognitive challenges of the classroom.

Speaking, listening, reading or writing in the first or the second language helps the whole

cognitive system to develop. However, if children are made to operate in an insufficientlydeveloped second language, the system will not function well. If children are made to operate

in the classroom in a poorly developed second language, the quality and quantity of what they

learn from complex materials and produce in oral and written form may be relatively weak.

Sources:Baker, C. (1993). Foundations of Bilingual Education and Bilingualism. Clevedon: Multilingual Matters.Cummins, J. (1980). The construct of language proficiency in bilingual education. In J.E. Alatis (ed.) Georgetown

University Round Table on Languages and Linguistics. Washington DC: Georgetown University Press.

Cummins, J. (1984). Wanted: A theoretical framework for relating language proficiency to academic achievement amongbilingual students. In C. Rivera (ed.), Language Proficiency and Academic Achievement. Clevedon: Multilingual Matters.

Teacher Today, IER, Volume 5, No. 4, 1990

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Levels of Language Proficiency - Paired with Cummins Iceberg

Farquar came from Iraq a year ago at age 9. He only has about a year of formal education due

to the war and subsequent closing of schools. Since entering school in the USA he has made

little progress academically. What does his iceberg look like? What educational

recommendations would you make?

Rosa was educated in Mexico City. She reads and writes at grade level in Spanish but has

little to no academic skills in English nor does she speak English. What does her iceberg look

like? What educational recommendations would you make?

Born in Los Angeles, Rafael speaks a mix of Spanish and English at home and

school. He can converse quite well in both languages but is not making

academic progress in either language. What does his iceberg look like? What educational


Sho-Win does fairly well in her bilingual class. She reads and writes at

grade level in Chinese. She plays mostly with English-speaking children at

recess and is understood by them although she has no English academic skills.What does her iceberg look like? What educational recommendations would you make?

Ronas mother reads to her at home each night in Romanian. At the age of ten

she reads at grade level in Romanian and is beginning to read some English

books. What does her iceberg look like? What educational recommendations would you

make?

Lucia is able to converse with others fluently in both English and Spanish. She has moved

quite frequently in her young life and is experiencing difficulty in all content areas including

reading in both languages. What does her iceberg look like? What educational


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General Pattern of K-12 Language Minority Student Achievement on

Standardized Tests in English Reading

Compared Across Six Program Models

(Data aggregated from a series of 3-7 year longitudinal studies from well-implemented, mature programs in five school districts)

Wayne P. Thomas and Virginia P. Collier, 1997

Program 1: Two-way developmental bilingual education (BE)Program 2: Late-exit bilingual education and ESL taught through academic contentProgram 3: Early-exit bilingual education and ESL taught through academic contentProgram 4: Early-exit bilingual education and ESL taught traditionallyProgram 5: ESL taught through academic content using current approaches

Program 6: ESL Pullout-taught traditionally

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1 3 5 7 9 11

GRADE

10

20

30

40

50

60

70

Average performance ofnative-English speakersmaking one years

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2

3

4

5

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Bilingual/ESL Program Models

ProgramName

Duration Language of Instruction

Participants Setting Comp/Enrichment

Staffing LinguisticOutcome

Two-waydevelopmentalbilingual(Two-wayImmersion orDual

Language)

K-6

(K-8 or K-12would be evenbetter)

L1 & L2 LanguageMinority andLanguageMajority

Self-containedclassroom

Enrichment BilingualteacherOrTeam teach(Eng. Dominantteacher &Bilingual

teacher)

BilingualismBiliteracyMulticulturalism

DevelopmentalBilingual(Maintenanceor HeritageLanguage)

K-6

(K-8 or K-12would be evenbetter)

L1 & L2 LanguageMinority


Enrichment BilingualteacherOrTeam teach(Eng. Dominantteacher &Bilingualteacher)

BilingualismBiliteracy

Immersion K-8 L2 (L1 gradually) LanguageMajority


Enrichment L2 teacher L1 teacher

Higher cognitiveabilitiesBiliteracy

TransitionalBilingual

3 yearstest out orcontinuedsupport ifnecessary

Begin with L1,transition to L2(English) asquickly aspossible

Languageminority(same language)

