CONCEPTS. The ESL teacher understands fundamental language concepts, and knows the structure and conventions of English language.
The ability speakers have to produce and understand an unlimited number of familiar, unfamiliar and/or novel utterances. The ability speakers have to recognize that certain utterances are not acceptable and simply do not belong to their language.
Knowledge of lexical items and rules of morphology, syntax, semantics and phonology.
The ability the learner has to connect sentences in stretches of discourse and to form meaningful utterances.
The knowledge of socio-cultural rules of language and discourse. An understanding of the social context is required: roles of participants, information they share, and the function of the interaction.
All the non-verbal and verbal communication skills the learner uses to compensate for breakdowns due to insufficient competence or variables related to performance. In other words, this is the way learners manipulate language in order to communicate what they want.
The ARTICULATION and perception of SPEECH SOUNDS.
System of sounds. The PATTERNING of SPEECH SOUNDS.
The SMALLEST UNITS of MEANINGFUL SOUND (just the sound-not the letters) ex: sun - has 3 sounds s-u-n; beet - has 3 sounds b-ee-t.
Sounds that occur in a particular phonetic environment (word- initial position, word- middle position, or word-final position) ex: Pam-pronounced Pham.
How words are built or WORD FORMATION.
The SMALLEST UNIT of LANGUAGE that carries information about meaning or function. Morphemes cannot be divided in smaller parts. Ex: walk-walking (ing), climb-climbing (ing), attentive-attentively (ly).
The variant FORMS OF A MORPHEME ex: a before a word that begins with a consonant, an before a word that begins with a vowel; an orange, an accent, an eagle, a building, a car.
The ARRANGEMENTS of SENTENCES and words or sentence formation (SENTENCE STRUCTURE, GRAMMAR).
The MEANING of WORDS or the interpretation of words and sentences (EXPRESSIONS, EXPLAIN).
The MEANING of a word in a DICTIONARY.
The MEANING of a word in a PARTICULAR SITUATION.
The use of LANGUAGE IN SOCIAL CONTEXTS; sociolinguistic awareness.
The connected series of utterances produced during a conversation, a story, a lecture, etc.
Rules of conversation, speech registers, and nonverbal communication, ex: body language, gestures, eye contact, physical distance, etc.
The way speakers use language in different styles depending on the context of a topic, audience, situation, experience and purpose of the communication. Ex: informal conversation with a friend versus formal interview for a job.
Social Communicative competence
Grammatical, Discourse, Socio-linguistic, Strategic reflect on second language teacher according to Canale and Swain.
Limited English Proficiency. A student whose primary language is other than English and whose English language skills are such that the student has difficulty performing ordinary class work in English.
English Language Learner is used interchangeably with LEP.
Listening, Reading, Speaking, Writing.
Listening and Reading
Speaking and Writing
Listening and Speaking
Reading and Writing
Language and Culture Interrelated
To learn a language is to learn a culture. Language patterns and use are different in different cultures. Native language proficiency contributes to second language acquistion. The better you are in your first language, the better you will be in a second language. Transfer knowledge from L1 to L2.
First language, native language, mother tongue, primary language, home language.
Words that we borrow from other languages. Ex: sombrero can mean any kid of hat; barbecue from barbacoa, a word of Caribbean origin.
Phonological Interference, Syntactical Interference from the first language (negative transfer). Ex: I speak Spanish would translate I espeak Espanish, since Spanish does not allow s consonant sequences word-initially.
Different pronunciation (accent).
Differences in word meaning.
Differences in grammar use.
The alternate use of two languages in the same word, phrase, clause or sentence or conversation. The 1st language is emotional language. It is spoken when mad, excited, scared, etc.
Babble, Holophrastic Speech, Telegraphic Speech.
The combination of a consoant sound and a vowel sound that is repeated. Ex: ga, ga, ga.
Use of one word utterance to convey meaning (12-18 months). Ex: juice for I want juice.
Use of two word utterance to convey meaning (18-24 months). Ex: Doggie all gone for The dog is gone.
Differences between varieties of languages. Regional dialects often have distinct vocabularies.
Speech variety understood by all speakers; educated speech; language of the group in power.
Repeating the same consonant sound at the beginning of several words in close successon. Ex: map, make, mop
The part of the word before the vowel.
