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www.ncliteracyresources.comNC Literacy Resources - Serving the Literacy Needs of NC since 1987
Supporting the English Language Learner
in the Mainstream Classroom
Johnston County August 8, 2007
Presenter: Marian Shuttlesworth
www.ncliteracyresources.comNC Literacy Resources - Serving the Literacy Needs of NC since 1987
Agenda• Identify the challenges that ELL’s face
• Identify the language and literacy needs of ELLs
• Examine instructional practices that best support ELLs
• Determine ways to select appropriate texts to meet the needs of ELLs
www.ncliteracyresources.comNC Literacy Resources - Serving the Literacy Needs of NC since 1987
Projections indicate that by 2015, more than 15% of all students in K–12 public schools across the United States will not speak English as their first language.Gray, Tracy and Steve Fleischman. “Research Matters/Strategies for English Language Learners.” Educational Leadership: Dec 2004/Jan 2005.
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Did You Know?
www.ncliteracyresources.comNC Literacy Resources - Serving the Literacy Needs of NC since 1987
ELL Growth in NC
60149
70912
78395
83627
92316
60000
65000
70000
75000
80000
85000
90000
95000
2002 2003 2004 2005 2006
LEP Growth
Source: NC DPI, ESL Department Annual LEP Headcount Data
www.ncliteracyresources.comNC Literacy Resources - Serving the Literacy Needs of NC since 1987
ELL Growth in Johnston County
www.ncliteracyresources.comNC Literacy Resources - Serving the Literacy Needs of NC since 1987
What Does an ELL look like?Stages of Language Acquisition
Activity:1. Skim the Stages of Language
Acquisition2. Talk with a partner about what new
information you learned from this document. How does this information
help you to better understand the needs of the English Language
Learners in your classroom?
www.ncliteracyresources.comNC Literacy Resources - Serving the Literacy Needs of NC since 1987
Language Transfer IssuesWhat is Language Transfer?
Language transfer typically refers to the learner trying to apply rules and forms of the first language into the second language.
What is POSITIVE Language Transfer?
When the relevant unit or structure of both languages is the same, it most often results in correct language production called positive
transfer.
What is NEGATIVE Language Transfer?
Negative transfer occurs when speakers and writers transfer items and structures that are not the same in both languages.
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Language Transfer Issues Examples
• Definite articles can be omitted Do you have book? = Do you have the book? (Hmong, Spanish)
• No plural form for nouns I have many good idea. = I have many good ideas. (Chinese, Hmong, Korean, Vietnamese)
• No distinction between subject and object pronouns I gave the forms to she. = I gave the forms to her. (Chinese, Haitian Creole, Hmong, Spanish, Vietnamese)
• Present tense is used in place of future tense I finish it tomorrow. = I will finish it tomorrow. (Spanish, Hmong, Haitian Creole)
• Adjectives can reflect number and gender I have kinds parents. = I have kind parents. (Spanish)
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Talk with a PartnerTalk with a partner about what have
observed with your own students. What kind of negative and positive transfers do you hear your students
making?
What languages would you expect to have fewer transfer issues? What
languages would you expect to have more?
www.ncliteracyresources.comNC Literacy Resources - Serving the Literacy Needs of NC since 1987
BICS vs. CALPBICS (Basic Interpersonal Communicative Skills) refers to the basic
communicative fluency achieved by all normal native speakers of a language.
It typically takes language learners 1-3 years to develop BICS if they have sufficient exposure to the second language.
CALP (Cognitive Academic Language Proficiency) refers to the ability to manipulate language using abstractions in a sophisticated manner. CALP is used while performing in an academic setting. CALP is the ability to think in and use a language as a tool for learning.
Research suggests that K-12 students need 5 to 7 years to acquire CALP in the second language if the learner has native language literacy. Learners who do not have strong native language literacy often need 7-10 years to acquire CALP in the second language.
Source: Jim Cummins and Virginia Collier
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Text Challenges for ELL’s• Vocabulary• Connections• Sentence length• Verb tense• Pronouns• Prepositional
phrases• Punctuation
• Possessives• Contractions• Passive voice• Idioms• Multiple meaning
words• Abbreviations
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Text Challenges ExamplesPronouns:
The horse went in the barn. It was brown.
Idioms:“Kick the bucket”
Multiple Meaning Words: Discuss with a partner!
What does the word “Power” mean in each of the following classes? Math, Social Studies, Science, Language Arts.
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Text Challenges for ELL’s• Vocabulary• Connections• Sentence length• Verb tense• Pronouns• Prepositional
phrases• Punctuation
• Possessives• Contractions• Passive voice• Idioms• Multiple meaning
words• Abbreviations
www.ncliteracyresources.comNC Literacy Resources - Serving the Literacy Needs of NC since 1987
How to Evaluate Texts for ELL’s?