Pull-out orSelf-containedclassroom

Compensatory Bilingual/ESLteacher

Monolingual L2

Sheltered

English

Any grade

level as longas needed,test out

L2 (maybe some

L1)

Language

minority

Pull-out or


Compensatory ESL teacher

Mainstream,content areateacher

Monolingual L2

ESL Pul l-out According toneed, test out

L2 Languageminority(differentlanguages)

Resourceroom

Compensatory ESL teacherMainstream

Monolingual L2

EnglishSubmersion

K-12 L2 Languageminority

Mainstreamclassroom

Compensatory Mainstreamteacher

Monolingual L2

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BENEFITS OF USING STUDENTS NATIVE LANGUAGEIN MULTICULTURAL SCHOOLS AND CLASSROOMS

The use of the native language:

Provides students access to academic content.

Allows students to have meaningful social interactions with their peers and adults.

Provides access to the students prior knowledge and experiences and connectstheir prior knowledge to current lessons.

Promotes (rather than detracts from) second language development.

Promotes self-esteem and identity and confirms to students that their homelanguage and culture have value.

Allows students openness to learning by reducing language and culture shock.

Helps students develop their first language communication skills.

References: Auerbach, E. R. (1993). Reexamining English only in the ESL classroom.TESOL Quarterly, 27, 9-32.Lucas, T., Katz, A., (1993). Reframing the Debate: The roles of native languages inEnglish-

only programs for language minority students. TESOL Quarterly, 28, 537-561.

Suzanne Wagner1995

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Role of Parents When They Dont Speak English

Foster literacy development by reading books and telling stories to children in home

language.

Work with their children with home writing materials stored in one accessible

location.

Draw pictures, write stories, and make lists with their children.

Write letters to grandparents and other family members still in native country.

Provide print-rich environment in home language and English as much as possible.

Provide experiences of reading and writing for different purposes.

Talk with their children about work, values, religion, and daily activities.

Make learning experiences out of every day activities (sorting mail, sorting socks,

shopping with lists, etc.)

Widen their childrens world through learning experiences in the community

(touching animals at the childrens zoo, crunching leaves, taking the bus, etc.)

Take their children to community events and activities designed for families.

Ask their children to tell them what they are learning in the classroom.

Suzanne Wagner

1998

MY GRANDPARENTS MADE IT; WHATS WRONG WITH YOU?(FACTS ABOUT U.S. IMMIGRANTS AND EDUCATIONAL SUCCESS)

In 1908, in New York City, only 13% of children whose parents were foreign-bornwent on to high school.

Only 32% of white children whose parents were native-born went on to highschool.

Of those who had started high school in New York, 0% of Italian-Americans and0.1% of Irish-Americans received a diploma in 1911.

Only 20% of the adult population (both immigrant and native-born) had completedhigh school.

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6/30/99

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Stages of Language Acquisition - Sample Teaching Strategies at Each Stage ofLanguage Development

Note: The Stages of Language Proficiency were copied from an online tutorial English Language Learners:ELLs in the Mainstream, Part Two The Theory of Second Language Acquisition

http://www.njpep.org/tutorials/ell_mainstream/part_two/acquisition.htmlNJPEP: Virtual Academy, NJ Department of Education, 100 Riverview Plaza, Trenton, NJ 08625-0500

Stage I: Preproduction

Definition: Students at this stage tend to be non-verbal. Most of what is spoken inEnglish is completely incomprehensible. Students will exhibit some level of frustration,anxiety, and withdrawal, characterized as culture shock. Students will focus intensivelyon listening and viewing what is happening in the classroom. They will copy from theboard and repeat what they hear with little or no comprehension at first. Please note:Students may exhibit inattentiveness at times. However, it should be noted that thelanguage overload of second language learning can be exhausting. Suggestions for the

classroom are:

Use of visuals, real objects, manipulatives.

Response through physical movement or manipulation of objects.

Allow students to listen, observe. Do not force students to speak. Provide manylistening opportunities.