The rest of the word begining with the vowel. Ex: milk...../m/ - ilk.
The ESL teacher understands the processes of first-language (L1) and second-language (L2) acquisition and uses this knowledge to promote student's language development in English.
Functions Of Language
The main purpose of language is communication, interaction, and opportunity to transfer messages.
Language is learned by imitation and developed through a system of habits. For every action there is a reaction, repetition and reinforcement, stimulus and response, observable responses. The more you practice the more you learn. EX: if a particular response is reinforced, it then becomes habitual, or conditioned.
B. F. Skinner
Constructed a behavioristic model of linguistics. BEHAVIORISM.
Language is innately determined from within rather than by external factors. Human beings have an innate cognitive capacity for language. Human beings have a language acquisition device that enables them to generate language. Language use is creative, open-ended process and not a closed system of behavioral habits.
Supported the concepts of innateness, and defended with strong arguments the LAD proposition. NATIVISM/GENERATIVISM.
Language Acquisition Device
Language development is the result of the interaction of the child's perceptual and cognitive development with linguistic and nonlinguistic events in the environment.
Strong supporter of the Functional Approach. COGNITIVISM.
Language acqusition is a progression of abilities. Sensorimotor Stage, Preoperational Stage, Concrete Operational Stage, Formal Operational Stage.
Individual characteristics: previous knowledge, age, aptitude, learning style, learning strategies and personality join with the social context to account for the use the second language learner makes of the formal (classroom) and informal (neighborhood) learning opportunities.
Second language learners may be influenced by the beliefs, traditions, behaviors, values and culture of the community in which they are placed. The social and cultural background of second language learners plays a very important role in the process of second language learning.
Combines the individual and societal elements of bilingualism: Attitudes, Aptitude, Motivation (ex: integrative, instrumental), Bilingual Proficiency, Self Concept, Additive Bilingualism, Subtractive Bilingualism.
Survival within the dominant group, making a living to succeed financially in the new country.
Learning a second language at the cost of loosing the first one. Since first language is one's emotional language, this type of bilingualism may be detrimental to one's whole being.
Integration with the dominant group, meeting new people and new cultures.
Learning a second language while maintaining the first one.
Stephen Krashen's Monitor Model
This model is the most widely cited of theories of second language acquisition and is comprised of five central hypotheses: The Acqusition Learning Hypothesis, Natural Order Hypothesis, Monitor Hypothesis, Input Hypothesis, Affective Filter Hypothesis.
Acquisition Learning Hypothesis
Comes naturally via learning (formal setting) by explicit presentation of rules and grammar, classroom instruction, concious process. And via acquisition (informal setting) subconcious process, similar to the way children acquire their native language. (If info is meaningful, it will be internalized. If it doesn't make sense, it can not be internalized).
Natural Order Hypothesis
Internalize grammatical structures in a predictable order. Errors are signs of develpmental processes.
The acquisition of a second langage involves conscious knowledge about correctness of a language. Occurs when there is sufficient time and conscious knowledge to communicate correctly.
Acquisition of a second language can only be promoted in one way - comprehensible input. Messages must be prsented or encoded in a way that the message is easily understood (pictures, visuals, gestures and facial expressions work to make language more easily understood).
Affective Filter Hypothesis
Students must have a risk-free and comfortable environment in which to acquire and learn a second language. The needs and emotional states of students will affect whether or not input will be readily available and comprehensible to them. Create an environment free of emotional stress and anxiety.
The ability to RECOGNIZE THE SOUNDS in spoken language.
The ability to RECOGNIZE THE SOUNDS in spoken language and how they can be SEGMENTED (pulled apart), BLENDED (put back together), and MANIPULATED (added, deleted and substituted).
Print and Book Knowledge
General knowledge of print and book concepts.
Alphabetic Principle/graphophonemic awareness
Understanding that the SEQUENCE OF LETTERS (or graphemes) in written words represents the sequence of sounds (or phonemes) in spoken words.
A combination of rate and accuracy that includes prosody, expression, appropriate phrasing and attention to punctuation. It is related to listening and reading comprehension, vocabulary develpment and motivation to read.
The understanding of what has been read aloud and what has been read by the student.
