ESL/Core Teacher Collaboration:

Working Together to Service ELLs in the Regular Classroom

Presented by

Your PSI SolutionsESL Staff

Kay Almy Sara Baum Leah Behymer Kara Fagan Sharon Hamad Lucinda Hunter Rob Kusnerik Trish Numbers

Sheilagh O’Hara Mary Ellen Rodriguez Karen Samsonas Jill Stancil Veronica Szabo Ramona Wilson Paulette Zumpano Urycki

• 2

Your PSI ESL Staff

http://www.psi-solutions.org/

Types of ESL-Classroom/Content Teacher Partnerships Getting to know your ELL Stages of culture shock English Proficiency Levels How to help the ELL learn in the classroom:

General guidelines, Instructional Strategies, Accommodations, Grading & Assessment Guidelines

Core Content Application Activity

• 3

Today’s Topics

To collaborate about content & L2 learning, ELL will need to gain linguistic, academic & social success…

Time to consult, discuss curricula, share goals/objectives on how to meet needs of individual ELL’s

Involve the entire school - team approach to work with ELLs (guidance, S&H, social, intervention services, etc.)

• 4

What is needed: An ESL-Classroom/Content Teacher Partnership

Informal: in-the-hall-on the run, email information exchange Co-planning: in team or grade-level

meetings, or occasional co-planning for special projects

Adjunct teaching in which the teacher reinforces the language required for a specific content course

• 5

Types of Partnerships:

Teach HQ English language/literacy for academic/social purposes to ELLs

Test, place and exit students from the ESL program

Advocates for the ELL population Team approach- share info, concerns &

frustrations Monitor ELLs’ social/cultural adjustment &

linguistic/academic progress Not replacement or remedial instruction

The Role of the ESL Teacher

• 6

Provide student access to comprehensible core content instruction

Facilitate students’ language learning through modeling and feedback

Monitor ELLs’ social adjustments & linguistic/academic progress in the content area classroom

Classroom/Content Area Teacher’s Role

• 7

Get to know more about each ELL

The ELLs story tells a lot about how he/she learns, why he/she learns the way

he/she does, and how his/her cultural views

impact learning• 8

Getting to Know Your ELLs

“As a student in my country, I could talk. I could express my ideas and opinions. When I came to this country I became mute.”

- A second year ELL • 9

ELL’s Point of View – Culture Shock

• ELL MUST LEARN

• New language

• Subject content• Classroom

method-ology

• New time concept• New

customs

• New social relationships

1. Newness- when the ELL likes his/her new environment.

2. Dislike of the new surroundings- ELL finds faults, noticing discomforts and problems

3. Adjustment- realizing the differences that do exist; understanding and accepting them

4. Assimilation/Adaption - New self-confidence, merging of identities

4 STAGES of CULTURE SHOCK

•11

It produces a feeling of disorientation, May manifest itself as home- sickness, imagined illness or unreasonable fear Children who experience culture shock may want to remain isolated to protect themselves from an unfamiliar environment The Solution? Help the ELL:

1. Become familiar with environment & expectations, 2. Give many different ways to experience culture 3. Be patient & understanding4. Give time to process what he/she sees& hears5. Let him/her share about native culture

WHY ADDRESS CULTURE SHOCK?

•12

3 English Proficiency Levels: 1. Beginning, 2. Intermediate 3. Advanced

At each Proficiency level:What can the ELL do?What can you expect?

Use to determine expectations & outcomes

KNOW THE ELLs PROFICIENCY LEVEL

•13

TIP Identify what your ELL’s

proficiency level isand how

he/she learns best.

Words with several meanings Word order Translation from L1 to L2 Idioms Many languages have NO article or articles

have a gender Native background/knowledge –Material

often interpreted through ELLs cultural understanding, NOT ours

Jokes can be hard to understand Passive voice

Confusing to ELLs

•14

Spanish example English sentence: “He

sat on the floor putting on the rough boots.

Literal translation “Sat on the floor himself he was shoeing the rough boots.”

Arabic exampleEnglish sentence:

“In the heart of London there is a broad square called Kensington Square.”

Literal translation “in here at London she-stands square broad she-is-called Kensington Square.”

Vietnamese exampleEnglish sentence:

“There is no need for us to find out about his next day.”

Literal translation ”That-man-that next day about we knowing taking need-not.”

