45

Strategies to Structure andMonitor Intervention

Axiom’s to Teach By

“If it ain’t broke, don’t fix it”

“Don’t reinvent the wheel”

• Anybody ever hear of Blooms Taxonomy?

45

4646

47

Intentionality

Meaning?

Transcendence

Planning &Competence

Transfer

Review &Connect

47

48

Teaching Strategies• Remember that vocabulary instruction is crucial for English-

language development.

• Use clear, consistent language when introducing newconcepts.

• Provide numerous opportunities for the student to speakand use English in academic and social settings withteachers and peers.

• Be sensitive to lessons that are culturally loaded. Culturalinclusion will assist with engagement and connectivity toprior knowledge.

• Use visual aids and graphic organizersduring instruction

• Systematically build backgroundknowledge starting with what students bringto school

• Provide a balanced approach tolanguage development – emphasis ongrammar and syntax, conversation, andacademic or decontextualized language.

48

49

Do Graphic Organizersonly assist ELLStudents?

What’s the adultversion of this?

Review Sheltered Strategiesfrom the Center of Applied Linguistics

• Identify what looks familiar from ourdiscussion?

• Show Video Clip

49

50

Intervention Strategies

• I’ve provided intervention strategies that areappropriate for ELL Students and variousdegrees of acculturation and secondlanguage acquisition.

• Also note the following resources:– Teaching Second Language Learners with

Learning Difficulties (Hearne, 2000).

– 50 Strategies for Teaching English LanguageLearners (Herrell, 2000).

How Do You know When to Begina Pre-Referral Discussion?

• Follow the data !!!!

• If your data suggests that the student inquestion is delayed in learning and/ordevelopment and it can’t be attributed to theimpact of acculturation or second languageacquisition characteristics, it’s prudent toengage in more data collection.

Question: What would Child Find Say?

50

51

Platform1: Student

Information

• ESL Pre-Referral• Info on Language and

Culture• Second Language

Acquisition (e.g.,BICS/CALP)

• Developmental & MedicalHistory

• Academic History (L1/L2)• Parent Observations

• Comparisons tosiblings & Peers

• Teacher observations• ESL Testing (CELDT)• Communication (L1/L2)• Academic Information

(e.g., work samples,criterion-referenceddata, standardizeddata, etc.)

The SST should meet afterthis data is collected

Things that We Cannot Assume aboutDevelopment and Language Acquisition

• All caretakers treat children as conversational partners

• All children are exposed to the same types of lexicalitems ‒ Labeling occurs in all homes.

• All caretakers play with children

• All caretakers encourage the development of academiclanguage by helping children to inform, compare andcontrast, order, classify, analyze, infer, justify andpersuade, solve problems, synthesize, evaluate

• All children have the same exposure to books

51

52

Topics for Tomorrow

• Outline the process from Pre-Referral toEligibility for an ELL Student beingconsidered for SPED.

• What data should be considered? Who isinvolved and in what capacity.

• How does this process align with RtI, PSW,and XBA?

• Case examples within the presentation

52

Second Language Acquisition and Transfer

• Jim Cummins Quadrants of Acquisition • BICS – CALP Chart • Sequential Second Language Acquisition Chart • Identifying and Developing Language Proficiency • Normal Process of Second Language Acquisition • Stages of Literacy Acquisition • Standards-Based ELD Planning Guide • Language Transfer Information • BICS/CALP Ice Berg • Zone of Proximal Development • Learning English “From Scratch”

53

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54

BICS / CALP Checklist

A team can use this checklist to help identify the acquisition of a students Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP) skills. The individual(s) completing this document should be familiar with the student’s language and academic performance (i.e., ESL teacher, classroom teacher, SPED teacher, or parent). Complete the document by placing “+” or “-” in the appropriate box reflecting the student’s ability to perform the noted task. Struggles with skill ability may reflect normal second language acquisition development, atypical second language acquisition development, or instructional gaps. This data can be used to help inform instruction, identify developmental patterns that can be utilized during a building screening committee discussion, or data that can be incorporated into a special education evaluation.

55

Checklist of Language Skills for Use withLimited English Proficient Students

*

Basic Interpersonal Communication Skills (BICS) Cognitive Academic LanguageProficiency Skills (CALPS)

A. Listening L1 English A. Listening L1 English

1. Followsclassroomdirections.

1. Follows specific directions foracademic tasks according tocurriculum guide.

2. Points toclassroom items.

2. Understands vocabulary foracademic tasks according tocurriculum guide (i.e., wordmeaning, word synonyms foroperations).

3. Distinguishesitems according tocolor, shape, size,etc.

3. Understands teacher'sdiscussion and distinguishes mainideas from supportive details.

4. Points to people(familyrelationships).

4. Understands temporal concepts(e.g., do this first, second, last).

5. Distinguishespeople according tophysical andemotional states.

5. Distinguishes sounds forreading readiness activities.

6. Acts outcommon schoolactivities.

6. Listens to a movie or otheraudio-visual presentation withacademic content.

7. Distinguishesenvironmentalsounds.

56

B. Speaking L1 English B. Speaking L1 English

1. Gives classroomcommands to peers.

1. Asks/answers specificquestions regarding topicdiscussions.

2. Exchangescommon greetings.

2. Uses academic vocabularyappropriately.

3. Namesclassroom objects.

3. Uses temporal conceptsappropriately.

4. Describesclassroom objectsaccording to color,shape, etc.

4. Asks for clarification duringacademic tasks.

5. Describes peopleaccording tophysical andemotional states.

5. Expresses reason for opinion.

6. Describes whatis happening whengiven an actionpicture of acommonrecreationalactivity.

6. Actively participates in classdiscussions.

7. Appropriatelyinitiates, maintains,and responds to aconversation.

7. Volunteers to answer questionsin class regarding subject matter.

8. Recites ABCs,numbers 1-10.

9. Appropriatelyanswers basicquestions.

10. Participates insharing time.

57

C. Reading L1 English C. Reading L1 English

1. Recognizescommon traffic/safety signs.

1. Uses sound symbolassociation

2. Recognizesfamiliar advertisinglogos (e.g.,McDonald's, HEB).

2. Uses mechanics of spatialskills (i.e., top-to-bottom, left-to-right).

*

58

Basic Interpersonal Communication Skills (BICS) Cognitive Academic LanguageProficiency Skills (CALPS)

C. Reading L1 English C. Reading L1 English

3. Recognizesbasic sight words.

3. Understands rules ofpunctuation/ capitalization.

4. Understands reading as aprocess (i.e., speech-printrelations, syllables).

5. Reads for comprehension.

6. Follows along during oralreading activity and responds athis/her turn.

7. Appropriate use of text (i.e.,index).

8. Demonstrates an interest inreading.

D. Writing L1 English

1. Completes written expressionactivities according to curriculumguide.

a. Completes simple sentenceframes.

b. Generates simple sentences.

c. Writes from dictation.

d. Writes short paragraphs.