The expression of thoughts, feelings and ideas in written form.
The Silent Period/Stage
Students new to the English language should not be forced to communicate. Students should be allowed to build up linguistic competence by active listening via the comprehensive input (they need confidence). The language should emerge naturally.
A bilingual program is required in Texas grades Pre-K thru 6th if there are 20 same language students on the same grade level.
The ability to use language appropriately in a variety of contexts or situations.
Words that have the SAME MEANING: car/automobile, remember/recall, big/large.
Words that are OPPOSITES: boy/girl.
A word that has 2 or more related messages: bright-shining/intelligent; deposit-mineral/money in the bank.
Words have DISTINCT MEANING: piece, peace: right, write.
Aspects of language the teacher is explicitly trying to develop that include: listening, speaking, reading and writing.
Domain II Cognitive
Instruction, content learning, academic, achievement and assessment, and teaching methods.
METHODS. The ESL teacher understands ESL teaching methods and uses this knowledge to plan and implement effective developmentally appropriate instruction. The beginning teacher knows TEKS (especially English Language Arts and Reading curriculum), effective instructional methods, how to integrate technological tools and resources into instruction, applies this knowledge in classroom management and teaching strategies.
COMMUNICATION. The ESL teacher understands how to promote students communicative language development in English. The beginning teacher knows TEKS, understands the role of the linguistic environment and conversational support in L2 development, applies knowledge and understands interrelatedness of listening, speaking, reading and writing, applies knowledge of ffective strategies, individual differences and how to provide feedback.
LITERACY. The ESL teacher understands how to promote students' literacy development in English. The beginning teacher knows TEKS, understands the interrelatedness of listening, speaking, reading and writing, understands that English is an alphabetic language and applies strategies for developing phonological knowledge and skills, knows factors that affect reading comprehension, applies effective strategies, knowledge of individual differences and knows personal factors that affect literacy development.
CONTENT. The ESL teacher understands how to promote students' content-area learning, academic language development and achievement across the curriculum. The beginning teacher applies knowledge of effective practices, resources and materials, knows instructional delivery practices that are effective in students' comprehension in content-area classes, applies knowledge of individual differences and knows personal factors that affect students' content-area learning.
ASSESSMENT. The ESL teacher understands formal and informal assessment procedures and instruments used in ESL programs and uses assessment results to plan and adapt instruction. The beginning teacher knows basic concepts, issues and practices related to test design, development and interpretation, applies knowledge of formal and informal assessments, knows standardized tests commonly used in ESL programs, knows state mandated LEP policies, understands relationships among state mandated standards, instruction and assessment in the classroom, knows how to use ongoing assessment to plan and adjust instruction.
Cognitive theories of bilingualism
Common Underlying Proficiency of Languages (CUP), The Threshold Theory, The Developmental Interdependence Hypothesis.
Comon Underlying Proficiency of Languages (CUP), Cummins
This model explains that in surface languages appear to be different. In deep structures, languages are interdependent. According to Collier, several studies developed in first and second language acquisiton in the United States have demonstrated the positive influence of the first language on second language learning. The most important intellectual and academic skills that second language learners need to succeed in school; literacy development, concept formation, subject knowledge and learning strategies in the first language will transfer to the second language. First language literacy skills are vital to achieve academic success in school.
The Threshold Theory, Cummins
This theory addresses the relationship between cognition and degree of bilingualism. The authors best explain the research on cognition and bilingualism by the idea of two thresholds: the first threshold is a level for a child to reach to avoid negative effects of bilingualism; the second one is a level required to experience the positive effects of bilingualism. This threshold has 3 levels. 1. -L1,-L2 limited bilinguals (kids need a lot of help), 2. L1,L2 less balanced bilingual (enough in L1, but not enough in L2), 3. +L1, +L2 balanced bilingual (kids excel, GT programs).
The Developmental Interdependence Hypothesis, Cummins
This hypothesis suggest that a child's second language competence depends partially on the level of competence already achieved in the first language.
Two Dimensions Of Language
Social Dimension of Language (language skills such as comprehension, speaking; pronunciation, vocabulary and grammar) and Academic Dimension of Language (skills of analysis and synthesis; language skills of meaning and creative composition).
