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Increasing Comprehensibility:

Effective Instruction for ELLs

Minda Lopezminda@satx.rr.com

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Some terms…• For the learner:

ELL—English Language Learner

LEP—Limited English Proficient

LES—Limited English Speaker

SLL—Second Language Learner

• For the programs:ESL—English as a

Second LanguageESOL—English to

Speakers of a Second Language

SI or SIOP—Sheltered Instruction or SI observation protocol

SDAIE—Specifically Designed Academic Instruction in English

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Demographics of US ELLs• 12% of entire population in 2004 is foreign

born (more than doubled since 1970)

• 1 in 5 children under the age of 18 are the children of immigrants

• ELLs represent 6% of total student population nationwide

Source: OELA, 2001

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Demographics of US ELLs• 55% of foreign born children are from

Latin America

• 25% were born in Asia

• 4% were born in Africa

• 17% in Oceania, Europe or Canada

Source: OELA, 2001

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Demographics of US ELLs• 74% of ELLs speak Spanish as their L1

• No other language is represented by over 3%

Order of languages spoken by ELLs in US Schools:

1. Spanish

2. Chinese

3. Vietnamese

4. Korean

5. Hmong

6. French

7. German

8. Russian

9. French/Haitian Creole

10. ArabicSource: OELA, 2001

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Demographics of our ELLsLatinos in the US

• The population is younger than average

– 35% of Latinos are under 18 vs. 22% of NHW

• 40% of Latinos are foreign born

– 52.1% entered U.S. between 1990 and 2000

• Less likely to have graduated from high school

– 57% of those 25 and older have high school diplomas vs. 88.7% N-HW

• Language spoken at home (U.S. Latino population 5 yrs. old and over):English only – 82.1%Spanish only – 10. 7% (* don’t have the bilingual statistic)

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Demographics in TX

• 94% of ELLs in Texas Speak SpanishAll other groups are 2% or less1. Spanish2. Vietnamese3. Cantonese4. Urdu5. Korean6. Arabic7. Mandarin8. Khmer9. Lao10. German

Source: OELA, 2001

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Texas Latinos

• Texas population (2000 Census)• Total:

20,851,820• Hispanic/Latino:

32%• 27% speak

Spanish

• Bexar County population (2000 Census)• Total:

1,392,931• Hispanic/Latino:

54.3%• 41% speak

Spanish

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Bexar County ELLs

• Languages represented (don’t know the specific order)• Spanish• Mandarin• Cantonese• Urdu• Vietnamese• Korean

• German• French• Japanese• Bantu

(Somalia)• Russian

Source: Region 20, NEISD, NISD

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The research: ELLs• Vygotsky (1978) Sociocultural

approach--view that learning and literacy are social, cultural and linguistic acts situated in a sociohistorical context

• Krashen (1987) Acquisition-Learning Hypothesis, Input Hypothesis (i + 1) and Affective Filter Hypothesis

• Cummins (1984) 2 dimensions of language—social (BICS) and academic (CALP)

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Types of Language ProficiencyAccording to Jim Cummins

BICS (Basic Interpersonal Communication Skills)

1-3 years to develop

CALP (Cognitive Academic Language Proficiency)

4-10 years to develop

What are the implications of this for our classrooms?

How does this help us to be better advocates for English Language Learners?

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Social vs. Academic Language

Social Language (BICS)

• Simpler Language• Usually face-to-face• Informal settings• Precise understanding

is seldom required• Familiar topics• Clues from expressions,

gestures, context• Many opportunities to

clarify

Academic Language (CALP)

• Technical Vocabulary (written has longer sentences & more complex grammar)

• Lecture-style communication or textbook style--few context clues

• Precise understanding required

• Abstract topics; cognitively complex; new information

• Fewer clues• More difficult to clarify

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According to Cummins...

• English Language Learners must make 15 months’ gain for mainstream students’ 10 months gains

• Constantly trying to “catch up” to their English speaking peers

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Social and Academic Language Proficiency

Native English Speakers

English Language Learners

Social Language (BICS)

Academic Language (CALP)

Proficiency

Proficiency 5-7 years (

up to 10)*

2 years

* Typically 5-7 years if ELLs have had 2-3 years of first language schooling in home country—7-10 years if not

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BICS and the Language of the Content Areas

1. In your group, fill out the matrix--using vocabulary from the specific content areas.

2. Be prepared to share some of your answers with the whole group.

There may be more than one correct answer per box!