2. Transfers from print to cursiveat the appropriate grade level.

3. Understands spatial constraintsof writing (i.e., lines, top-to-bottom, left-to-right).

4. Understands mechanics ofwriting (i.e., punctuation,paragraphing).

5. Demonstrates an interest inwriting.

59

Resources used to develop checklist:

Erickson, J. and Omark, D. (1981) Communication Assessment of the Bilingual-Bicultural Child, Baltimore: University ParkPress.

Krashen, S. and Terrel, T. (1983). The Natural Approach. California: The Alemary Press.

Schooling and Language Minority Students: A Theoretical Framework. (1981). Office of Bilingual-Bicultural Education,Department of Education, Calif.

Developed by Berhard, B., and Loera, B. Published in Word of Mouth Newsletter, PO Box 13716, San Antonio, Texas78213. September 1992.

60

The Stages of Sequential Second Language Acquisition

Stage (Level) 1 – Preproduction: 0 – 6 Months in US School Student focuses on comprehending the communicative message. Children try to associate new words with the vocabulary in their first language. They pay particular attention to nonverbal communication such as facial expressions and gestures. They may respond with simple words or nonverbally by pointing, touching, or nodding. This is sometimes called the Silent Period. Activity/Lesson Focus: Emphasize receptive skills with listening comprehension, choosing, matching, drawing, and miming activities. Stage (Level) 2 – Early Production: 6 Months – 1 Year in US School Student communication is characterized by one and two word phrases and many grammatical errors. Common nouns, verbs, and adjectives emerge first. Vocabulary must be learned in context of themes, stories, or personal lives of students. The student focuses on conveying meaning as opposed to using correct forms. Activity/Lesson Focus: Emphasize expressive skills using listening, naming, and categorizing activities which encourage students to use the vocabulary that they already understand Stage (Level) 3 – Speech Emergence: 1 – 3 Years in US School Students have now acquired limited vocabulary and can respond to literal questions and use simple sentences and engage in conversations. Students may still make punctuation and grammatical errors. Many of their utterances are “chunks” which they have learned as a whole without understanding the exact meaning of each word. Errors of omission are common. Activity/Lesson Focus: Emphasize more complete language forms such as comparing the contrasting, definitions, descriptions, and retelling (stories, legends, fables, etc.) Stage (Level) 4 - Intermediate Fluency Stage: 3 – 5 Years in US School Students continue to develop excellent comprehension and are beginning to function in normal conversation. However, they continue to lack the sufficient academic language to compete with native English speakers. Students actively engage in communication and fluency. Literacy skills and academic language are continuing to develop. Activities/Lesson Focus: Use existing skills to produce responses that require creativity, critical thinking skills, and complex sentence structures. Stage (Level) 5 – Proficient Stage: 5 – 7 Years in US School Students can “be themselves” in a variety of situations and settings and using listening, speaking, reading, and writing skills with few errors. Activities/Lesson Focus: Continue reading and writing assignments with increased focus on evaluation and analysis.

61

Sequential Second Language Acquisition Checklist

Stage 1 - Preproduction: 0-6 Months in US School Q1 Q2 Q3 Q4

A. Uses English in social and classroom interaction • Responds primarily nonverbally (with gestures & actions) • Displays limited comprehension • Responds to greetings, introductions, farewells • Points to objects • Answers questions about self only with yes or no • Communicates basic personal needs, such as need to use the

restroom, with gestures and actions

• Uses the primary language to express when an English direction is not understood

B. Uses English in literacy learning and content-area learning • Observes stories, shared reading, songs, and poems • Understands an oral direction only in the context of non-

verbal cues

Note: First identify which stage student should be performing at based on the number of years the student has been in an English-speaking school setting. Then complete the document by placing a “+” or “-” in the appropriate box reflecting student’s ability to perform the noted task. Struggles in skill ability within stages the student should be capable of performing may reflect instructional gaps or atypical second language acquisition development. Four separate sections are provided to document quarterly progress if needed (i.e.,Q1-Q4). Student performance can be identified through parent/teacher observations, student work samples, or formal interactions between student and educator (e.g., classroom teacher, ESL teacher, SPED teacher, or paraprofessional).

62

Stage 2 - Early Production: 6 Months-1 year in US School Q1 Q2 Q3 Q4

A. Uses English in social and classroom interaction • Uses some basic words and simple phrases • Offers and responds to greetings, introductions, and farewells • Displays some comprehension of spoken English • Expresses needs and preferences with routine language

expressions (e.g., Can I go to the bathroom)

• Answers questions about self with 1-2 words • Asks someone the meaning of a word through verbal and

nonverbal means

• Gives and asks for permission • Imitates a classmate’s response to a teacher’s question or

direction

• Expresses enjoyment and humor through verbal and nonverbal means

• Indicates interests, opinions, or preferences related to class projects in limited fashion

• Responds appropriately to warnings such as “Run!” Or “Slow Down!”

• Uses simple words to recommend a game, book, or computer program

B. Uses English in literacy learning and content-area learning • Joins in a group response or shared reading repeated refrain at

the appropriate time

• Begins to comprehend stories, shared reading, songs, and poems

• Recites favorite rhymes, songs, chants, and poems • Identifies letters of the English alphabet by name • Dramatizes stories using appropriate gestures • Follows simple two-step oral directions when supported by

nonverbal cues

63

Stage 3 - Speech Emergence: 1-3 Years in US School Q1 Q2 Q3 Q4 A. Uses English in social and classroom interaction • Produces complete phrases and simple sentences that may

contain errors

• Participates in everyday conversations about familiar topics • Displays a fundamental comprehension of social interaction • Answers questions about self using phrases • Exhibits general ability to communicate but with occasional

communication breakdown in which his or her message cannot be conveyed

• Elicits information and asks basic clarification questions, including the meaning of a word

• Responds to academic questions with basic answers • Indicates interests, opinions, or preference related to class

projects with original phrases

• Expresses enjoyment and humor verbally • Works successfully with a partner despite occasional

communication breakdown

• Attempts to rephrase when communication breakdown occurs B. Uses English in literacy learning and content-area learning • Performs phonemic-awareness skills (e.g., sound-symbol

relationships, rhyming, etc.)

• Performs emerging decoding skills (CVC: 2 years) and advanced decoding skills (CCVCC-simple sentences: 3 years)

• Participates in shared reading according to literacy level • Displays increasing comprehension of stories, shared reading,

songs, and poems

• Uses phrases to describe a favorite storybook character or food

• Understands comments in reading discussion groups without necessarily participating

• Predicts conclusion using phrases • Sequences sentence strips after chanting a familiar poem,

rhyme, or song

• Follows two- to four-step oral directions • Defines, compares, and classifies objects using phrases • Contributes to collaboratively constructed charts and graphics

that show data

• Rephrases information to check for comprehension

64

Stage 4 - Intermediate Fluency: 3-5 Years in US School Q1 Q2 Q3 Q4 A. Uses English in social and classroom interaction • Produces complete sentences that may contain errors • Engages in ordinary conversations with more complex

sentences and phrases

• Displays full comprehension of social interaction • Answers questions about self and family clearly and

completely

• Self-corrects occasional communication difficulties through successful rephrasing