Group students with more advanced ELLs or cooperative mainstream peers forgroup activities.

Provide reading materials with simplified text and numerous pictures.Stage II: Early Production

Definition: Students will begin to repeat language commonly used in socialconversation and will be able to use routine expressions. They will make statementsand ask questions with isolated words or simple phrases. They will decode according tothe phonetic rules of first language. Students can identify people, places, and objectsand can participate in class activities by relating information to this type of information.Students may continue to exhibit inattentiveness at times, but not to the frequency andintensity noted for students at Stage One. Suggestions for the classroom are:

Use simplified, abbreviated text materials, focusing on the main idea[s].

Continue to provide listening activities with visual support.

Begin writing activities, such as dialogue journals for reflection and response tolearning materials.

Ask yes/no questions, or questions requiring a 1-3 word response.


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Response to assessments can take the form of actions, manipulation of materialsand/or simplified response.

Introduction of predictable books with limited words, more pictures and/orgraphics for primary age ELLs.

Introduction of structured retelling activities, with the use of physical responses,visuals, manipulatives for primary age ELLs.

Stage III: Speech Emergence

Definition: Students will exhibit increased proficiency in decoding and comprehendingsecond language words and text. Students will begin, with or without phonicsinstruction, to decode according to second language rules and from expandedexperiences with oral interactions and text. Students will demonstrate an increasedunderstanding of conversations, dialogues, simple stories containing a few details andfactual or simple procedural information from content area texts. Teachers will note thatwritten expression will include an expanding vocabulary and the emergence of a writing

style. Students can edit writing with guidance [e.g. checklists, peer editors, teacherassistance] and will be able to self-evaluate writing. Suggestions for the classroom are:

Develop activities with content and context embedded practice in all four skillareas.

Ask open-ended questions, but provide models for response orally or throughword banks.

Shared or partnered reading and writing activities.

Expanded use of predictable books containing more text, with primary-age ELLs.

Use of content area picture books, with expanded text [fiction and non-fiction] tosupport learning of content [e.g. science and social studies, such as Adler, David

A. A picture book of Sacagawea; illustrated by Dan Brown. New York: HolidayHouse, 2000. ISBN 082341485X. A biography of the Shoshone woman who

joined the Lewis and Clark expedition. See Resources for a short list of othersuggested content area picture books.

Expanded writing opportunities in a variety of genresdescriptive, narrative,instructive, etc.

Introduce learning strategies instruction examples. [See CALLA in Part Four.]

Stage IV: Intermediate Fluency

Definition: There is a marked increase in listening, speaking, reading, and writingcomprehension and accuracy of response. Students will demonstrate an increased useof strategies for word attack and comprehension of content reading materials. Inaddition, the student can read and understand a wider variety of genres in literature.He/she can summarize, make simple inferences, and can use language to express anddefend opinions. First language background knowledge and strategies become a

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resource for the student. Overall, the student, at this stage, can perform well in theclassroom, but teachers will need to provide structure, strategies, and guidance.Suggestions for the classroom are:

Provide guided instruction in the use of reference/research materials for middle-high school ELLs.

Expand learning strategies instruction.

Provide practice in making inferences from content reading.

Model appropriate language for expressing abstract concepts from contentlearning by providing students with response stems. (See examples on the site.)

Move toward expanded text reading to include supporting details and extendedreading activities.

Expand writing repertoire to include various types of letters, newspaper

journalism, and creative writing experiences.

Can begin to work in collaborative groups for content activities.

Stage V: Advanced Fluency

Definition: At this stage of development, the student performs almost like a nativespeaker. He/she can produce language that is highly accurate, incorporating morecomplex vocabulary and grammatical structure in his/her communicative discourse. Thestudents reading interests broaden and he/she can read independently for informationand/or pleasure. His/her writing skills are at a near native English level. The studentcontinues to use his/her native language as a source to enhance comprehension ofEnglish. Although most English Language Learners are exited at this level ofperformance, students may still need a lifeline for clarification of new concepts and/orvocabulary. Suggestions for the classroom are:

Continue to build concepts through advanced content area reading.

Continue to expand on learning strategies instruction.