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The Language of the Content Areas

BICS (Basic Interpersonal Communication Skills)

The Language of Science

The Language of Math

The Language of Social Studies

The Language of English/ELA

small

estimate

plethora

identical

rules

method

(your own)

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BICS and CALP in the classroom: Word Maps

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What is Language Proficiency?

• Level of skill student demonstrates in a language

• Ability to understand messages

• Ability to express meaning effectively

• Ability to use language fluently across a variety of contexts

• Ability to self-correct* A. Ortiz, Learning Disabilities Occurring Concomitantly with Linguistic Differences, 1997

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Language Proficiency Levels

• Pre-production

• Early Production

• Speech Emergency

• Intermediate Fluency

• Fluency

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Language Development Stage List of Students currently on that level

Sample Student Behaviors

Sample Teacher Behaviors

Questioning Techniques

Ways to get the student involved

Pre-Production

Points to or provides other non-verbal responsesActively listensResponds to commandsMay be reluctant to speak (Silent period)Understands more than can produceUses non-linguistic representations to show understanding

GesturesLanguage focuses on conveying meaning and vocabulary developmentRepetitionDoes not force students to speak

Point to the...Find the...Put the ___ next to the ____.Do you have the ___?Is this a ____?Who wants the ___?Who has the ___?

Student may be able to draw or create models label items in the roomcopy notes from the board

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Additional Challenges…

• ELLs are 3 times more likely to be considered low achievers

• In Texas, all ELLs are automatically considered “at risk”

• 30% of ELLs were retained in at least one grade (compared to 17% of native speakers)

• 1/3 of Hispanics and 2/3 of immigrant students drop out of school

Sources: ECS Clearinghouse (1997)

When Students Get Behind Flores, J. L, Ed (1996)

Children of La Frontera: Binational efforts to serve Mexican Migrant and Immigrant Students ERIC

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What are some effective ways to help ELLS overcome these

challenges?

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Effective teaching strategies

What is effective for ELLs?

What is not?

Create a

t-chart &

brainstorm

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What is Sheltered Instruction?

Sheltered instruction is a total English approach to instruction and classroom management that teachers can use to help English language learners acquire English and content area knowledge and skills.

From Region IV State Supported Sheltered Instruction Training

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What is Sheltered Instruction? continued…

“Draws from and complements methods and strategies advocated for both second language learners and mainstream classrooms.”

“S.I. is beneficial for ELLs because the more familiar they are with academic tasks, routines, etc., the easier it will be for them to focus on the new content in mainstream classes.” Sheltered Instruction Observation Protocol by

Echevarria, et. al

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When do we use Sheltered Instruction?

• “Sheltered Instruction can be a part of many program designs, ESL, bilingual education, dual language immersion, etc.”

p. 12 Sheltered Instruction Observation Protocol by Echevarria, et. al

In Texas, Sheltered Instruction is commonly used to refer to ESL instruction by a non-ESL certified teacher to ESL students along with English speaking students in the mainstream classroom (Secondary) or to mixed population classes (ESL and mainstream) in a classroom (Elementary).

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What is the SIOP?

• Overall approach to working with ELLs• SIOP stands for Sheltered Instruction

Observation Protocol• SIOP is an observation tool designed

for use with teachers and administrators working with ELLs

• SIOP also provides guidelines for working with ELLs and strategies for planning and implementing lessons

Echevarria, et. al (2003)

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What is the SIOP?

• Overall approach to working with ELLs• SIOP stands for Sheltered Instruction

Observation Protocol• SIOP is an observation tool designed

for use with teachers and administrators working with ELLs

• SIOP also provides guidelines for working with ELLs and strategies for planning and implementing lessons

Echevarria, et. al (2003)

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Sheltered Instruction Analogy

• In your group, complete and illustrate the following analogy statement:– “Sheltered Instruction is like

_________________because _________________________.”

– Be prepared to present your analogy

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SIOP Components

1. Preparation 2. Building Background 3. Comprehensible Input 4. Strategies 5. Interaction 6. Practice/Application 7. Delivery 8. Review/Assessment

Instruction

Preparation

Assessment

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3. Comprehensible Input

Comprehensible Input

Modify Speech Include Visuals Explain Academic Tasks

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Comprehensible Input Features

• Speech appropriate for students’ proficiency level

• Clear explanation of academic tasks

• Use of visuals, gestures, etc. to scaffold speech

• A variety of techniques to make content concepts clear

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How do I increase comprehensible input?

• Speak slowly, enunciate clearly and explain idioms and pragmatic concepts.

• Make connections between concepts and words, social and technical vocabulary.

• Teach students valuable study skills and thinking strategies so they may use them across all content areas.

• Modify lessons and texts as needed.