• Responds to academic questions with complete answers and connective narrative

• Asks complex clarification questions • Interprets inferred meaning as expressed by intonation,

rhythm, and stress

• Works successfully with a partner without communication breakdown

B. Uses English in literacy learning and content-area learning • Improved decoding of complex sentences • Displays full comprehension of stories, shared reading, songs,

and poems

• Uses complete sentences to describe a favorite storybook character of food

• Begins to participate in reading discussion groups • Sequence parts of a story (beginning, middle, end) • Retells a story in complete sentences • Predicts conclusions using sentences • Follows complex oral directions • Defines, compares, and classifies objects using sentences • Constructs charts and graphics that show data • Generates relevant questions after listening to information • Rephrases, explains, revises, and expands information to

check comprehension

65

Stage 5 - Advanced Fluency: 5-7+ Years in US School Q1 Q2 Q3 Q4 A. Uses English in social and classroom interaction • Produces language comparable to a native speaker in social

situations, for the most part, without errors

• Produces connected narrative in academic discussions although academic language may still be developing

• Displays full comprehension of social interaction and academic discussion

• Has few, if any, communication difficulties • Demonstrates a command of idiomatic expressions,

colloquialisms, and different registers

B. Uses English in literacy learning and content-area learning • Displays comprehension of multiple layers of meaning within

stories, shared reading, songs, and poems (as appropriate to literacy level)

• Participates fully in reading discussion groups • Recounts events using sequence words in connected narrative • Predicts and checks conclusions using sentences • Defines, compares, and classifies objects, using developing

academic language

• Generates relevant questions after listening to information, using developing academic language

• Rephrases, explains, revises, and expands information to check comprehension, using developing academic language

Adapted from checklist provided by: Brente-Fair, E. (2003). Teaching English language learners in the mainstream classroom. Presentation at Northwest Educational Service District: Hillsboro, OR: January 13, 2003.

66

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stud

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se q

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this

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67

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ch-b

ased

inst

ruct

iona

l sup

ports

and

stra

tegi

es

desi

gned

for E

nglis

h-la

ngua

ge le

arne

rs (e

.g.,

shel

tere

d in

stru

ctio

n, S

DA

IE, G

LAD

, etc

.) •

Expe

ct st

uden

ts to

spea

k En

glis

h

68

Stag

e II

I of S

econ

d La

ngua

ge A

cqui

sitio

n ~

Inte

rven

tion

Stra

tegi

es C

ontin

ued

Stud

ent B

ehav

ior

• Ex

hibi

t a c

omm

and

of c

onve

rsat

iona

l Eng

lish

and

enga

ge in

co

nver

satio

ns th

at p

rodu

ce m

ore

com

plex

sent

ence

s and

na

rrat

ives

. •

Incr

easi

ngly

use

Eng

lish

rela

ted

to a

cade

mic

task

s. •

Expr

ess m

ore

com

plex

thou

ghts

, alth

ough

may

rela

y he

avily

on

fam

iliar

phr

ases

or v

ocab

ular

y.

• Sp

eech

and

gra

mm

atic

al e

rror

s may

still

be

com

mon

but

ra

rely

obs

cure

mea

ning

. •

Poss

ess s

uffic

ient

voc

abul

ary

to d

emon

stra

te c

ritic

al th

inki

ng

in a

ll do

mai

ns o

f lan

guag

e.

• W

ritin

g co

nvey

s com

plex

mea

ning

and

det

ail u

sing

sim

ple

form

. •

Sent

ence

s are

mos

tly si

mpl

e bu

t usu

ally

com

plet

e w

ith so

me

varia

tion

in st

ruct

ure

and

are

usua

lly in

the

past

or p

rese

nt

tens

e.

• W

ritin

g m

ay in

clud

e lo

osel

y co

nnec

ted

sent

ence

s but

ther

e is

ev

iden

ce o

f em

ergi

ng fl

uenc

y.

• W

ritin

g de

mon

stra

tes a

n au

dien

ce b

eyon

d se

lf bu

t may

lack

cl

arity

. •

Writ

ing

may

lack

suff

icie

nt e

labo

ratio

n.

• U

sual

ly sp

ell c

omm

only

use

d w

ords

cor

rect

ly a

nd e

xhib

it in

crea

sing

com

man

d of

bas

ic w

ritin

g co

nven

tions

such

as

capi

taliz

atio

n an

d pe

riods

.

Inst

ruct

ion

• C

ontin

ue to

use

stra

tegi

es fr

om e

arlie

r sta

ges,

such

as

cont

extu

aliz

atio

n, m

odel

ing,

dem

onst

ratio

ns, a

nd

com

preh

ensi

on c

heck

s. •

Mod

el st

anda

rd la

ngua

ge st

ruct

ures

•

Con

tinue

bui

ldin

g ph

onem

ic a

war

enes

s, em

phas

izin

g sp

ecifi

c so

unds

/stru

ctur

es a

s nee

ded

(e.g

., pl

ural

“s”

). •

Ask

que

stio

ns th

at re

quire

phr

ase

and

sent

ence

resp

onse

s. •

Expa

nd st

uden

t res

pons

es th

roug

h m

odel

ing

and

exte

ndin

g co

nver

satio

ns:

Tell

me

mor

e ab

out _

____

__?

I un

ders

tand

, kee

p go

ing.

W

hy d

o yo

u th

ink_

____

__?

• A

void

ove

rt er

ror c

orre

ctio

n, b

ut m

odel

stan

dard

usa

ge a

nd

cont

inue

to p

rovi

de in

stru

ctio

n on

lang

uage

con

vent

ions

. •

Prov

ide

freq

uent

shar

ed, m

odel

ed, a

nd in

depe

nden

t writ

ing

expe

rienc

es.

• V

iew

eve

ry c

onte

nt le

sson

as a

lang

uage

less

on, l

ooki

ng fo

r la

ngua

ge d

evel

opm

ent o

ppor

tuni

ties.

• En

gage

stud

ents

in in

crea

sing

ly lo

nger

and

dee

per

conv

ersa

tions

. •

Expe

ct S

tude

nt to

spea

k En

glis

h.

69

Stag

e IV

of S

econ

d La

ngua

ge A

cqui

sitio

n ~

Inte

rven

tion

Stra

tegi

es C

ontin

ued

Stud

ent B

ehav

ior

• C

omm

unic

ate

effe

ctiv

ely

in m

ost f

orm

al a

nd in

form

al

setti

ngs.

• Su

stai

n co

nver

satio

ns a

nd re

spon

d in

mor

e co

mpl

ex se

nten

ces

with

gre

ater

det

ail.

• Sp

eech

and

gra

mm

atic

al e

rror

s stil

l occ

ur b

ut ra

rely

inte

rfer

e w

ith c

omm

unic

atio

n.

• A

ppro

ach

grad

e-le

vel s

tand

ards

in re

adin

g an

d w

ritin

g.

• R

ely

heav

ily o

n co

ntex

t and

prio

r kno

wle

dge

to o

btai

n m

eani

ng fr

om p

rint b

ut a

pply

with

incr

easi

ng c

onsi

sten

cy

appr

oach

app

ropr

iate

Eng

lish

usag

e to

a w

ide

varie

ty o

f lit

erac

y ne

eds.

