English as a Second Language

Presented by: Marnee Dobrowsky

Overview
Topic: ESL Program Review and Development for Adult Educators Audience: Regular classroom teachers, administrators, specialty area teachers, and counselors Purpose: *To acquire knowledge and determine teaching methods for the culturally diverse student and classroom environment. To collaborate with peers and extend the learning theories into the classroom. This overview will allow for a better understanding on how to integrate a variety of activities and content lessons into the curriculum, become familiar with state mandates and TESOL standards, and implement several teaching techniques into a diverse classroom. Topics: *What is English as a Second Language Overview (Terminology) *Identification Procedures for ESL Students * Placement of ESL Students (IDEA/Stanford Tests) *Implementing the Program (Expectations of Teachers) *Techniques, Materials, and Accommodations *Ways to collaborate and how to integrate ESL and Content *Exiting and Monitoring the ESL student

What is English as a Second Language?

ESL or ELL may stand for English as Second Language or English Language Learners Students that have a primary language other than English can be serviced in all states This is available in all grade levels, K-12.

Concerns for the ESL Teacher

Concerns for the Classroom Teacher

Identifying ESL Students

Home Language Surveys

Home language Other than English

Only identify easy Words and sentences

Limited English schooling

All students must bring back a completed home language survey to be viewed for possible evaluation.

Placement of ESL Students

IDEA- Idea Proficiency Tests Levels of abilities Time and grouping of students Try to ideally replace Language Arts or Foreign Language classes After determining proficiency of Reading, Writing, Speaking, and Listening skills, placement will occur.

Implementing the ESL Program

Creating schedules Choosing ESL curriculum Choosing grade level curriculum Collaborating with content area teachers Collaborating with administration

Bringing the Expertise Together

Mainstream
> Content Knowledge > Availability of a variety of learning materials

ESL Teacher
> Strategies for differentiation > Cultural knowledge > Language Acquisition Theory > Learning expectations

> Class management Techniques

Teaching Strategies
READING -Organized in content-based thematic units -Multilevel reading groups (Leveled Readers) -Whole language with phonics components WRITING -Teach the writing process -Use journal responses -Use language experience Approach -Combine drawing and writing

Assessment in Collaborative Settings

TESTING OPTIONS Performance rather than score based Word banks, for openended, cloze, and multiple choice Teacher modified tests Multiple test forms Think Aloud reflections GRADING OPTIONS Double Grading (ESL and Mainstream Portfolio Assessments Rubrics Performance Checklists Oral, rather than pencil and paper tasks Observation checklists

Techniques to Accommodate ESL Students

Review packets and Book Allow for extended time Modify tests and assignments (Case Studies) Grading procedures Authentic ways of assessment Modeling/Variety of activities Interactive Websites (Hand-out)

Evaluation Example
(Vocabulary Strips)
FORECAST

NOUN

The weather forecast called for warm temperatures and sunny skies.

Curriculum Implementation
Align to PA and TESOL standards Lesson plans and Objectives for Each grouping

Integrate content And technology

Report cards, Progress reports, Monitoring

TESOLs Goals and Standards for PreK12 Students

Goal One: To use English to communicate in social settings

*Participate in social interactions

*Personal expression-spoken and written

*Use appropriate learning strategies and styles

TESOLs Goals and Standards for PreK12 Students

Goal Two: To use English to achieve academically in all content areas of instruction
*Interact in the classroom *Obtain, process, construct, and provide subject matter information in spoken and written forms *Use grade level and appropriate learning strategies

TESOLs Goals and Standards for PreK12 Students

Goal Three: To use English in socially and culturally appropriate ways *Use appropriate language variety, register, and genre according to setting, audience, and purpose *Use appropriate nonverbal communication for audience, purpose, and setting. *Use appropriate learning strategies to extend sociolinguistic and socialcultural competence TESOL STANDARDS CAN BE FOUND AT: http://www.gisd.k12.nm.us/standards/esl/ http://www.helpforschools.com/ELLKBase/guidelines/ESLStandardsforPreK12.shtml

Collaboration with Staff and Parents

Communication Logs Conduct ESL staff development Parent involvement Open communication with administrators Report cards and progress reports Work together on goals and objectives

UNDERSTANDING BICS AND CALPS

BICS- Basic Interpersonal Communication Skills

Conversational fluency Functional level after about two years

CALPS- Cognitive Academic Language Proficiency

Grade appropriate academic fluency in second language At least five years to be functional with native speakers in content area Failure to account BICS/CALPS-- Result in discriminatory assessments of bilingual students Premature exit from language support programs to mainstream classes