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Modify Texts According to Language Proficiency and Reading Levels

Using graphicsUsing outlinesRewriting the textUsing audio recordingsProviding demonstrationsUsing alternate books or materials

Teachers can make content more comprehensible for their students by:

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Teach students how to use textbook chapters by…

1. Engaging them in a “picture walk” of the textbook.

2. Pointing out important aspects of the chapter, titles, headings, margins, maps, keys, etc.

3. Create a textbook scavenger hunt or textbook outline to get students to notice aspects of the chapter.

4. Use “From Text to Graphics and Back Again” technique

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From Text to Graphics and back again

• Sequence of steps to help ELLs understand content area information

• The major concepts in the text are put into graphic form, then the graphic form is used to organize student talk and writing

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Process for text-graphics-text

Integrating Language and Content

Teacher Input Student Tasks

Graphic organizers to show major concepts and organization

Planning Explicit attention to language and organization of textbook

Construct graphic from text

Construct text from graphic

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Knowledge Structures—Chapter 1:Other Places, Other Times

Classification/Concepts

Principles Evaluation

Homo Habilis—early tool-using ancestor of modern man

Homo Erectus—first human to walk upright

Cro-Magnon—most technically advanced of early people

Homo Erectus use of fire allowed migration to cooler climate development of stronger tool and weapons

allowed Homo-Erectus to kill larger animalsCro-Magnon Man sophistication allowed them to survive the ice age development of farming provided food for long

periods of time

 

   Homo Habilis 1.75 million to 800,000 yrs agoHomo Erectus 1.25 million to 250,000 yrs agoNeanderthal Man 130,000 to 30,000 yrs agoCro-Magnon Man 30,000 to 10,000 yrs ago

 

 Description Sequence Choice

Teacher summary of chapter

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What kind of GO fits best with the information?

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Graphic Representation of Homo Habilis to accompany “Other

Places, Other Times”

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Chapter Review

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By this time students have...

• Read text

• Filled in webs, graphic organizers

• Talked about the content

• Completed a Matrix on the content

All these activities have reinforced both language and content!

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Four rules of thumb for this strategy:

1. We should use a few, well-chosen graphic organizers (GO) repeatedly. (Some are better for certain content areas than others.)

2. The GO needs to accurately reflect the relationship it is depicting.

3. The GO must contain key vocabulary students will need to express their learning. Students should have opportunities to practice talking about the content through their GOs – can be done individually, in pairs, in small groups and whole class.

4. We should teach students to be progressively independent in their use of GOs (scaffolding).

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Student-generated timeline This was student-initiated for a later unit.

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Final Step—students generating text

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Practice “From text to graphics and back again”

1. Preview a chapter/literature book and determine how it is organized and what its key concepts are.

2. Choose and draw a GO that will help students understand the organization and/or relationships in the chapter.

3. Write several, simple sentences that express the content and relationships illustrated in the organizer.

4. Describe a student writing task which would use the content, language, and relationships in the organizer.

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Author’s Chair

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References• Cummins, J. (1990) The Acquisition of English as a

Second Language• ECS Clearinghouse (1997) Children of La Frontera:

Binational efforts to serve Mexican Migrant and Immigrant Students

• Flores, J. L, Ed (1996) When Students Get Behind• Grognet, Jameson, Franco & Derrick-Mescua. (2000)

Enhancing English Language Learning in Elementary Classrooms

• Gunderson, L. (1991) ESL Literacy Instruction• Marzano, R. J. (2004) Building Background Knowledge for

Academic Achievement: Research on what works in Schools.

• Nagy, W. (1988) Teaching Vocabulary to Improve Reading Comprehension. ERIC Clearinghouse.

• Optiz, M. (1998) Flexible Grouping in Reading: Practical Ways to Help All Students Become Better Readers.

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References continued...• Ortiz, A. (1996) Bilingual Special Education • Ortiz, A. (1997) Learning Disabilities Occurring

Concomitantly with Linguistic Differences• Rasinski, et al (Eds). Teaching Word Recognition, Spelling,

and Vocabulary (2000) International Reading Association.• Strickland, D., Ganske, K., Monroe, J. (2002) Supporting

Struggling Readers and Writers: Strategies for Classroom Intervention, grades 3-6

• Texas Education Agency: Second Grade Teacher Reading Academy.

• Texas Education Agency: SIOP (Sheltered Instruction Observation Protocol) Training

• Texas Education Agency: Third Grade Teacher Reading Academy.

• Tomlinson, Carol A. (1999) The Differentiated Classroom: Responding to the Needs of All Learners.