• V

ocab

ular

y us

e an

d w

ritin

g us

ually

dem

onst

rate

un

ders

tand

ing

of a

udie

nce

and

purp

ose.

•

Writ

ing

dem

onst

rate

s evi

denc

e of

pur

pose

ful o

rgan

izat

ion

and

elab

orat

ion

of c

entra

l ide

a, in

cide

nt, o

r pro

blem

. •

Gen

eral

ly fl

uent

but

still

acq

uirin

g irr

egul

ar a

nd m

ore

com

plex

wor

ds a

nd se

nten

ce st

ruct

ures

.

Inte

rven

tions

•

Con

tinue

to e

ngag

e st

uden

t in

rese

arch

-bas

ed in

stru

ctio

nal

supp

orts

and

stra

tegi

es d

esig

ned

for E

nglis

h-la

ngua

ge le

arne

rs

(e.g

., sh

elte

red

inst

ruct

ion,

SD

AIE

, GLA

D, e

tc.),

such

as

cont

extu

aliz

atio

n, m

odel

ing,

dem

onst

ratio

ns, a

nd

com

preh

ensi

on c

heck

s. •

Mod

el a

nd te

ach

incr

easi

ngly

com

plex

Eng

lish

lang

uage

st

ruct

ures

. •

Prov

ide

inst

ruct

ion

that

requ

ires s

tude

nts t

o us

e En

glis

h in

co

gniti

vely

dem

andi

ng si

tuat

ions

. •

Esta

blis

h a

clim

ate

in w

hich

stud

ents

are

free

to ta

ke ri

sks a

nd

are

supp

orte

d in

thei

r atte

mpt

s at i

ncre

asin

gly

high

er fo

rms o

f En

glis

h.

• Im

mer

se st

uden

ts in

the

genr

e th

ey a

re st

udyi

ng, u

sing

con

tent

as

an

oppo

rtuni

ty fo

r voc

abul

ary

and

sche

ma

build

ing.

•

Prov

ide

and

supp

ort s

tude

nts t

hrou

gh c

ompl

ex, g

rade

-leve

l re

adin

g an

d w

ritin

g.

• Ex

pect

stud

ents

to sp

eak,

read

, and

writ

e in

Eng

lish

– su

ppor

ting

them

as n

eede

d.

70

Stag

e V

of S

econ

d La

ngua

ge A

cqui

sitio

n ~

Inte

rven

tion

Stra

tegi

es C

ontin

ued

Stud

ent B

ehav

ior

• Po

sses

s the

dep

th o

f lan

guag

e ne

cess

ary

to m

eet g

rade

-le

vel s

tand

ards

in a

ll su

bjec

t are

as.

• H

ave

full

com

man

d of

con

vers

atio

nal E

nglis

h an

d ut

ilize

la

ngua

ge re

late

d to

aca

dem

ic ta

sks a

ppro

xim

atin

g th

at o

f na

tive

spea

kers

of E

nglis

h.

• C

ompr

ehen

d ge

nera

l and

impl

ied

mea

ning

incl

udin

g fig

urat

ive

and

idio

mat

ic la

ngua

ge.

• In

itiat

e an

d ne

gotia

te c

onve

rsat

ions

usi

ng a

ppro

pria

te

disc

ours

e, a

nd v

arie

d gr

amm

atic

al st

ruct

ures

and

vo

cabu

lary

. •

Pron

unci

atio

n, in

tona

tion,

gra

mm

ar, a

nd w

ord

orde

r ap

prox

imat

es th

at o

f a n

ativ

e sp

eake

r of E

nglis

h.

• R

eadi

ng a

nd w

ritin

g, in

clud

ing

writ

ing

conv

entio

ns,

orga

niza

tion,

and

pur

pose

, are

nea

r app

ropr

iate

for g

rade

-le

vel.

Inte

rven

tion

• C

ontin

ue p

rovi

ding

targ

eted

inst

ruct

ion

acco

rdin

g to

sp

ecifi

c st

uden

ts’ n

eeds

. •

Prov

ide

oppo

rtuni

ties f

or fu

rther

lang

uage

enh

ance

men

t an

d re

finem

ent.

• C

ontin

ue w

ith c

ompl

ex a

nd v

arie

d lit

erac

y ta

sks.

• C

ontin

ue to

mai

ntai

n hi

gh e

xpec

tatio

ns fo

r stu

dent

s and

pr

ovid

e in

stru

ctio

n co

mm

ensu

rate

with

thes

e ex

pect

atio

ns.

Wal

ter,

T (2

004)

. The

How

-To

Han

dboo

k: T

each

ing

Engl

ish L

angu

age

Lear

ners

. Whi

te P

lain

s, N

Y: P

ears

on E

duca

tion,

Inc.

71

Normal Process of Second Language Acquisition

1) Interference (Transfer): Refers to a process in which a communicative behavior from the first language is carried over into the second language. Interference can occur in all areas: syntax, morphology, phonology, pragmatics, and semantics. Language patterns from the first language may influence how one phrases a particular message in the second language. Ervin-Trip (1974) stated that interference occurs more often when children are attempting to use more complex rather than simple structures in the second language. So, when a second language learner produces errors in English, it is important to consider the possibility that these errors result from language interference or from the student’s limited experience in using English.

2) Fossilization: Occurs when specific second language “errors” remain entrenched despite good proficiency in the second language (Pica, 1994).

3) Interlanguage: Is defined as a separate linguistic system resulting from the learner’s attempts to produce the

target language (Gorbet, 1979). Inconsistent errors reflect the progress that the student is making in learning a new language and should not be viewed as evidence of an abnormality.

4) Silent Period: Some students, when learning a second language, go through a silent period in which there is

much listening / comprehension and little output (Krashen, 1992; Brice, 2002). This should not be confused with an expressive language delay.

5) Code-Switching: Alternating between 2 languages in discourse is commonly observed among bilingual speakers

and is not necessarily an indicator of a problem. Code-switching is the alternation between 2 languages within a single constituent, sentence, or discourse. Language alternation within a sentence is also called “code-mixing.” This behavior is typical of proficient bilingual speakers (Langdon & Cheng, 2002).

6) Language Loss: If use of the first language decreases, it is common for the learner to lose skills in that language

as proficiency is acquired in the second language. If the student has experienced language loss and is still acquiring English, the student may appear to be low-functioning in both languages. However, this by itself cannot reflect whether a disability exists.

Affective Variables in Second Language Acquisition 1) Motivation

a. Is the student becoming acculturated into the English language environment? b. How much enclosure exists between L1 and L2 (e.g., share the same experiences)? c. Is there congruence between the student’s culture and dominant group? d. Is the student’s family transient? e. Does the student feel the second language will threaten his/her identity?

2) Personality

a. Self-esteem b. Extroversion c. Assertiveness

3) Anxiety Level: High anxiety will impact the acquisition of the 2nd language. 4) Socioeconomic Status: This may impact social interactions and the development of friendships

* Rosberry,McKibbin, C (2002). Multicultural Students with Special Language Needs

(2nd Ed.). Oceanside, CA: Academic Communication Associates.

