common core, ells, and the changing role of esl educators
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John Segota, CAEAssociate Executive Director for Public Policy & Professional Relations
TESOL International Association
2015 NCTE Conference
Overview
• CCSS/NGSS and English Language Proficiency
• Impact of Paradigm Shift• The Role of the ESL Educator• New Roles in the New Paradigm• Key Challenges for ESL Educators• Redefining Preparation
TESOL International Association
• Approximately 13,000 members in over 150 countries
• 100+ affiliates worldwide
Next Generation of Standards & Assessments
College- & Career-Ready Standards• CCSS• NGSS• State
standards
CCRS Assessments• PARCC• Smarter
Balanced• State
assessments
English Language Proficiency Standards• WIDA• State
standards
ELP Assessments• ACCESS• ELPA 21• State
assessments
Major Instructional Shifts
ELA Math Science• Regular practice with complex
text and its vocabulary
• Building knowledge through content-rich informational texts
• Emphasis on reading, writing, and speaking that is grounded in evidence from the text
• Provide opportunities for student access to the different mathematical (discourse) practices described in the CCSS
• Support mathematical discussions and use a variety of participation structures
• Focus on students’mathematical reasoning, NOT on students’ flawed or developing language
• Developing and using models
• Constructing explanations (for science) and developing solutions (for engineering)
• Engaging in argument from evidence
• Obtaining, evaluating, and communicating information
Stanford, University. April 19, 2012. Language, Literacy and the Common Core.
ELP Standards
Define:– Expected progressions of English language
acquisition
– Elements, forms, or functions of language to be developed
– Levels of accuracy, complexity, or fluency to be attained
Valdes, Kibler, & Walqui, 2014
ELP Standards
Establish for parents, policy makers, school administrators, and practitioners:
– Ways that English learners are assumed to grow in their use of English over time
– Language abilities to be expected at different levels of development
– Aspects of language that will need to be measured in determining progress
Valdes, Kibler, & Walqui, 2014
WIDA English Language Development Standards
Standard 1 English language learners communicate for Social and Instructional purposes within the school setting
Standard 2English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts
©WIDA 2012
WIDA English Language Development Standards
Level 1
•Entering
Level 2
•Emerging
Level 3
•Developing
Level 4
•Expanding
Level 5
•Bridging
Level 6
•Reaching
Levels of Language Proficiency
©WIDA 2012
Standards and Assessments for ELLs
Content Standards (CCSS
and NGSS)ELP Standards
ELP Assessments & ELP Test Items
National Content-Area Assessments
& Test Items
Valdes, Kibler, & Walqui, 2014
Old Paradigm
Content Language
Mos
tly v
ocab
ular
y,G
ram
mar
Stanford, University. April 19, 2012. Language, Literacy and the Common Core.
New Paradigm
DiscourseText (complex text)
ExplanationArgumentation
PurposeTypical structure of text
Sentence structuresVocabularyPractices
Cont
ent
Language
Stanford, University. April 19, 2012. Language, Literacy and the Common Core.