Continue to provide enriched writing activities.

Help to build an expressive vocabulary to match the strength of the receptivevocabulary development.

Work in collaborative groups for content activities.

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CONTENT INSTRUCTION FOR ENGLISH LANGUAGE LEARNERS(Known as Sheltered Instruction and Content-based ESL)

1. Target the big ideas of the content.

Identify main principles, achievable objectives, and key vocabulary.

Align instructional activities to objectives and district and state learningstandards.

Locate appropriate materials.

2. Access and build upon students prior knowledge.

Connect students knowledge and experiences to new lesson.

Get everyone on the same page.

Ask appropriate questions to facilitate student interaction about their priorknowledge and experiences.

Use the native language as a tool.

3. Make sure that the new information is comprehensible. Speak clearly without using the slang or idioms

Model language just above the language competence of the learners.

Retell, clarify, and give examples.

Use visuals, manipulatives, gestures, and hands-on experiences, modeling, anddemonstrations.

Move from the concrete to the abstract.

Revisit and review previously taught lessons and vocabulary.

4. Use a variety of literacy and vocabulary activities.

Teach vocabulary before, during, and after reading

Develop comprehension strategies before, during, and after reading.

Improve students reading fluency through a variety of approaches

Respond to readings through meaningful writing activities.

5. Organize purposeful interactions.

Utilize peers to facilitate learning and sharing ways of thinking.

Implement paired and buddy reading activities.

Teach through cooperative learning activities.

Encourage native language support from peers and adults.

6. Use fair and appropriate assessment strategies.

Encourage students to creatively use the English language they know.

Be easy on the red pen with emergent English writers, focusing on message rather thanform.

Use a variety of assessment strategies tied to instructional strategies.

Use rubrics to compare student performance to objectives and benchmarks.

7. Provide instruction in a low-risk environment.

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S. Wagner, Illinois Resource Center, 1999 References: Collier, 95: Cummins, 94: Peregoy and Boyle, 97:Richard-Amato, 96: Snow, 92

AN OVERVIEW OF TEACHING STRATEGIESFOR ENGLISH LANGUAGE LEARNERS

Second language learners learn their second language from anyone who provides themwith an opportunity to develop proficiency in the new language. So whether youre anEnglish-as-a second-language (ESL) teacher, a science teacher, or a reading specialist,you can help those students become proficient in English.

NATURAL APPROACHAs the name implies, the Natural Approach (Krashen and Terrell 1981) focuses ondeveloping language skills in a natural context. Students acquire language throughinteraction in authentic and meaningful learning experiences. Teachers provide input inthe target language that students can understand (comprehensible input) and add newlearning to that base. The principles behind the Natural Approach are:

1. Comprehension precedes production.2. Production emerges in stages.3. A syllabus based on communicative goals is more effective.4. The students anxiety level must be low in order for learning tohappen.

The following are some of the strategies that are practiced within the Natural Approach:

Total Physical Response (TPR)TPR, developed by James Asher (1982), was designed primarily for students in

the early stages of language acquisition. Since commands can be made

comprehensible to students with very limited langauge, Asher used commands as thebasis for TPR. The teacher gives a command, demonstrates the command, and thenstudents respond physically to the command. Because students are actively involvedand not expected to repeat the command, anxiety is low, and student focus is oncomprehension rather than production. Hence, they demonstrate comprehensionbefore their speaking skills emerge. The imperatives, such as Bring me the book orPass your paper to the right, bring the language alive by making it comprehensibleand fun. TPR is a well-known beginning ESL method, but TPR-based activities can beadapted to almost any level and incorporated into mainstream or multi-level classes,particularly in areas where visible directions can be given. TPR also provides a base forliteracy development in the second language as students learn to read the commands

they followed.

Language Experience Approach (LEA)The LEA is an effective method to help promote literacy development. Students

recount stories based on their own interests and activities, such as a trip, a movie, astory, or a project in which they all participated, and the teacher writes their words.These student-produced stories are then used for reading material and languagedevelopment. Application of LEA can be used with many different activities and

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proficiency levels.