72

Stages of Literacy Acquisition for Second Language Learners

Stage I – Approximate Time in English-Speaking School: 6 months – 1 Year

• Recognizes letters, shows phonics skills, distinguishes vowel and consonant sounds, and possesses small sight vocabulary.

• Observes story telling, chanting, singing. • Attaches meaning to some print, practices reader-like behavior, selects

books to “read.”

• Constructs meaning from text primarily from non-print features (illustrations, graphs, maps, tables).

Stage II – Approximate Time in English Speaking School: 2 – 3 years

• Predicts outcomes, recalls facts and details, identifies main idea and draws conclusions.

• Understands the feelings of characters, follows simple written directions,

uses the dictionary to determine meanings.

• Reads along with the group, recognizes and uses a variety of spatial and locational words, retells stories using pictures, objects, illustrations, memorizes simply rhymes, songs and chants, participates in shared reading.

Stage III – Approximate Time in English-Speaking School: 4 – 5 Years

• Uses complex phonics and content for word identification, uses the dictionary, summarizes and sequences events.

• Describes time and setting, understands themes and feelings, uses graphic

resources for information.

73

Stage IV – Approximate Time in English-Speaking School: 5 – 6 years

• Follows written directions, uses word clues to decode text, reads/responds to a variety of literature, and locates information/resources.

• Sequences story events, identifies main ideas/details, dramatizes

characters/feelings, draws conclusions/predicts outcomes relates literature to personal experience.

• Expresses opinion, interprets stories/poems/legends, evaluates materials, and

gathers information. Stage V - Approximate Time in English-Speaking School: 6 – 7 years

• Reads competently to meet both social needs and academic demands for specific purposes and audiences.

• Reads with considerable fluency. Chooses and enjoy materials for personal

reading with scope and difficulty comparable to that being read by non-ELL peers.

Note: The following stages represent the continuum of literacy acquisition for second language learners. It is important to note that the listed acquisition time-frame for each stage represents an approximation and when students have been provided appropriate instructional opportunities. The stages should only be used in a descriptive manner to help identify any delays in the acquisition of literacy skills.

74

STANDARDS-BASED ELD PLANNING GUIDE

English Language Arts StandardGrade-level 5tandard

ELD Proficiency Level( s)

o Beginningo Earlyintermediateo Intermediateo Earlyadvancedo Advanced

ELD Standards (Reading, Writing,

Listening, Speaking, ~iewing)Corre5ponding ELD5tandard. determinedby ELD profiGienGYlevel.

Instruction/AssessmentIn5truGtion i5 intertwined with a55e55ment. In5truGtion mU5t

re5ult in 5tudent attaining-or developing-the identified5tandard. A55e55ment will inform how 5UGGe55willbe 5eenand mea5ured.

InGlude in5truGtional)5trategie5.

Key Vocabulary/LanguageStructures/GrammarIdentify key vOGabulary and

language feature5 to develop orhighlieht.

Materials

Identify needed material5 that will

both 5UPPOrt and enhanGelanguage development.

-Adapted from Burns, 2002.

Languageand LanguageAcquisition .

75

76

77

78

"

Becoming fluent in a'second language is a massive underta~ing. Second languageacquisition research sugge.sts that students develop basic social communication skills(oral language) in 1 to 2 years. However. reaching "native-like proficiency" inacademic language r~quires from 5 to 9 years' (See chart below.)

. literary traditions spedaliz&d teti'ninology

textbook language reading w,inente..

non-verbalcommunications

,\;

humour tecturessocial

culture appropriateness....

9

.....'.,.,.1-2 ", .years ...10develop ....basic. social '...and day-~o~y ..."" 2communication ~skins 1

analogy andabstractions

formal

cohesion

"'.'.

-'..'.-

Years To Achieve Native-like English ProficiencY

.....--.-.. .-.:.;!,

79

Intervention Ideas

• Blooms Taxonomy Complexity and Difficulty Model • Example Blooms Lesson Plans • Blank Blooms Lesson Plan • Example Activities for Developing Vocabulary Skills • Example Expressive Language Activities • Suggestions for Intervention and Instruction • Strategies for Structuring the Environment • Structuring the Environment for ELL Students

80

Based on a concept developed by Linda King and Barbara LeRose, Racine Public Schools, Racine, Wisconsin. From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D., copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content.

Matrix Plan: Sample

Unit/Theme: Ocean Biosphere Unit Questions: What are the characteristics of oceans? What plants and animals live in oceans? What food chains link ocean plants with ocean animals? How does the geography of oceans affect human beings? How have human beings affected oceans? Bloom’s Taxonomy

Knowledge Comprehension Application Analysis Evaluation Synthesis

tell, list, define, label, recite, memorize, repeat, find, name, record, fill in, recall, relate

locate, explain, summarize, identify, describe, report, discuss, review, paraphrase, restate, retell, show, outline, rewrite

demonstrate, construct, record, use, diagram, revise, reformat, illustrate, interpret, dramatize, practice, organize, translate, manipulate, convert, adapt, research, calculate, operate, model, order, display, implement, sequence, integrate, incorporate

compare, contrast, classify, critique, solve, deduce, examine, differentiate, appraise, distinguish, experiment, question, investigate, categorize, infer

judge, predict, verify, assess, justify, rate, prioritize, determine, select, decide, value, choose, forecast, estimate

compose, hypothesize, design, formulate create, invent, develop, refine, produce, transform

Brainstorm and list animals and plants that live in the ocean. (1)

Create a chart that shows the differences between an ocean and a lake in terms of smells, tastes, sounds, and appearance. (2)

In a collaborative group, illustrate the animals and plants that live at various depths of the ocean by designing a cut-paper mural. (6)

Identify the positives and negatives of living in either a coastal state or an inland state. Role play a commercial convincing others to move to your state. (10)

Design a new ocean animal incorporating at least three characteristics of existing animals. Write a description of each characteristic, explaining your reasons for selecting it. (17)

In groups, research the migratory routes of gray, blue, right, or humpback whales, or of bottle-nose dolphins. Locate and plot your animal’s route on a world map, labeling its summer and winter habitats. (8)

Identify common characteristics of land and sea mammals. Explain the adaptations each kind of animal has made, based on habitat. Write a summary of your conclusions. (7)

Select a fable, myth, or tale of the sea. Present it to the class through storytelling. (11)

Examine the similarities and differences between land and sea geography. Present your comparisons in a Venn diagram. (3)

Collect and analyze articles from magazines and newspapers about current problems and issues related to ocean life. Create an ocean scrapbook and share it with the class. (12)

Create lyrics for a sea shanty or song about a sea adventure, or create a rap to teach facts about the sea. (13)

Using scale drawings, create life-sized drawings of at least five sea animals. Show and discuss size comparisons. (5)

In teams, research ocean plants and ocean animals. Make and arrange drawings to illustrate food chains. (4)

Create a poster or diagram showing high- and low-tide adaptations of a tidepool animal. (9)

Write a belief statement conveying your viewpoint and feelings about an environmental issue related to oceans, such as oil spills or offshore drilling. (16)

Collect data on threats to the habitats of at least three ocean animals. Determine trends and prioritize actions we must take to preserve ocean life. (15)

Develop an action plan to replace jobs in fishing communities lost due to fishing moratoriums. (14)

81

From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D., copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content.