Social Dimension of Language
1-2 years to develop verbal, non-verbal and written interpersonal communication. (BICS)
Academic Dimension of Language
5-7 years to develop cognitive, conceptual knowledge and the formal language of textbooks and lectures. (CALP)
Basic Interpersonal Communication Skills (BICS)
ELL Students develop basic interpersonal communication skills approximately within two years after initial exposure to the new language. Cummins refers to BICS as everyday language. It is used most often when topics discussed are cognitively undemanding and context embedded. Gestures, facial expressions, pictures and a sense of being there all contribute to the meaning of the messages being shared between individuals.
Cognitive and Academic Language Proficiency (CALP)
Students develop Cognitive Academic Language Proficiency within 5-7 years, without ESL methods. This process can be accelerated with the use of appropriate ESL teaching methodology. Academic, highly specialized language. CALP is used most often when topics discussed are cognitively demanding and context reduced. Few cues are provided.
Degree of Proficiency in L1
Students who read in their first language L1 have a database that can be used to transfer meaning into the second language L2. Skills developed in first language literacy are transferred to the second language. These skills are the base to succeed academically in the target language.
Prism Model of Language Acquisition for School
This model supports Cummins's developmental interdependence by hypothesis that suggests that the development of the first language promotes the development of academic achievement in a second language. Supporters of this model state that educational institutions should provide ELL's with cognitively complex academic instructions through the L1 as long as possible, while providing cognitively complex academic instruction through the L2 for part of the school day.
Four Linguistic Skills
These skills are acquired interdependently. Listening, reading, speaking and writing develop simultaneously. Students need opportunities to develop all of their language abilities through different modalities and technologies.
Listening and reading. Students use these skills when they are receiving lanugage input.
Speaking and writing. Students use these skills when they use language to express themselves and their thinking.
When students are acquiring a second language they will progress through four stages: Pre-production, Early Production, Speech Emergence, and Intermediate/advanced Fluency.
During this stage of lanugage development, students remain quiet for some time. They appear to be "sponging-up" the language and subtle processes involved in interpersonal interactions. This is most commonly known as The Silient Period. The student can show understanding by pointing, using movement or mime.
Early Production Stage
During this stage, students may begin to use one word or short phrase descriptors to communicate. Students can show understanding by answering yes/no questions, providing one-word answers.
Speech Emergence Stage
During this stage, students will use short sentences and make more attempts to communicate complete thoughts. Students can show understanding by: using three word phrases, using complete sentences, engaging in extended discourse.
Intermediate/Advanced Fluency Stage
During this stage, students will speak in sentences and phrases with occasional errors in grammar, syntax or vocabulary. Students can show understanding by: giving opinions, analyzing and debating, examining and evaluating, defending and justifying, creating.
L2 learners are able to understand more than they can produce. Intensive development of listening activities is essential in early stages of second language acquistion. Comprehension precedes production (speaking/writing). Before students produce an utterance in a second language, they must make choices based on the information they understand/master.
Writing is the expression of thoughts, feelings, and ideas in written form. It is important to remember that our first language is the language of our emotions. Teachers should allow students to express their feelings in their primary language.
Stages of Writing Development
Pre-writing, drafting, conferencing, revising, editing, sharing or publishing.
Brainstorming, discussing and selecting topics and related concepts and ideas to write about, and determining purpose and audience.
Putting prewriting ideas into writing.
Working with teacher and peers to discuss and review writing.
Making content changes agreed upon during the conference.
Making punctuation, grammar corrections, and spelling.
Sharing or Publishing
Preparing and sharing writing on a regular basis.
Language Experience Approach (LEA)
An approach to literacy development based on the idea that students can write by dictating to the teacher what they already know and can express verbally, and that they can then read that which has been written.
Emphasis on reading and writing skills with little concern for oral language. Stress on isolated grammar structures and vocabulary lists. Use of L1 to explain, discuss and translate L2.
Emphasis on natural language acquistions. Involves demonstration by teacher on role-playing through active use of pictures, films, tapes, and other visuals. Stress on total immersion in L2 with no use of L1.
Audiolingual method (ALM)
Based on theories from structural inguistics and behavioral psychology. Taught through mimicry, memorization, and manipulation drills. Emphasis on isolated grammar structures sequenced carefully to prevent student errors. Use of tapes, language labs, and visual aides is crucial.
