English as a Second Language

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English as a Second Language

• Presented by
• Marnee Dobrowsky

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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

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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.

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Concerns for the ESL Teacher
Scheduling Meeting the needs of all
students Loss of ownership Assessing student
learning Extra planning for multi-level groups
and curriculum
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Concerns for the Classroom Teacher
Turf Stress Extra preparation Grading
procedures and what to grade Meeting the needs
of the ESL student in the mainstream
classroom Rigidity of scheduling
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Identifying ESL Students
All students must bring back a completed home
language survey to be viewed for possible
evaluation.
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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.

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Implementing the ESL Program

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

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Bringing the Expertise Together

• Mainstream
• gt Content Knowledge
• gt Availability of a variety of learning materials
• gt Class management Techniques

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

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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
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Assessment in Collaborative Settings

• TESTING OPTIONS
• Performance rather than score based
• Word banks, for open-ended, 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

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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)

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Evaluation Example(Vocabulary Strips)
NOUN
FORECAST
The weather forecast called for warm
temperatures and sunny skies.
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CurriculumImplementation
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TESOLs Goals and Standards for PreK-12 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
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TESOLs Goals and Standards for PreK-12 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
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TESOLs Goals and Standards for PreK-12 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
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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

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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

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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

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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

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Monitoring ESL Students

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

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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

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Theories Used For Adult ESL Training

• 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.

• 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.

• 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.

• 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.

• 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.

• 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.

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Theories Used For Adult ESL Training Continued

• 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.

• 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.

• 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.
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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/P
C426lepell.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