Matrix Plan Unit/Theme:______________________________________________________________________ Unit Questions: 1. ______________________________________________________________________________________________ 2. ______________________________________________________________________________________________ Bloom’s Taxonomy

Knowledge Comprehension Application

tell, list, define, label, recite, memorize, repeat, find, name, record, fill in, recall, relate

locate, explain, summarize, identify, describe, report, discuss, review, paraphrase, restate, retell, show, outline, rewrite

demonstrate, construct, record, use, diagram, revise, reformat, illustrate, interpret, dramatize, practice, organize, translate, manipulate, convert, adapt, research, calculate, operate, model, order, display, implement, sequence, integrate, incorporate

Continued ➡

82

From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D., copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content.

Matrix Plan continued . . . 3. ______________________________________________________________________________________________ 4. ______________________________________________________________________________________________ 5. ______________________________________________________________________________________________ 6. ______________________________________________________________________________________________ 7. ______________________________________________________________________________________________

Analysis Evaluation Synthesis

compare, contrast, classify, critique, solve, deduce, examine, differentiate, appraise, distinguish, experiment, question, investigate, categorize, infer

judge, predict, verify, assess, justify, rate, prioritize, determine, select, decide, value, choose, forecast, estimate

compose, hypothesize, design, formulate, create, invent, develop, refine, produce, transform

83

ACTIVITIES FOR DEVELOPING VOCABULARY SKILLS

• Create a Story-Students use books and pictures of vocabulary words to create stories.

• Category Buckets-Students put pictures in category “buckets.” Each bucket is used for a different word category. Pictures of animals, for example, would be placed in the “animal bucket.”

• Guess the Picture-A student is asked to describe a picture. The other students try to guess

which of the pictures on the table is being described.

• Which One Doesn’t Belong?-Five pictures are placed on the table. All but one of the pictures are from the same word category. The student’s task is to identify the picture that doesn’t belong and to explain why it doesn’t belong.

• Memory Games-Auditory memory games can be created, such as Packing the Suitcase,

Grocery Shopping, Catalog Orders, etc. Students are asked to listen to and remember the items named.

• Describe it in Detail-Students are given points for each attribute mentioned when

describing an object or picture of an object. When presented with a picture of an apple, for example, four points would be earned if the student said, “it’s shiny, red, juicy, and its fruit.” Each student receives the same number of turns. The student with the most points at the end of the activity wins.

• Follow the Directions-Student are asked to manipulate the position of various pictures

when presented with verbal directions. (e.g., “Put the pencil on the cup before picking up the chair”).

• Rhyming Words-Students think of words that rhyme with vocabulary words presented in

pictures. When presented with the word hat, for example, the child might say “cat, mat, and fat.” Rhyming should only be used with students whose command of English is strong enough to complete this activity without experiencing frustration.

• Word Match-Students match printed words with pictures of these words.

• Construct a Sentence-Students construct sentences when presented with a group of

words.

• Drawing Pictures--Students are asked to draw pictures of new words that they have learned.

• Word Wall-Students generate the wall list, which contains new words they are learning.

Each column can start with a letter, and each list begins with a student’s name that starts with that particular letter. For example, the “A” column may start with “Arisbel,” the “B” column may start with “Bobby,” etc.

• Noun Comparisons-Students are asked to compare two words/concepts and to discuss

what is alike and different about them.

Roseberry-McKibbon, C. (2002). Multicultural Students with Special Language needs (2nd Ed.). Oceanside, CA: Academic Communication Associates.

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EXPRESSIVE LANGUAGE ACTIVITIES FOR STUDENTS WITH SPECIAL NEEDS

An LCD student with a language-learning disability will have difficulty learning any language, including the primary language. The term Language-learning disability implies that the student has a disorder that negatively affects learning language skills, even in situations where high quality language exposure is available. The activity suggestions that follow can be implemented in classrooms and in small group special education settings. They can also be used in situations where professionals are working individually with students. Collaboration between regular education and special education professionals will give the students continuity and facilitate learning.

• Ask students to write stories in their primary language. Stories can be written by hand or

using computers. Students with special needs who have difficulty writing by hand may experience less frustration if a computer is used.

• Encourage students to create journals in their primary language and English. Some

professionals recommend that students write with pens rather than pencils. When students write with pencils, they may spend more time erasing than writing.

• Use “bilingual books” and have one student read in the primary language and another

student read in English. • Have students create captions (in English or the primary language) for pictures, photos, or

comic strips. • Have students write or dictate letters. Students can become pen pals with individuals from

other areas. Encourage student to keep a folder with the letters they receive. Students may use e-mail if computers are available.

• Have students create family trees with descriptions and photos. • Use narratives to enhance learning. Students can listen to stories, read stories, and write

their own stories. • Narratives can be constructed using the written or spoken word paintings and drawings,

movement, song, and dramatic play. Story maps such as the one in Figure 15.3 can help students organize their stories.

• Have students review newspaper advertisements to find items that they would like to buy.

They can describe these items orally or in writing. • Have one student hide an object in the room. The student can write or verbally state

directions to locate this object. The more precise the directions, the sooner the object will be found.

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• Have students bring in songs that they like. The songs can be used to help student learn new vocabulary. Students can also play simple instruments and/or use rhythmic objects (e.g., finger cymbals).

• Have students prepare a newspaper. They can write stories or poems, draw cartoons with

captions, and make illustrations. • Have students write stories about photographs. • Have students engage in drama and role-playing activities that are relevant to their interests

and appropriate for their developmental age. • Prepare a multicultural calendar that includes American holidays and holidays celebrated in

other countries throughout the world. Be sure that the holidays shown represent the cultures of student in the classroom. All holidays can be discussed and activities can be planned that incorporate these holidays (see Paul, 2001).

Roseberry-McKibbon, C. (2002). Multicultural Students with Special Language needs (2nd Ed.).

Oceanside, CA: Academic Communication Associates

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1

SUGGESTIONS FOR INTERVENTION AND INSTRUCTION

Strategies that have been shown to be effective with culturally and linguistically diverse (CLD) students can be adapted for use in many settings, including settings within both general education and special education programs (e.g., speech and language intervention, self-contained classes, or collaborative regular-special education settings). The following strategies can facilitate learning for CLD students in the general education curriculum or in special education programs (Brice, 2002; Roseberry-McKibbin, 2002).

• Review previously learned material daily.

• Check frequently for comprehension. Some students may be embarrassed to admit that they do not know specific information. In some cultures, it is inappropriate to admit not knowing something. Thus, if a student indicates that something has been comprehended, it is important to make sure that comprehension has, in fact, occurred.