Emphasis on language learning as a creative cognitive process rather than a patterned, predictable one that can be manipulated with conditioning. Emphasis on all four language learning skills and vocabulary building. Use of L1 permitted.
The Silent Way
Emphasis on silence by teacher for at least 90% of instruction. Use of L2, not L1. Encourages natural language acquistion through experimentation of sequenced exercises for meaningful communication. Social interaction by teacher with students.
Community Language Learning
This approach addresses the view of "counseling-learning". Students and teachers join together to facilitate learning in a context of valuing each individual in the group. The teacher acts as a counselor and centers his/her attention on the students and their needs.
This approach (also referred to as the functional approach) is based on the theory that language is acquired through exposer to meaningful and comprehensible messages, rather than through the formal study of grammar and vocabulary.
Emphasis on childlike experimentation with L2. Strong use of L2 for explanations and discussions. Encorages lack of inhibition and natural language acquisition. Authority figure decides instructional program.
Total Physical Response (TPR)
Teacher gives commands and models the physical movement to carry out the command. Focus on listening and comprehension by responding to commands with appropriate physical movement in early stages. Wtih acqusition of L2, adds body movements to the acquisition of structures and vocabulary.
A methodology for fostering second language acquistion which focuses on teaching communicative skills, both oral and written and is based on Krashen's theory of language acquistion which assumes that speech emerges in four stages: 1. preproduction, 2. early production, 3. speech emergence, 4. intermediate fluency.
Cognitive and Academic Language Learning Approach (CALLA)
This approach focuses on academic skills. It's supported by cognitive theories (Cummins, Piaget). CALLA is useful for ELL students that have developed BICS (social skills in English). Useful for foreign students who have developed CALP levels in their primary language and need assistance in transferring concepts and skills to L2.
Sheltered Instruction Observation Protocol (SIOP)
This protocol provides concrete examples of the features of sheltered instruction that enhances, expands, and enriches teachers' instructional practice. SIOP includes eight components: preparation, building background, comprehensible input, strategies, interaction, practice/aplication, lesson delivery, and review/assessment. This protocol focuses on making academic content comprehensible for ELL.
A bilingual teaching approach in which the teacher uses two languages interchangeably during instruction. When not carefully planned, the approach may lead to code switching. Often students tune out the language they do not understand and wait for the information in the language they do understand.
New Concurrent Approach (NCA)
Developed by Rodolfo Jacobson. An approach to bilingual instruction that suggests using a structured form of code switching for delivery of content instruction.
A bilingual instructional approach in which content areas are previewed in one language, presented in the other, and reviewed in the first.
An interactive method used to improve reading comprehension. Using this teaching strategy, teaches and students take turns leading discussions regarding sections of text using cognitive and meta-cognitive strategies.
Social Affective Learning Strategies
Strategies include: Interaction, questioning for clarification, cooperative learning to solve problems, self-talk, and group discussions.
Outlines, timelines, flowcharts, mapping, graphs and charts and diagrams.
Oral Language Proficiency Tests
IDEA Profieciency Test (IPT), Language Assessment Scales (LAS), Woodcock-Munoz Language Survey, Stanford English Language Proficiency Test, Bilingual Verbal Ability Test.
Standardized Achievement Test
Iowa Tests of Basic Skills (ITBS), Stanford 10-Abbeviated Form, Terra Nova CAT, Aprenda - La Pruebga de Logros en Espanol, Terra Novea - Supera
Ability Tests/Gifted and Talented Test
Naglieri Nonverbal Ability TEst, Bilingual Verbal Ability TEst Normative, Woodcock - Mneos Language Surfey, Basteria III Woodcock-Munoz - Pruebas de habilidates Cognitivas, COSAT Nonverbal Battery.
English Language Proficiency Standards (instruction).
Texas English Language Proficiency Standards (assessment).
the English language proficiency in listening, speaking, reading and writing of K-12 ELLs.
how well ELLs understand and use English for everyday use and academic purposes.
four English language proficiency levels: beginning, intermediate, advanced, advanced high (including kids not in program because parents denied services, these kids are still ELLs).
