Redesigning English-Medium Classrooms: Using Research to

Enhance English Learner Achievement

David Dolson&

Lauri Burnham-Massey

Presented by Terry Barron, Coordinator, San Diego County Office of Education

English-Medium Classrooms

Classrooms where the principal language of instruction is English. Instruction is provided overwhelmingly in English.(p. 1)

Is an SEI classroom an English-medium classroom?

Is an English mainstream classroom an English-medium classroom?

Does your school/district have English-medium classrooms?

Question

With a partner, answer this question. Write your answer on a white board. Wait for the signal to show the group your answer.

What percentage of English learners are educated through English-medium programs in

California?

Today’s Format

• Focus on Chapters 1 & 2

• Only a listing of topics in Chapters 3 & 4

• Working in dyads & triads

• Table Talks

Why this book?

Supplementary extension of Improving Education for English Learners: Research-Based Approaches

Focuses on the practical applications of the research

Specifically addresses English-medium classrooms

Why this book?

• Provides professional guidance on:– Identifying the practical implications of existing

research– Understanding the relationships among seemingly

disparate and sometimes conflicting reports– Suggesting programmatic options that are the

most closely aligned with findings of related research and with theoretical underpinnings

Introduction (pp. 1-10)

Set the Scene, Emergent Messages,

Conflict of Research & Law, Rationale, Background

Introduction

Chapter 1Overview of Program Models

Two Models of English Learner Programs

Review these two pages. Share with a partner the kinds of EL models

in your school/district.

Submersion

“…[is when] English learners are enrolled in a program designed originally for native speakers of English and where the English learners are not provided with any significant differentiated instruction or specialized services.” p. 12

Does your school/district have ELs who are submersed? If so, why is it occurring?

See page 19, Figure 2.

14

Organizing the ProgramResearch-Based Recommendations for English-Medium Classrooms

CELDT Level B EI I EA A

Inst

ruct

ion

al T

ime

SEI ELMCProgram Phase

ELD

L1

SDAIE

Mainstream

DiscussionGroups of 3

How similar is your program to the program outlined on page 19?

How different is your program?

Are there changes you would like to make to your program? If so, what are the changes? Why make these changes?

15

Check it out!

English Learner ProfilesElementary Grade Levels, K-5

Table 6 pp. 26 & 27

Secondary Grade Levels, 6-12Table 7

pp. 28 & 29

Comments about the profiles?

Please grab your book.Stand Up, Hand Up, Pair Up

Stand Up, Hand Up, Pair Up

Important Points inChapter 1

Of the three points outlined on pp. 32 & 33, which one is most

meaningful given your school’s/district’s current EL

program?

Chapter 2Delivery of Instructional Services

Chapter 2 Delivery of Instructional Services

The authors describe how these services can be combined and infused with other supportive instructional components to develop a comprehensive English-medium program for English learners.

“Although instructed ELD may be integrated with mainstream English-language arts instruction at the more advanced levels, teachers must be vigilant to set aside time to address the specific second-language needs of English learners to enable them to reach full academic proficiency in English.” p. 36

Interface of ELD with ELA p. 37Levels of English Proficiency

Proportions of Instructional time Devoted to ELD & ELA

Percent of Time Allocated to Approaches

B 75/12.5/12.5

EI 50/25/25

I 25/50/25

EA 25/25/50

A 12.5/12.5/75

Instructed ELD setting

Sheltered English Language Arts setting - Instruction designed, modified, and delivered to meet the second-language needs of ELs

Mainstream English Language Arts setting

Pair discussion

How does your school’s/district’s ELA and ELD instruction align with the authors’ recommendations?

Topics to explore in Chapter 2

• Scheduling (pp. 38-39)• Time allocation (pp. 39-40)• Staffing (p. 40)

Topics to explore in Chapter 2

Topics to explore in Chapter 2

• Functions (p. 41)• Debunking myths (p. 42)• Selecting Content Areas (p. 42)• Grouping (pp. 42-44)• Materials (p. 44)• Teachers (pp. 44-45)• Primary language (p. 45)• Beyond Good Teaching (p. 45)

Grouping

pp. 42-44Scan these pages, compare the authors’ ideas

about grouping with how ELs are grouped in your sheltered classrooms.

Share with your table.

Topics to explore in Chapter 2

Topics to explore in Chapter 2

•Advantages of usage of L1 (pp. 45-48)•L1 Development (p. 48)•L1 as an adjunct to sheltered English (pp. 48-49)•Support for ELD (pp. 49-50)•General supplementary support (p. 50)•Expanded instructional opportunities (p. 50)•Enrichment (pp. 50-51)•Home-school activities (p. 51)•Community support (pp. 51-52)

Mainstream English

• When can mainstream English instruction be a complementary and supportive element for ELs? (pp. 52-55)

When there is:1) Strategic integration2) Adequate facilitation3) Appropriate monitoring

Warning!!!

Warning!!!

“For English learners there is a risk that mainstream English instruction, in excessive amounts, might prematurely displace needed instructed ELD, sheltered content, or primary language instruction in the English-medium program or that it could be employed without essential safeguards…” p. 55

Chapter 3Enhancing the Core Components

Chapter 3

Enhancing the Core

Components

Chapter 4In Conclusion – Other Considerations

“Administrators and teaching staff must plan creatively; allocate human and material resources strategically; seek district, community, and other support relentlessly; and work cooperatively to develop an educational environment that empowers English learners to meet the English proficiency, academic, psychosocial, and cross-cultural challenges of school.” p. 10

What’s your last word about this book?