approaching ell students
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“Approaching ELL Students - A Brief Introduction to Bilingual
Education and Effective Research-Based Strategies”
Maribel Vilchezwww.maribelvilchez.com
Olympia, WashingtonNovember 2009
“You can do it all! It’s just a matter of dreaming… for free”
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• Who are you?• What’s out there? And, where do we fit?• What and how do we do based on our
reality?
Approaching ELL Students
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• Enrollment• October 2008 Student Count 9,435• May 2009 Student Count 9,525
• Gender (October 2008)• Male 4,820 51.1%• Female 4,615 48.9%
Olympia School District
Source: OSPI
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Olympia School District
Ethnicity (October 2008)• American Indian/Alaskan Native 104 1.1%• Asian 823 8.7%• Pacific Islander 78 0.8%• Asian/Pacific Islander 901 9.5%• Black 223 2.4%• Hispanic/ Latino 475 5.0%• White 7,091 75.2%
Source: OSPI
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Other Information • Unexcused Absence Rate (2008-09) 2,479
0.3%• Annual Dropout Rate (2007-08) 83 2.5%• On-Time Graduation Rate (2007-08) 679 84.6%• Extended Graduation Rate (2007-08) 720 9.8%
Olympia School District
Source: OSPI
6Source: OSPI
7Source: OSPI
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Research: Thomas & Collier
• ESL (Pullout)• ESL (content/sheltered – No L1 support)• Structured English immersion• Transitional Bilingual (Late and Early exit)• Dual Language Program• One-way
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Bilingual Programs
Additive Subtractive
Immersion Maintenance Submersion ELL S. E. I Transitional
Pull out
Self- contained
Early Exit
Late Exit
Sink or swim
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Academic Effectiveness of Bilingual Education Models
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10
20
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40
50
60
70
0 1 2 3 4 5 6 7 8 9 10 11
ESL Pullout
ESL throughacademic content
Early Exit BE +Trad ESL
Early Exit BE +Content ESL
Late Exit BE +Content ESL
Two-Way BE
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0
20
40
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English Language Achievement across Program Models
Dual Language Late-Exit Early-Exit ESL
ELL student achievement in English language standardized tests in grade 11 according to program model (Thomas & Colllier, 2001- 2008).
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Evergreen Elementary Vision
Evergreen Elementary School has implemented a dual language educational program with the vision of producing students who are:
* Bilingual in English and Spanish
* Bi-Literate in Spanish and English
* Achieving at or above grade level academically in both languages.
* Understanding and respectful of our multi-cultural society.
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5th Latino Reading
Year School District State
2005-06 37.5% 52.6% 56.4%
2006-07 33.3% 44.2% 52.5%
2007-08 44.1% 46.3% 57.2%
2008-09 65.7% 64.7% 55.4%
School District State
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5th ELL Reading
Year School District State
2005-06 23.1% 26.7% 26.8%
2006-07 27.8% 27.8% 21.8%
2007-08 33.3% 33.3% 31.0%
2008-09 43.8% 47.1% 27.5%
School District State
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5th All Science
Year School District State
2003-04 20.7% 22.3% 28.2%
2004-05 25.6% 19.1% 35.6%
2005-06 25.0% 25.4% 35.7%
2006-07 22.7% 27.0% 36.5%
2007-08 34.4% 30.8% 43.0%
2008-09 52.5% 40.8% 44.9%
School District State
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5th Female Science
Year School District State
2004-05 29.2% 21.8% 38.1%
2005-06 27.0% 29.3% 38.9%
2006-07 23.3% 31.2% 38.4%
2007-08 40.6% 39.4% 46.3%
2008-09 64.7% 47.7% 46.9%
School District State
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Experts’ Contribution to ELL Education
Thomas & CollierCatherine CollierJim CumminsStephen KrashenSusan KovalikArthur CostaHoward GardnerSpencer KaganIsabel Beck SIOP (Sheltered Instruction Observation Protocol) GLAD (Guided Language Acquisition design)
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Research- Based Strategies What do we do?
To teach to the standardsTo introduce high content and academic vocabulary To assess and understand students’ backgroundTo provide comprehensible inputTo teach language structure
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Pictorial Input Chart / Illustrated informational Chart Narrative charts / Live Flannel Boards/ Live Story Charts Sentence Frames Word games KWL type charts / Informational Charts Observation Charts Songs or Chants Board games Visual aids - Realia Big Books Mini books
Research – Based Strategies How do we do it?
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Pictorial Input Chart
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Narrative Input Chart
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Sentence Frame
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Observational Chart
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Informational Chart
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“I've come to the frightening conclusion in that I am the decisive element in the classroom. It's my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or de-humanized.”
Haim Ginott
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