Stages of English Language Development
Pre-Production, Early Production, Speech Emergence, Intermediate Fluency.
The student in this stage has minimal comprehension, 550 words in receptive vocabulary, no verbal production, communicate with gestures, lessons focus on listening comprehension and lessons build receptive vocabulary. Students can: listen, draw, point, select, move, choose, mime, act, match, and circle.
Students speak using one or two words or short phrases. Lessons expand receptive vocabulary. Activities are designed to activate students to produce vocabulary which they already understand. Students can: listen, point, select, move, mime, act, match, circle, draw, choose, group, gesture, label, list, and categorize.
Students speak in longer phrases and complete sentences. Lessons continue to expand receptive vocabulary. Activities are designed to promote higher levels of language use. Increased comprehension. 7000 words in receptive vocabulary. Simple sentences/errors in speech. Students can: recall, summarize, retell, define, role-play, compare, contrast, describe, explain, and restate.
Students engage in conversation and produce connected narrative. Lessons continue to expand receptive vocabulary. Activities are designed to develop higher levels of language use in content areas. Reading and writing activities are incorporated into lessons. Orally fluent, but below grade level in reading. 12,000 words in receptive vocabulary. Students can: analyze, evaluate, create, defend, support, describe, complete, justify, and debate.
Texas Primary Reading Inventory. Reading test administered to kindergarten, first and second grade students at least twice a year.
Texas Primary Reading Inventory administered to kindergarten, first and second graders who are receiving reading instruction in Spanish.
ELL students with Adequate Formal Schooling
Recent arrivals (less than 5 years in US schools), adequate schooling in country of origin, soon catch up linguistically (support is still needed) and academically. This group can catch up.
ELL students with Limited or Interrupted Formal Schooling
Recent arrivals (less than 5 years in US schools), limited or interrupted schooling in country of origin, limited native language literacy, below grade level in math, low academic achievement. This group really needs help.
ELL Long-Term English Learners
Seven or more years in US schools, have been served through bilingual/ESL instruction but not consistent program, below grade level in reading and writing, low score on tests, negative attitude towards schooling, drop-out risks, high rates of missing school (home responsibilities).
Second Language Method Old Approach
Grammar Translation Method, Direct Method, Audiolingual Method
Second Language Method New Approach
Cognitive Approach, Silent Way, Suggestopedia, TPR Total Physical Response, Natural Approach, Cognitive-Academic Language Learning Approach-CALLA, Sheltered Instruction Observation Protocol-SIOP.
The special thoughts or behaviors that individuals use to help them comprehend, learn or retain new information. (Highlighting, venn diaghram, talk in groups, take notes, summarize, catergorize, listening, making connections) Concious, flexible plans learners use to make sense of what they're reading and learning, these reside in the learners heads.
Activities, techniques, approaches, and methods that teachers use to promote student learning and achievement.
Types of Leaning Strategies
Metacognitive, Cognitive, Social/Affective
Select word to be explored. Write the word, then have the students find the following parts to the word: record related words, categorize the words, write categorizes as branches, negotiate categorizes and subcategorizes.
Some Learning Strategies
Semantic Mapping, Affixes, Verbal-Visual Word Association, Wheel Map,
TAKS difinition of Immigrant status
A student who has resided outside the 50 US states for at least 2 consecutive years at some point in his or her history.
AFFECTIVE. Foundation of ESL education, types of programs, factors that affect learning, Cultural Awareness, Family and Community Involvement.
FOUNDATION. The ESL teacher understands the foundation of ESL Education and types of ESL Programs (self-contained, pull-out, newcomer centers, dual language, immersion). (Pull-out programs are the least effective model).
MULTICULTURAL. The ESL teacher understands factors that affect ESL students learning (age, developmental characteristics, academic strengths and needs, preferred learning styles, personality, sociocultural factors, home environment, attitde, exceptionalities), and implements strategies for creating effective multicultural and multilingual learning environment. Knows factors that contribute to cultural bias (stereotyping, prejudice, ethnocentrism). Demonstrates sensitivity to students diverse cultural and socioeconomic backgrounds and shows respect for language differences. Creates student awareness of and respect for linguistic and cultural diversity.
