Bilingual and ESL Students
nadoshah
LED6555Week2BilingualandESLStudents1.pptxIdentify different categories of EL students
Identify and discuss strategies to use when teaching EL students
Identify and discuss various EL Programs
Objectives:
ESL
ELL
EL
LEP
Different Categories of EL Students
Looking at the four categories of ELs, how can you describe the demographics of your students based on your classroom or district demographic data?
ELLS
1. What can you do to get to know your English language learners?
2. What are some of the classroom activities that aids you in getting to know your students?
3. What can you do to help your newcomers adjust to your classroom?
Big Questions
Pause to Think:
What are some of the EL programs available in your districts? What are some of the advantages and disadvantages of various EL programs?
English Learner programs
Positive Sociocultural Context
Strong, knowledgeable leadership and qualified teachers
Resource orientation to linguistic and cultural diversity
Responsive to community strengths, needs, and interests
Shared responsibility for ELL education
Balanced assessment and accountability system
Collaborative relationships
Perceived as a successful school
Common Core-aligned
content-area instruction
In two languages in bilingual programs
In English in content area classes in ESL programs
Authentic assessments
Standards-driven ESL (new language) instruction
Stand-alone ESL class
Pull-out ESL
Push-in ESL
Authentic assessments
Support for home language and biliteracy development
In bilingual program
In home language program
Creatively in English-medium program
Authentic assessments
Critical features of effective programs for ELLs/bilingual learners
Adapted from Hamayan & Freeman Field (2012), pp. 119.
Critical features
of effective programs
for bilingual learners
Figure adapted from
Hamayan & Freeman Field (2012), pp. 119.
Part 2 of the session.
Step 1: Facilitator explains purpose of the remainder of the morning session with featured educators.
To look at critical features of effective programs for ELLs/bilingual learners in any context.
To look at concrete example of innovative systemwide approaches to educating ELLs/bilingual learners in RCSD – introduce featured educators Anaida and Michele).
To scaffold participants’ use of guiding questions on page 9 of handout as they consider how their districts and programs ensure equity for ELLs/bilingual learners through the instructional programs they implement.
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Striving for equity: Create school environments where each individual feels valued and respected.
Affirming identities: Validate diverse cultural experiences in school policies and classroom practices.
Promoting additive bi/multilingualism: View language minority students’ home language or languages as resources for teaching and learning.
Structuring for integration: Establish inclusive policies and practices that encourage equal-status relationships among and participation by different constituencies.
It’s always a balancing act…
Go to de Jong (2012, pp.144-146 for more).
See also De Jong, Ester (2011). Foundations for Multilingualism in Education. Philadelphia: Caslon. www.caslonpublishing.com
Facilitator introduces these guiding principles (on handout page 2). It’s all about equity.
Participants make revisions on notes about their districts (questions 1 – 3) on page 9 of the handout as necessary based on our conversations to this point.
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ELL Educators
Content teachers
New language teachers
Home language teachers
Specialists
Facilitator explains that now that we understand how critical features of effective programs for ELLs/bilingual learners, now we need to look at the roles of all educators who work with ELLs/bilingual learners in their districts with attention to key points of collaboration.
Facilitator asks Anaida and Michele to answer this series of questions about their programs in Rochester NY.
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Content Teacher
English-medium; bilingual
Language Arts
Math
Science
Social Studies
New Language Teacher
ESL
LOTE
Home Language Teacher
Bilingual teacher (focus on language instruction)
LOTE (e.g., Spanish for Spanish speakers)
Points of collaboration
E.g., Among ELA and ESL teachers using New Language Arts Progressions and common
content and language assessments
Points of collaboration
E.g., Among ESL and bilingual teachers using New Language Arts and Home Language Arts Progressions and common
content and language assessments
Points of collaboration E.g., Among content teachers in English and another language using Home Language Progressions and common
content and language assessments
Points of collaboration
E.g., Among content, home, and new language teachers using New and Home Language Arts Progressions and common
content and language assessments
ELL Educator’s Collaboration Mode
1) Michele and Anaida talk about the kinds of collaborations they encourage/envision with attention to PD next week and turn around training. I’ll complement with examples from English-medium contexts and other innovative systemwide approaches to answer their questions and queries. Participants refer to the diagram on page 8 of the handout.
2) Participants make notes about their districts (questions 4-5) on page 9 of the handout.
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