Materials
Hands-on manipulatives Use of technology Models, designs, and examples Relate to real experiences
Phonics Hampton-Brown or Scott Foresman Supplement materials Vocabulary Graphic Organizers Rubrics Authentic Assessments

Exiting ESL Students (BEC

Circular)
Proficiency in all areas of IPT Tests Reading, Writing, Speaking, Listening Maintain adequate grades in content area subjects Conference with teachers, parents, administration Exit into mainstream classroom with monitoring

Monitoring ESL Students

Monitoring forms Twice a year for two years Adequate content area grades Standardized tests Contact with student, counselors, and teachers

Benefits for ESL and Mainstream Teachers

Support Collaboration Team Work Professional Growth and development Sharing responsibility Students learn from two experts Meeting the diversity of all student learning needs Evidence of student progress and growth

Theories Used For Adult ESL Training

1. Andragogy (M. Knowles) is applied to this adult learning process as the adults learn why they are learning how to accommodate ESL students in their classroom. This experience will provide means to evaluation of their instruction, and allow them to use the information and techniques as a basis for learning activities with their students. 2. Transformation Theory will be displayed to determine how the learners will determine the meaning of their experiences and how they will use this experience to enhance their teaching styles and apply them to a culturally diverse classroom. 3. Adult Learning Theory (K.P. Cross) has been illustrated in this presentation as several methods and ideas could be generated for teachers and learners of all experiences. This would be useful for any regular classroom teacher, special education teacher, or specialty area teacher to incorporate several methods and techniques to accommodate the needs of the ESL student in the classroom. 4. Self-directed learning would hopefully occur as the teachers applied and experimented with what they learned through the training. They can assume control of their learning from how they apply it, and the success their students have from it. 5. Situated Learning (J. Lave) will provide the learners with knowledge acquisition that can be applied to their learning environments and students through using a variety of social interaction techniques and collaboration with teachers, administrators, parents, and students. The learners can use the information presented to them as they feel needed, depending on the situation at hand. 6. Intelligence and Memory (Gardner) will be demonstrated through the various techniques, methods, and styles discussed. Just as their ESL students of many different backgrounds and learning abilities, the adult learners will need to understand their learning styles and how to apply these to the learning styles of their students.

Theories Used For Adult ESL Training Continued

7. Constructivism was enforced for the learners to apply what they know from their own life and teaching experiences to create innovative and authentic ways for their ESL students to learn and be assessed several different ways.

8. Behaviorism will need to be used through areas of the program and where one would need to be a facilitator when illustrating the ESL TESOL set of goals and standards that are addressed and need to be followed by the state regarding ESL programs and curriculum.
9. Adult Development will be presented as the adult educators/learners discuss the growth and Accomplishments in their classroom when working with ESL students, and what they would anticipate if they have not yet had the opportunity to work with these students. The learners could also share the stages of growth they would expect from an ESL student, as well as from themselves as educators.

10. Algo-Heuristic Theory (L. Landa) will be used by the learners to present and analyze the problems and

issues that may be present when planning and accommodating the ESL student. They will have to demonstrate instructional strategies and methods to reach the goals and objectives they desire. They will be presented and learn how to sequence the instruction based on the level of proficiency of the student by presenting the material in various ways, and practicing the material to measure the outcome.

Bibliography
Ariza, E., Morales-Jones, C., Yahya, N., & Zanuddin, H. (2002). Fundamentals of Teaching English to Speakers of Other Languages in K-12 Mainstream Classrooms. Dubuque: Kendall/Hunt Publishing. Brockett, R. & Merriam, S. (1997). The Profession and Practice of Adult Education. San Francisco: Jossey-Bass.

Educating Students with Limited English Proficiency (LEP) and English Language Learners (ELL).
(2001). (n.a.) Retrieved from http://www.pde.psu.edu/BECattach/PC426lep&ell.html OMalley, J.M., & Pierce, L.V. (1996). Authentic Assessment for English Language Learners: Practical Approaches for Teachers. Cleveland: Addison Wesley Publishing. Ovando, J. Collier, V. P. & Combs, M. C. (2003). Bilingual and ESL Classrooms: Teaching in Multicultural Contexts. McGraw-Hill Publishing.

TIP-Theories. (n.d.) Retrieved on November 10, 2005 from http://tip.psychology.org