Literature-Based ApproachIn a literature-based approach, stories and literature are used as the base and

context for language learning. This is a valuable means of developing oral language

and literacy skills. Pattern books are especially beneficial for younger learners becauseof rhyme, rhythm, repetition, easily identifiable situations, predictability, high frequencyvocabulary, and a strong correlation between the printed text and the use of visuals.

Authentic quality materials should be chosen, with a heavy inclusion of multiculturalbooks. Some childrens literature, such as historical fiction or stories related to socialproblems can also be used very effectively with older learners.

Use of Graphic OrganizersThe use of semantic webs and graphic organizers is a very helpful way for

students to simplify the reading and writing process. Besides helping students to planand organize material, they can also promote insight into cultural variations. As they

are used to elicit students thoughts and background knowledge, they also help tpromote higher-level thinking. Some common examples of graphic organizers are VennDiagrams, web diagrams, and story maps.

Use of Cooperative StructuresIn cooperative structures, students work together in small groups, dependent on

each other to reach goals. These activities are very effective with ESL studentsbecause they allow for interaction in a non-threatening situation. Students participateand contribute to the group according to their proficiency levels. Some exampoles thatwork well in mainstream content-area classes are Numbered-Heads-Together, Think-Pair-Share, and Jigsaw.

CONTENT-BASED APPROACHAccording to the most recent research, one of the most effective methods of ESLinstruction is the content-based approach, where language instruction is integrated withthe content areas. Rather than developing an ESL program that is focused on thelanguage needed for social interactions or the structure of language, this methodincorporates language into the context of academic content. The core curriculum is thebasis for teaching language. Instructors focus on the key principles and concepts anduse visuals, hands-on activities, simpler language, adapted readings, graphicorganizers, and so forth to help make the most important academic contentcomprehensible. Thus, language skills develop as children work on math, socialstudies, science or language arts at their appropriate age and grade levels.

The examples given in this article are recommended because they work with Englishlanguage learners. These methods include learning situations that provide for thefollowing critical factors:

Comprehensible input

Low anxiety for the students

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Many opportunities for interaction and language use

Meaningful communication and natural language

Language-learning situations that are fun and motivational

Development of higher-order thinking skills

In summary, there is not a single correct method to follow in second languageinstruction. However, when planning lessons and choosing activities, teachers shouldensure that the strategies used incorporate the elements most needed by students. It isalways important to keep abreast of theoretical concepts and current research in orderto develop a personal philosophy and teaching style. Teachers should then varyactivities and select strategies according to students needs and goals.

References:Asher, J. (1982). Learning another language through action: the complete teachers

Guidebook. Los Batos, CA: Sky Oaks.

Krashen, S. & Terrell, T. (1983). The natural approach: language acquisition in theclassroom. Engliwood Cliffs, N.T.: Alemany/Prentice Hall.

Beverly Ben-David, 2000. Illinois Resource Center (847)803-3112

SUGGESTED FOLLOW-UP

For resources, related in-district support options, workshops and courses, visitwww.thecenterweb.org and select the Illinois Resource Centeror call (847) 577-2748.The Illinois Resource Center is funded to serve linguistically and culturally diverselearners in Illinois. There is no charge for public schools in Illinois outside of Chicago.

Workshops and courses are open to all interested teachers.Select Illinois Resource Center (IRC)Select resources and scroll to recommended materials if seeking materialsSelect Ekits for other support resources prepared by the IRCSelect professional links in the sidebar for multiple links and resources

For a copy of the English Language Proficiency Standards for English LanguageLearners in Kindergarten through Grade 12that apply to Illinois go to the onlineresource athttp://www.isbe.net/bilingual/pdfs/elps_framework.pdf

For a four-part tutorial related to serving ELLs in the Mainstream see the onlineresource developed by the New Jersey Department of Education: New JerseyProfessional Education PortEnglish Language Learners: ELLs in the Mainstream at the following site.

http://www.njpep.org/tutorials/ell_mainstream/intro.html Part Two The Theory of Second Language Acquisition is the most applicable to

the content of this workshop.

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2-needs of el and developing new language

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