INVOLVEMENT. The ESL teacher knows how to serve as an advocate for ESL students and facilitate family and community involvement in their education. Applies knowledge of strategies advocating educational and social equity for ESL students (participating in LPAC and Admission, Review and Dismissal (ARD) meetings, serving on Site-Based Decision Making committees, serving as a resource for teachers). Understands the importance of family involvement, communicates effectively with the parents/guardians and knows how community members and resources can positively affect learning and is able to access those resources.
When is an English as a Second Language (ESL) Program required?
All LEP students for whom a district is not required to offer a Bilingual education program shall be provided an ESL program, regardless of the students' grade levels and home language, and regardless of the number of students.
When is a Bilingual Program required?
Each school district which has an enrollment of 20 or more limited English proficient students (LEP) of the same language classification in the same grade level district-wide shall offer a bilingual education program for LEP students in Pre-K to grade 5. Grade 6 shall be included when clustered with the elementary grades.
Requires instruction to be based on research. Requires ongoing professional development for all teachers who work with English language learners. Allows districts to use the students' native language to facilitate their academic achievement. Requires gains in student achievement within four years or districts must revamp their programs.
Composition of the LPAC
A campus administrator, professional bilingual educator, a professional transtional language educator (a bilingual teacher or ESL teacher), a parent of a limited English proficient student or representative (not employed by the school district or charter school). Must have at least 4 members at the meeting.
This program utilizes the native language for content area instruction while the child is also learning English. The native language is used to make content comprehensible to the student.
This program utilizes methodology and instructional strategies and use English as the primary language of instruction. Multiple language groups can be instructed in this environment due to the use of English as the common language of instruction. All models use the ESL language arts TEKS to develop oral language and academic skills through special methodologies and strategies by ESL certified teachers. Mastery of English listening, reading and writing is required.
Bilingual Program Models
Two-Way Dual Language Program (additive-adding another language), Developmental (late exit) Bilingual Education (semi-additive), Transitional (early exit) (subtractive-taking away to soon).
Least effective. Students leave their English only classroom to spend part of the day with ESL instruction.
English to Speakers of Other Languages (ESOL) I and II
For immigrants as a substitute for I and II in High School (these students must also take and pass English III and IV for graduation credit).
An approach to instruction and classroom management that teachers can use to help English language learners acquire and learn English and content area knowledge and skills.
Characteristics of Sheltered Language
Comprehensible input, affective environments, high levels of student interaction, including small group and cooperative learning, student-centered, more hands-on task, careful comprehensive planning.
The Permissive Period
Before WWI, lingustic diversity was generally accepted and the presence of different languages was encouraged.
The Restrictive Period
In the first two decades of the 20th century, the number of immigrant students in public schools increased dramatically. In 1919, a resolution was adopted recommending all states to prescribe that all schools should develop instruction in English. Linguistic diversity was replaced by lingustic intolerance.
Restrictive Period - Early Beginnings
The method of instruction for the language minority students was English immersion, which has come to be known as the sink or swim approach. Students not able to speak English were placed in Special Ed. classes. Teachers in 1925 were prohibited from teaching in a language other than English. The English only policy was repelled with the passage of the state law making bilingual education permissive in 1969.
The Opportunity Period
In 1957, US competence to compete in international world promoted bilingualism. In 1958, The National Defense and Education Act was passed, promoting foreign language learning in elementary, high schools and universities. In 1964, the Civil Rights Act symbolized a change in a less negative attitude to ethnic groups and their languages.
The Dismissive Period
In 1968, The Bilingual Education Act, Title VII, provided funding to establish bilingual education programs for LEP/NES students. In 1974, with the reauthorization of the Bilingual Ed. Act, new grants were provided for program effectiveness. In 1995, Special Population Program modifications were required by the state of Texas.
Lau Vs. Nichols
Law suit filed by Chinese parents in San Francisco in 1974. Supreme court ruled that identical education does not constitute equal education. (Same teacher, same textbook does not equal education).
Requires school districts to submit a voluntary Civil Rights compliance plan if they had 20 or more students of the same language group.
The original and first Bilingual Act of 1968 was subsumed in the No Child Left Behind Act of 2001. It became a formula grant. Its funds may be used to implement a program for restructuring, reforming and upgrading all relevant programs within the district as a whole. Local money first then supplement from the state. Title 6 and 7 were consolidated to make this new Title.
