1

“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”

2

• 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

3

• 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

4

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

5

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

8

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

9

Bilingual Programs

Additive Subtractive

Immersion Maintenance Submersion ELL S. E. I Transitional

Pull out

Self- contained

Early Exit

Late Exit

Sink or swim

10

11

12

Academic Effectiveness of Bilingual Education Models

0

10

20

30

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

13

0

20

40

60

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).

14

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.

15

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

16

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

17

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

18

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

19

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)

20

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

21

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?

22

Pictorial Input Chart

23

Narrative Input Chart

24

Sentence Frame

25

Observational Chart

26

Informational Chart

27

“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