• Use a multimodal instructional approach in which visual and gestural cues are presented

frequently. Suggestions for accomplishing this include:

a. Writing assignments on the board; b. Using pictures, maps, diagrams, and various objects; c. Accompanying oral presentations with gestures and facial expressions; d. Using visual organizers, clusters, and mental mapping to help organize information

for the students;

• Teach beginning students the names for common objects in the classroom. • Make input comprehensible to the student by:

a. Talking slowly enough for them to process the information; b. Pausing frequently to avoid “overloading” students with information; c. Using students’ names to direct and maintain their attention; d. Avoiding the frequent use of long words; e. Avoiding use of slang or idiomatic speech; f. Enunciating words clearly (e.g., “Did you eat?” instead of “Jueet?”); g. Emphasizing key works through increased volume and slightly exaggerated

intonation (example: “Now we will look at the calendar. The calendar shows us the days of the week.”).

• Rephrase and restate information to facilitate comprehension. For example, the teacher

might say: “Today we are going to read a chapter in our math books and do the problems on page 10 of the math workbook. We will take our math books and read a chapter. We will then do the problems on page 10 of the math workbook.”

• Try to seat students who speak the same language together, especially if one student

speaks English with enough proficiency to help others. The advanced student can then explain complicated directions and other information in the primary language.

• Seat the student close to the front of the classroom to enhance comprehension and

minimize distraction.

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2

• Focus on the communication of meaning rather than emphasizing the correction of

grammatical errors.

• When students make grammatical errors, these errors should not be overtly corrected when students are in the early and intermediate stages of learning English (Roseberr-McKibbin, 2001b). Professionals, however, can recast a student’s utterance to model the correct form (e.g., Student says, “I having good day.” Professional responds, “I’m having a good day, too! I’m glad that I’m having a good day and that you’re having a good day.”)

• For students who make repeated grammatical errors, professionals can use focused

stimulation (Roseberry-McKibbin, 2001). For example, if a student always omits articles, the professional can model these articles repeatedly in various situations (e.g., “Look, you have the book. You have a pencil and a piece of paper-and a box of crayons!”).

• Use computers if appropriate, especially if the computer programs have pictures/graphics

that will aid in comprehension.

• Allow students to incorporate their own experiences into learning situations.

• Students learn best when they can relate new learning to their own experiences. For example, when students read texts that are congruent with their background and experience, they understand the text more completely. When they write stories, they will perform more effectively if they can write about their own lives and experiences.

• Use stories/narratives to enhance learning.

• Students can listen to stories, read stories, and write their own stories. The use of stories

and narratives is a highly successful teaching tool for students from diverse cultural backgrounds.

• Teach literacy to children by using writings from diverse cultures.

• Recruit people who can tutor students in their first language.

• Allow students to use a dictionary and to make their own dictionaries, using illustrations

and pictures to facilitate recall of new vocabulary.

• Provide learning experiences in which students work together rather than individually to acquire new information (i.e., cooperative learning). A major goal of cooperative learning is to facilitate and encourage mutual cooperation and interdependence among students. Professionals can use cooperative learning in regular classrooms or in small group settings.

• Teach students metacognitive strategies to help them become more efficient learners.

Metacognitive strategies include monitoring the success of their current learning efforts, planning ahead so that learning time can be used efficiently; and being aware of one’s own learning style and learning strategies.

• Match intervention to the student’s stage of second language acquisition. Table 15.1

includes information that professionals can use to plan programs for students who are in various stages of acquiring English.

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3

When these intervention strategies are adapted to specific situations and used by all professionals who interact with CLD students, learning will be enhanced. Professionals can also use a variety of strategies to help CLD students succeed. Roseberry-McKibbon, C. (2002). Multicultural Students with Special Language needs (2nd Ed.). Oceanside,

CA: Academic Communication Associates.

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STRATEGIES FOR STRUCTURING THE ENVIRONMENT

Suggested strategies for helping students structure their environment are the following:

• Use preparatory sets. When preparatory sets are used, learners with special needs will know what to expect because their environment has been structured for them. For example, instead of starting an activity with no explanation, the teacher might say: “Today we will share, read a story, and practice our sounds. What will you do?” …That’s right – share, read a story, and practice our sounds.”

• Limit clutter and excessive visual stimuli in the environment. Many classrooms and

therapy/resource rooms include beautiful collections of student art projects, work centers, pet cages, etc. While these rooms are colorful and quite attractive, they are often distracting to learners with special needs. These students often respond best in an environment that is attractive but very uncluttered and “plain.” Because these students have difficulty screening out extraneous stimuli, they are distracted by items and events that do not distract most students.

• Reduce auditory distractions. In many rooms, phones ring, people come in and out, and

students talk freely. While the casual attitude and freedom in these rooms is often appreciated by many, learners with special needs can be highly distracted in such situations. These students tend to do their best work in quiet, organized environments.

• Use a multimodal approach to teaching. Special needs learners’ benefit from learning

through various channels-visual, auditory, and tactile. Many professionals in American schools present large amounts of information orally during teaching activities. Students are expected to acquire knowledge by listening to the teacher. Students with special learning needs frequently have auditory processing difficulties that make it hard for them to process and remember information that they hear. Activities that incorporate music and rhythm may facilitate learning and the retention of information (Wolfe, 2001). When an interactive approach involving auditory, visual, and tactile stimuli is used, students will be more likely to learn and remember new information.

• Remember that learners with special needs may become frustrated more easily than

normal learners. Consequently, they may have “shorter fuses” and less tolerance for frustration than the “average” learner. Lessons need to be planned carefully so that these learners experience success with simple tasks before more complex tasks are attempted.

• Provide frequent opportunities for the review of information that has been presented. In

this way students will retain more of what they learn.

• Allow additional time for these students to process information. Learners with special needs often take longer to process information than students who are learning in the typical manner. Thus, professionals need to give these students time to answer, think, etc.

• Seat learners with special needs in the front of the classroom to minimize distraction.

• Use the learner’s name often during teaching to keep the student focused.

• Break down assignments into small components. Students with special learning needs

take longer to complete assignments and may become overwhelmed if given work that will take a long time to complete.

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• Wait until the room is quiet before presenting important information. Students who have

difficulty concentrating and remembering information will experience even more difficulty if the room is noisy.

When professionals follow the above suggestions, students with special learning needs will function more efficiently and will learn more readily. A self-evaluation checklist that can be used during program implementation with multicultural student populations is presented in Table 15.3.

Roseberry-McKibbon, C. (2002). Multicultural Students with Special Language needs (2nd Ed.). Oceanside,

CA: Academic Communication Associates

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Strategies for Structuring the Environment for ELL Students with Language-Learning Disabilities

1) Use preparatory sets: Identify what the activity will be and the sequence that

they will occur. Then have the student repeat back this information.

2) Limit clutter / reduce distractions in the environment: ELL students with language learning disabilities are quite distracted by both auditory and visual stimuli you will traditionally find in a classroom.

3) Do not give important information when the room is noisy: If is given, most

ELL students with language-learning disabilities will not hear and attend to the information.

4) Use a multimodal approach to teaching: Students need to hear, see, and ideally

touch things. Students from other cultures may do better when there are visual stimuli such as overheads to supplement instruction, or when they have “hands-on” activities to supplement the auditory input that they hear.

5) Do a great deal of review: It is estimated that a normally-functioning,

monolingual-English-speaking adult forgets 95% of what he hears within 72 hours of hearing it. Review continuously. When giving directions or auditory information, repeat several times.