The home, school, community, extended family, peer groups and teacher make up this group.
Individual Differences (Intra-Personal)
Motivation, attitude toward target community, personality, general intelligence, age, self-esteem, degree of first language proficiency, social development, and communicative strategies.
Type of motivation in second language acquistion
Instrumental and integrative
Results of motivation
Subtractive Bilingualism and Additive Bilingualism
Survivial within the dominant group, making a living, not the best, parents move here because they have to for whatever reason, (migrate, religion, refuge, forced to move).
Integration with the dominant group, meeting new people and new cultures, best situation, you give and you recieve.
Learning a second language at the cost of losing the first one. Since first language is one's emotional language, this type of bilingualism may be detrimental to one's whole being.
Learning a second language while maintaining the first one.
ESL teachers should demonstrate an undersanding of how cultural diversity affects the classroom and creates a classroom climate in which both the diversity and the similarities of groups and individuals are appreciated. The teacher also knows how to use the diversity inside and outside the bilingual/ESL classroom to create an environment that nurtures a sense of community, respects differences, and fosters in all learners an appreciation of their own and others' culture.
Two languages of an individual.
Two languages in society. Example: Paraguay - Spanish and Guarani.
Acceptance or promotion of multiple ethnic cultures. A person who has a multicultural view of others has more respect for other peoples and other cultures than a monolingual individual (single cultural).
Stages of Acculturation
Euphoria, culture shock, tentative recovery, assimilation or adaptation.
Students experience excitement about being in the new environment.
Students experience the intrusion of the new culture. Depression, irritability and difficulty in adjustment may occur.
Students experience acceptance or recovery from the initial culture shock. Language proficiency increases and students feel more confident.
Assimilation or Adaptation
Students experience either adaptation or assimilation of the new culture with renewed self-confidence.
English Language Learner (classification of student).
English as a Second Language (the program).
The student is on grade level, masters TEKS, and content learning.
How well the student can read, speak, listen and write.
Self-Contained ESL classroom
An ESL certified teacher (teachers everything) and a group of ESL students.
Student centered, hands on, small group, affective environment, visuals, make content comprehensible, and meet the needs of the students.
Basic Interpersonal Communication Skills learned within 1st two years.
Cognitive Academic Language Proficiency developed within 5 to 7 years without ESL methods.
Bilingual Education Act
Title VII of the Elementary and Secondary Educaton Act of 1968. Establishes federal policy for bilingual education for economically disadvantaged language minority students; allocates funds for innovative programs; recognizes the unique educational disadvantages faced by non-English speaking students.
Plyler vs. Doe
Supreme Court denies the state's right to exclude the children of illegal immigrants from public school. The children are assigned a PEIMS number.
An approach in which students develop knowledge in specific subject areas through the medium of English, their second language; teachers adjust the language demands of the lesson in many ways, modifying speech rate and tone, using context clues and models instruction to student experience.
Sheltered Instruction Observation Protocol; an observation tool that teachers can use to plan sheltered lessons and to hold themselves accountable for the instructional needs of English Language learners in the content areas.
A model of language education that integrates language and content instruction in the second language classroom; a second language learning approach where second language teachers use instrutional materials, learning tasks and classroom techniques from academic content areas.
All students in the program are English-language learners, usually, though not always, from different language backgrounds; they receive instruction in English, with an attempt to adjust the level of English so subject matter is comprehensible, typically, there is no native language support.
Students can share the same native language or be from different language backgrounds; student may be grouped with all ages and grade levels. English is adapted to the students' proficiency level, and supplemented by gestures and visual aids. Language of instruction is English; students leave their English-only classroom to spend part of their day receiving ESL instruction. Goal: English acquistion.
Self-contained ESL Class
Typically an ESL class with only ESOL students; their ESL classroom teacher teaches all subject matter to ESOL students and non-pullout ESL instruction is used.
A political response to the demographic fact of multi-ethnicity which encourages absorption of the minority into the dominant culture. The minority language and culture may be left behind in order to prosper in the majority language community.
Becoming adjusted to another culture. The exchange of cultural features that results when groups or individuals reciprocally adopt or appreciate the attitudes, the values, and language patterns of each other.
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