Repetitive Sentence Structures
1-4 sentences per page
Up to 6 glossary words
Up to 6 words per sentence
Direct Photo Support
Simple to Compound Sentence Structures
5-6 sentences per page
Up to 10 glossary words
Up to 8 words per sentence
Moderate Photo Support
Novice Advanced
www.ncliteracyresources.comNC Literacy Resources - Serving the Literacy Needs of NC since 1987
ELL’s vs. Native Speakers• What would you do differently to
support an ELL?– Frontload academic vocabulary– Build background– Introduce academic concepts– Ask tiered questions associated with the
students level of language proficiency– Provide stage-appropriate adaptations
of instructional strategies
www.ncliteracyresources.comNC Literacy Resources - Serving the Literacy Needs of NC since 1987
How do ELL’s acquire academic vocabulary?
• Repeated reading of the same book (Reader’s Theater is a great way to do repeated reading with a purpose!)
• Chants and Songs• Word Walls• Picture/text correspondence• Realia• Listening Opportunities! CD’s, music,
discussion
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What the classroom teacher must keep in mind for ELL
learning:• Linking past learning to the new concept• Using slower speech, visuals, real objects,
manipulatives, etc. to clarify meaning• Using scaffolding techniques beginning with
students’ current levels of understanding • Providing more wait time for an ELL’s response,
as well as more opportunities for student talk rather than teacher talk
• Pacing the lesson delivery to match the students’ ability level
• Providing many avenues of assessing knowledge
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Let’s Take a Look
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Explore!1. Look through materials
2. Talk with a partner about what features of the materials are supportive of ELL’s.
3. Go forth and apply!
www.ncliteracyresources.comNC Literacy Resources - Serving the Literacy Needs of NC since 1987
English Explorers Text Reading LevelsEmergent / Early Levels(D-E/5-8)
Early Level (F-I/9-16)
Early / Fluent (J-M/18-28)
Fluent (N-P/30-38)
Fluent (Q-X/40-60)
TESOL Level 1
TESOL Level 2
TESOL Level 3
TESOL Level 4
TESOL Level 5
Bridge to Intermediate Leveled Texts
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Level 1 – Starting Up
Characteristics of the ELL
Literacy Needs
• Communicates nonverbally• Observes during instruction• Relies on pictures
• Repetitive sentence structures• 1–4 sentences per page• Up to 6 words in most sentences• Direct photo support
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Discover GlaciersLevel 1–Starting Up
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Level 2 – Beginning
Characteristics of the ELL
Literacy Needs
• Manipulates objects to communicate
• Uses basic words and phrases
• Relies on pictures
• Some repetitive sentences
• 1–4 sentences per page
• Up to 6 words in most sentences
• High photo support
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Level 2–BeginningEarthquake!
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Level 3 – Developing
Characteristics of the ELL
Literacy Needs
• Occasionally joins in conversations
• Uses phrases and sentences
• Relies on high-frequency words, known patterns
• Simple sentence structures
• 3–4 sentences per page
• Up to 8 words in most sentences
• Moderate photo support
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Erosion Level 3–Developing
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Level 4 – Expanding
Characteristics of the ELL Literacy Needs• Engages in discussions
• Uses complete sentences
• Begins to use multiple strategies
• Mostly simple sentence structures
• 5–6 sentences per page
• Up to 8 words in most sentences
• Moderate photo support
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Adaptation Level 4–Expanding
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Level 5 – Bridging Over
• Produces language comparable to that of a native speaker
• Actively uses academic language to negotiate meaning
• Uses multiple strategies to construct meaning from print
• Actively participates in all areas of balanced literacy, both reading and writing components
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Nonfiction Text Features
Fonts and Special Effects (Locate)•Titles and headings•Boldfaced and color print•Italics•Bullets•Captions•LabelsText Organizers (Locate)•Index•Preface•Table of contents•Glossary•Appendix
Graphics (Interpret)•Diagrams•Cutaways•Cross sections•Overlays•Distribution maps•Word bubbles•Charts, tables, graphs•Framed text•Illustrations and photographs
Content Area Reading: Literacy and Learning across the
Curriculum by Richard T. and Jo Anne L. Vacca. Longman, 1999.
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GO FORTH AND EVALUATE!
www.ncliteracyresources.comNC Literacy Resources - Serving the Literacy Needs of NC since 1987
Supporting the English Language Learner
in the Mainstream Classroom
Johnston County August 8, 2007
Presenter: Marian ShuttlesworthVisit us online at www.ncliteracyresources.com