Internet Translator Example English: Spare the rod and spoil the child, as the good book says. I'm a-laying

up sin and suffering for us both, I know. He's full of the old scratch, but laws-a-me! He's my own dead sister's boy, poor thing, and I ain't got the heart to lash him somehow. Every time I let him off my conscience does hurt me so; and every time I hit him my old heart most breaks. (Mark Twains Tom Sawyer – Chapter 1)

German translation (using Google E G) : Wer die Rute schont Spile das Kind, wie das gute Buch sagt. Ich bin a-Auflegen Sünde und Leiden für uns beide, ich weiß. Er ist voll von alten Kratzer, aber Gesetze-a-me! Er ist mein eigenes toten Schwester des Jungen, das arme Ding, und ich nicht habe das Herz ihn irgendwie zu peitschen. Jedes Mal, wenn ich ihn aus meinem Gewissen tut mir so weh, und jedesmal, wenn ich ihn getroffen mein altes Herz meisten Pausen. This translation does not give the reader the same meaning that the original Mark Twain passage gives to the English reader. It is actually a vey difficult read. The underlined items are not native to the German language & would actually never be written in this format.

English translation (using Babylon G E) : Who protects the rod game the child, such as the Good Book says. I am a-hang up sin and suffering for us both, I know. He is full of old scratch, but laws-a-me! It is my own dead sister of the young, the poor thing, and I don't have the heart to whips him somehow. Each time, when I take it from my conscience i am so hurt, and every time I met him my old heart most breaks.

General SuggestionsClassroom Instructional StrategiesInstructional AccommodationsModified AssessmentsGrading Guidelines

(Refer to handouts)

Helping the ELL learn in the Classroom: Keys to Success

•19

Modify tests and quizzes Simplify and break it down

Make expectations brief and clear

Use cognates and existing vocabulary Make sure words have been defined and

explained Word banks

Modify Assessments

•20

When writing use summary sentences instead of essays cloze activities word banks matching exercises, groups of allow more time

When giving oral responses allow use of notes record responses allow practice time

•21

Modify Assessments(cont.)

Grading ELL’s should not fail a grade based on their

language skills Grades should be based on content knowledge Put passing grades on papers Grade mastery of content, not grammar/

spelling(unless that is the target) {beg. – int.} Give as much positive feedback as possible Acknowledge effort as well as mastery If the answer appears to be wrong, ask the ELL

to explain it

Math Adapted Lesson

Science Adapted Lesson

Use Adapt Your Lesson/Unit Plan Worksheet

Adapt-a-Lesson Activity

•23

There are a variety of online ESL websites for both teachers and students. You will find many ideas for supporting ELLs on a variety of subjects

Office of English Language Enhancement and Academic Achievement for Limited English Proficient Students: www.ed.gov/offices/OELA/ or www.ed.gov/offices/OBEMLA

Ohio Department of Education (search Lau Resource Center): http://www.ode.state.oh.us

Ohio TESOL Journal http://iteslj.org/

•24

Support Services & Websites

Email for additional handouts:

Performance Expectations for ELLs Characteristics of Accomplished &

Competent Teachers Excellent ESL Websites

kayalmy@psi-solutions.org

With all these teaching strategies you are well-equipped to proceed with plans to develop adapted lessons for the ELL!

•25

Any questions?Remember learning a second language takes a long time.

Team work will supply the patience, understanding and confidence we all need to serve the ELL population.

•26

Thank you!!!Your PSI/ESL Staff

Kay AlmyPSI ESL Coordinatorkayalmy@psi-solutions.org330-425-8474800-841-4774

2112 Case Parkway South #10Twinsburg, Ohio 44087

Thank You!

Buduleta, Elisabeth, ESL Instructor – Brooklyn City Schools, ESL For Mainstream Teachers

Colorín Colorado (2007) How to Develop a Lesson Plan that Includes ELLs http://www.colorincolorado.org

Iowa Department of Education, Grading Guidelines and Performance Expectations Rubric from (1999) draft of the Policies for Limited English Proficient (LEP) Students in the Areas of Grading, Assessment, Gifted Education, and Special Education 

Ohio Valley Educational Cooperative, Louisville, KY, Supporting English Language Learners in Mainstream and Content Area Classrooms http://www.ovec.org/esl/ESL.pdf 

WIDA – World-class Instructional Design & Assessment Consortium, Wisconsin Center for Education Research, University of Wisconsin-Madison

Yearwood, Janice. (2007) ESL Manual For Mainstream Teachers; How to Help Limited English Speaking Students. Tate & Publishing & Enterprises.

Sources