6) Give extra processing time: It has been shown that many who teach children

give approximately 1-3 seconds for a child to answer. It is best to give a child 4-6 seconds after asking a question.

7) Seat learners with special needs in front of the classroom.

8) Use the learner’s name often during teaching to help keep them focused.

Other things to keep in mind • Pre-teaching is very powerful • Target receptive skills first • Be aware of acculturation issues • Be aware if student is coming from non-literate homes.

Student may need foundation in phonological awareness. • Children from refugee camps may not understand school rules

or behavior (e.g., getting a hall pass to go to the bathroom). Roseberry-McKibbon, C. (2002). Multilingual Issues in Language Intervention. Oregon Speech-Language-Hearing Annual Conference. October 2002.

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Resources and References

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The following are recommended resources for school teams to have available within their building when working with culturally and linguistically diverse student populations.

1. Culture Grams: 4-page abstracts of 182 different countries. For information about the product and purchasing, go the following website: http://www.culturegrams.com/

2. Center for Applied Linguistics: http://www.cal.org/

The center has books on certain refugee groups that can be helpful regarding cultural awareness (e.g., Bosnians, The Somalis, etc.). These books are about $5.00

3. Teacher’s Resource Guide for Language Transfer Issues for English Language Learners: Rigby publishing. www.rigby.com . Telephone Number: 800-822-8661 (ISBN: 0-7578-6966-1).

4. McLeod, S (2007). The international guide to speech acquisition. Florence, KY: Thomson

Delmar Learning. (ISBN 10: 1-4180-5360-0).

5. Multicultural Students with Special Language Needs – Practical Strategies for Assessment and Intervention (2nd Ed): Academic Communication Associates. http://www.acadcom.com/

6. Bilingual Children’s Books: You can purchase many children’s books that are written in English

and in many other languages. Check your local book stores or www.amazon.com.

7. The Oxford Picture Dictionary (Oxford University Press). This product comes in many different languages with the English translation. Because it is supported by pictures, it can be used in a variety of instructional ways by parents, paraprofessionals, bilingual teachers, ESL teachers, special education teachers, and general education teachers. These can be purchased at www.Amazon.com.

8. Teaching Second Language Learners with Learning Disabilities: Strategies for Effective Practice

(J. Dixon Hearne). Published by Academic Communication Associates. http://www.acadcom.com/

9. Bilingual brochures from the American Speech-Language-Hearing Association. These can be

purchased at www.asha.org. a. Learning Two Languages (English & Spanish) b. How Does Your Child Hear & Talk? (English, Spanish, & Chinese) c. How Does Your Child Hear and Talk? Clipboard (English & Spanish)

10. Bilingual Resources from the Speech Bin. These items can be purchased at www.speechbin.com/

a. Childhood Developmental Chart: Birth to 7 (English) b. Childhood Developmental Chart: Birth to 7 (Spanish) c. Speech and Language Development Handouts (for teachers and parents): Ages 3 to 6

(English & Spanish) 11. National Information Center for Children and Youth Disabilities (NICHCY)

a. Descriptions of disabilities in English/Spanish at www.nichcy.org

12. Culturally and Linguistically Appropriate Services (CLAS): Early Childhood Research Institute a. Materials (e.g., developmental information) in multiple languages b. Links to other appropriate sites c. http://clas.uiuc.edu/ *(Search Materials)

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Recommended Readings and Support to Help Differentiate Second Language Acquisition from a Language-Learning Disability

Artiles, A.J. and Ortiz, A.A (2002). English language learners with special education

needs: Identification, assessment, and instruction. McHenry, IL: Center for Applied Linguistics.

Baca, L.M. & Cervantes, H.T. (2004). The bilingual special education interface (4th Ed.).

Columbus, Ohio: Merrill Publishing. Battle, D. (2002). Communication disorders in a multicultural society (3rd ed.). In D.E.

Battle (ED), Communication disorders in multicultural populations, (pp. 3-32). Boston: Butterworth-Heinemann.

Brown-Chidsey, R. & Steege, M.W. (2005). Response to intervention: Principles and strategies

for effective practice. New York: Gilford Press. Damico, J.S. & Hamayan, E.V. (1991). Limiting bias in the assessment of bilingual

students. Austin: Pro-Ed. Flanagan, D. P., Ortiz, S.O., & Alfonso, V. (2007). Essentials of Cross-Battery

Assessment (2nd Ed.) New York: Wiley. Fong, R. (2004). Culturally competent practice with immigrant and refugee children and

families (Ed). New York: Guilford Press. Genesee, F., Paradis, J., and Crago, M. (2004). Dual language development and disorders: A

handbook on bilingualism and second language learning. Baltimore: Paul H. Brookes Publishing.

Goldstein, B. (2004). Bilingual language development and Disorders in Spanish-English

speakers. Baltimore, Maryland: Brookes Publishing. Hearne, J.D. (2000). Teaching second language learners with learning disabilities.

Oceanside, CA: Academic Communication Associates. Kalyanpur, M. & Harry, B. (1999). Building cultural reciprocity with families: Case

studies in special education. Baltimore, MD: Brookes Publishing. Langdon, H.W. & Cheng, L.L. (1992). Hispanic children and adults with

communication disorders: Assessment and intervention. Gaithersburg, MD: Aspen publishing.

Langdon, H.W. & Cheng, L.L. (2002). Collaborating with interpreters and translators.

Eau Claire, WI: Thinking Publications.

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Lynch, E.W. & Hanson, M.J. (2000). Developing cross-cultural competence (3rd Ed.). Baltimore: Paul H. Brookes Publishing

McGoldrick, M., Giordano, J., & Pearce, J.K. (1996). Ethnicity & family therapy (2nd Ed).

New York: Guilford Press McLeod, S (2007). The international guide to speech acquisition. Florence, KY: Thomson

Delmar Learning. Pena, E. (2000). Measurement of modifiability in children from culturally and

linguistically diverse backgrounds. Communication Disorders Quarterly, 21 (2), 87-97.

Pena, E., Iglesias, A., & Lidz, C (2001). Reducing test bias through dynamic assessment of children’s word learning ability. American Journal of Speech-Language Pathology, 10 (5), 138-154.

Rigby Publishing Staff (2004): On our way to English teacher’s resource guide of

language transfer issues. Orlando, FL: Harcourt Achieve. (ISBN: 0-7578-6966-1) Rhodes, R.L., Ochoa, S.H., & Ortiz, S.O. (2005). Assessing culturally and linguistically diverse

students: A practical guide. New York: Guilford Publishing. Roseberry-McKibbin, C. (2007). Multicultural Students with Special Language Needs

(3nd Ed.). Oceanside, CA: Academic Communication Associates. Swan, M. & Smith, B. (2001). Learner English. New York: Cambridge University Press Thomas, W.P., & Collier, V.P. (2002). Educational research for language minority students’

long-term academic achievement: Final report. Washington, DC: National Clearinghouse for Bilingual Education. Retrieved September 16, 2002, http://www.ncela.gwu.edu/library/edres.htm.

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