New Paradigm
Two Key Challenges for ESL Educators
1. Language practices required by the new standards
2. Inclusion of ELLs in new standards-aligned instruction
Valdes, Kibler, & Walqui, 2014
Language practices requiredby CCSS/NGSS
Disciplinary Practices
disciplinary practices related to conceptual
understanding
disciplinary practices related to analytical
tasks
disciplinary language practices
Valdes, Kibler, & Walqui, 2014
Disciplinary Practices in Math & Science
CCSS Key Standards for Mathematical Practice
NGSS Scientific and Engineering Practices
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively
3. Construct viable arguments and critique the reasoning of others
4. Model with mathematics
5. Use appropriate tools strategically
6. Attend to precision
7. Look for and make use of structure
8. Look for and express regularity in repeated reasoning.
1. Ask questions (for science and defining problems (for engineering)
2. Develop and use models
3. Plan and carry out investigations
4. Analyze and interpret data
5. Use mathematics and computational thinking
6. Construct explanations (for science) and design solutions (for engineering)
7. Engage in argument from evidence
8. Obtain, evaluate, and communicate information
Valdes, Kibler, & Walqui, 2014
Disciplinary Practices in CCSS - ELA
CCSS Key Practices for ELA1. Support analyses of a range of grade-level complex
texts with evidence2. Produce clear and coherent writing in which the
development, organization, and style are appropriate to task purpose, and audience
3. Construct valid arguments from evidence and critique the reasoning of others
4. Build and present knowledge through research by integrating, comparing, and synthesizing ideas from texts
5. Build upon the ideas of others and articulate their own when working collaboratively
6. Use English structure to communicate context-specific messages
Council of Chief State School Officers, 2013
Sample Embedded Analytical Tasks
Key CCSS ELA Practice 1: Support analyses of a range of grade level complex texts with evidence
– Render an understanding of what has been read through assembling details and ideas
– Use evidence to make inferences beyond what is explicitly stated
– Extract evidence from a variety of text structures
– Build both vocabulary and content knowledge through comprehension of texts
Sample Embedded Receptive Language PracticesKey CCSS ELA Practice 1: Support analyses of a range of grade level complex texts with evidence
– Comprehend text being read aloud or silently– Comprehend talk about the meaning of a text
being read aloud or silently– Comprehend oral and written classroom
discourse about investigating text for details as well as assembling those details both orally and in writing
Sample Embedded Productive Language PracticesKey CCSS ELA Practice 1: Support analyses of a range of grade level complex texts with evidence
Communicate orally and in writing ideas, concepts, and information related to the reading of complex literacy and informational texts and evidence-supported analysis, including:
• Identifying evidence within a text• Explaining the meaning of particular details• Explaining the meaning of the text as a whole• Creating written and oral analyses of on-level text• Presenting and explaining evidence to others• Answering questions by providing details from textual analysis
Success for ELLs
Content Development Language Development
Content Area Teacher
• Subject area knowledge & expertise
• Academic objective writing skills
ESL Teacher
• Language development knowledge & expertise
• Language objective writing skills
Inclusion of ELLs in NewStandards-Aligned Instruction
• How much (and what kind) of language do students need to be placed in an inclusive Standards-based classroom environment?
• What criteria should be used to make such decisions?
• What should classrooms look like?
• What curricula can best facilitate linguistic and intellectual/academic development?
Valdes, Kibler, & Walqui, 2014
Implementation of CCSS: Systemic Approach
The triangle of interaction: Critical components for effective EL educationStaehr Fenner and Segota, 2012
2013 Convening Questions
1. What are ESL educators’ current roles in implementing the CCSS for ELs?
2. What should ESL educators’ roles be to ensure that ELLs achieve with the CCSS?
3. What are the most promising strategies to support ESL educators as they teach the CCSS?
TESOL Findings
Most ESL Educators– Understand the importance of academic
language
– Are experts in language development
– Are impacted by lack of recognition and uniformity in the TESOL field
TESOL Findings
Most ESL Educators– Work with content area teachers in an
open-ended way– Maintain various roles and status in
schools– Have no clear role in the school’s CCSS
implementation
New Roles in the New Paradigm
• ESL Educators– Experts– Advocates– Consultants
• Principals and Administrators– Supporters– Buffers– Pedagogical leaders
New Roles for ESL Educators
• Co-teaching or closer collaboration with content-area teachers
• Professional development providers for content-area teachers
• Developing push-in models in which ESL teachers are in the classroom with content-area teachers
Maxwell, 2013
Redefining Preparation
Teacher preparation must be re-conceptualized for the new paradigm so that ESL educators are able to:
– Understand how and why language is used in various disciplines
– Create opportunities for learners to engage in language-rich disciplinary Practices in both ESL and content-area classroom settings
– Engage in effective collaboration with other educators (and vice-versa)
Valdes, Kibler, & Walqui, 2014
Advancing Professional Expertise
ESL educators must– Be conscious of the theories that underline
practices, and re-examine both to arrive at a richer and more thorough understanding of possibilities, opportunities, and challenges
– Address what pedagogical scaffolding needs to be provided for students so that they can participate in practices that are beyond their current levels of development
Valdes, Kibler, & Walqui, 2014
2015 Convening Findings
What is happening now?• Greater shift towards more collaboration and
co-teaching
• ESL educators asked to provide more professional development for their peers
• In some cases, more support happening at district levels
• ESL educators not necessarily included in planning teams
2015 Convening Findings
Pre-service programs need to prepare ESL educators for new role and context
– New demands of college- and career-ready standards
– Support and preparation for effective collaboration
– Peer-teaching techniques– Field experience– Leadership development
What’s next?
• What’s needed in teacher education and preparation?
– Revision of TESOL P-12 ProfessionalTeaching Standards
• What tools and resources are needed for ESL educators in this new paradigm?
• What else?
More information
http://www.tesol.org/CommonCore
John Segota, CAEjsegota@tesol.org
Twitter: @JohnSegota
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