ADL PRESENTATION EDRD 633 JUNE 1, 2011 ANDREA SALEM & NICHOLAS VANDEGRIFT

PURPOSE
Expose four misconceptions about teaching ELLs.

Provide ideas for effective instruction in inclusive classrooms.

Look in to ELLs process of learning English as a second language in secondary schools.

BACKGROUND
ELLs are the fastest growing group in U.S. schools. Preparation to teach such a student body is a necessity by classroom teachers. Misconceptions stem from two basic assumptions:
ELL instructional needs do not differ from mainstream student body. The idea that adaptation is all that is needed to support ELLs.

Main Points
Misconception 1: Exposure and interaction will result in English language learning.
Mere exposure to target language is insufficient to

develop grade-level L2 proficiency. Interactions dont always occur in mainstream settings. ELLs need assistance with language.

 Solution: Effective Instruction

Teach structure of language. Provide opportunity to respond to challenging questions. Give support in journal writing.

Main Points
Misconception 2: All ELLs learn English in the same way and at the same rate.
Difference between social vs academic language. Older ELLs have strong education foundation and may not follow same pattern. Prior school experience and literacy plays a role. Attitude towards native and target language and culture influence language learning approach and outcomes.

 Solution: Effective Instruction

Identify language learning needs and language demands of subject area. Understand students social and cultural characteristics.

Main Points
Misconception 3: Good teaching for native speakers is good teaching for ELLs.
Curriculum standards based on assumed level of oral language and literacy skills. Assumption of literacy intervention for low native speakers works for ELLs as well. Recommendations do not address linguistic diversity ELLs native language and writing system differing from English.

 Solution: Effective Instruction

Targeted instruction and extended practice for ELLs. Make linguistic and cultural modifications to writing instruction. Use native language literacy as resource. Use frontloading activities that highlight key language.

Main Points
Misconception 4: Effective instruction means nonverbal support.
Teaching ELLs means helping them avoid the language demands of learning. Visuals, graphic-organizers, and hands-on activities only mediate language demands, they do not support language development.

 Solution: Effective Instruction

Integration of language and content instruction. Plan for both conceptual and linguistic development to meet grade-level standards. Identify language demands that are challenging. Provide opportunity to develop academic language skills. Use graphic organizers as tools for language development.

Implications
The context of learning for ELLs differs from that of native English speakers and has important implications for instruction.
Explicit teaching of genres, functions, and conventions of language via extensive reading and writing. Teachers must look at rather than through language whilst teaching.

Going Forward
No explicit attention to the special language needs of ELLs = challenges for mainstream classroom settings. L1 and L2 learning are not identical processes. Specifically teach academic language.

Call on ELLs and keep expectations high.

Personal Response/Reactions
This article highlights:
Things are not what they seem on the surface with language and curriculum goals. A need for specific and explicit instruction on language and content. Understanding L2 process is very important.

Conversations/Reflection
Think-Pair-Share
1. Reflect on your own teaching practice with ELLs in your classroom. 2. Identify one misconception you can relate to. 3. Share with your partner how you provided support to meet your ELL student/s needs.