Considerations for Teaching English Language Learners

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Considerations for Teaching English
LanguageLearners

• Maria Montalvo-Balbed
• ELL Program Director
• Metro RESA
• maria.montalvo_at_mresa.org

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Connect Your Second Language Experience

• Pick a card and describe your L2 experience using
  a visual to guide your thinking!

Hello
Konichi-wa
????
ca va bien!
Hola!
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Outcomes

• Participants will
• recognize the different levels of English
  language proficiency
• examine the factors that influence language
  acquisition in school
• differentiate social language from academic
  language
• discuss implications for teaching reading to
  English Language Learners

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Lets practice reading!

• All 1s read English passage
• All 2s read French passage

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Australia vs. England

• A hair raising century by Australian opener
  Greene Wood on Friday set England back on its
  heels in the third test at the Melbourne Cricket
  Ground. Unfortunately, living dangerously
  eventually cost the Australians the match. Wood
  was caught out of his crease on the first over
  after lunch. Within 10 more overs, the
  Australians were dismissed.

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Australia vs. England

• Four were dismissed by dangerous running
  between creases. Two were dismissed when the
  English bowlers lifted the balls from the
  batsmens wickets. The three remaining batsmen
  were caught by English fieldsmen. One was caught
  as he tried for a six. When the innings were
  complete, the Australians had fallen short of the
  runs scored by English.

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Les Fleuves et les Montagnes de France

• Les montagnes les plus importantes de France
  sont les Alpes. Le sommet le plus haut de France
  se trouve dans les Alpes et sappelle le Mont
  Blanc. Les Alpes séparent la France de lItalie
  et la Suisse.
• Un peu au nord des Alpes il y a deux chaînes
  de montagnes qui s appellent le Jura et les
  Vosges. Au cente de la France se trouve le
  Massif Central. Les Pyrénées sont une chaîne de
  montagnes très pittoresques qui séparent la
  France de l Espagne.
• Les fleuves principaux de la France sont la
  Loire, la Seine, le Rhin, le Rhône et la Garonne.

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Les Fleuves et les Montagnes de France
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ConclusionsThink-Pair-Share

• What conclusions have you drawn as a result of
  your reading?

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Social Versus Academic Language
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Social Versus Academic Language
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How does the research shape the work we do with
ELLs?

• Use the Three Level of Text Protocol to explore
  implications of the research on your work in the
  classroom!

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Factors impacting L2 acquisition Aida Walki.

• Language
• Native Lg. proficiency
• Knowledge of L2
• Dialect and register
• Language status
• Language attitudes

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Factors affecting L2

• The Learner
• Diverse needs
• Diverse goals
• Peer groups
• Role models
• Home Support

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Factors affecting L2

• The Learning Process
• Learning styles
• Motivation
• Classroom interaction

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Whole group debrief (use Walki)

• What do you consider to be most critical for the
  students you know?

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(No Transcript)
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Selecting which words to teach by tiers

• How do we determine which words to teach?
• How much should we teach?

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The Three Tiers

• Tier One These are the most basic words and
  expressions and do not need to be taught except
  to ELLs.
• Examples
• car, water, man, answer, make up your mind,
  once upon a time, so, finally, if.

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Tier Two These are words that have importance
and utility because they are in grade level texts
and appear frequently across a variety of
academic domains.Examplespower, cell, radical,
right, prime, imaginary, round, simple,
dependent, table, root, although, in order that,
as a result, in particular.
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Tier Three These are low-frequency words that
are limited to specific content areas. Although
they are low-frequency words, they are very
important for understanding content.Examplesos
mosis, sedentary, isosceles, peninsula, corpus,
hyperbole.
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Vocabulary Instruction

• Direct teaching of vocabulary can help improve
  comprehension when we follow these guidelines
  (Cooper, 1993)
• A few critical words are taught.
• The words are taught in a meaningful context.
  (including nonlinguistic representations)
• Students relate the new words to their background
  knowledge.
• Students are exposed to the words multiple times.

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Passage Example

• What is the meaning of rouche?
• Favorable conditions are necessary to do this
  activity. That is, you have to have enough
  rouche. If there is too much rouche, the object
  might break. But if conditions are too calm, you
  will have problems because the rouche makes the
  object go up. If there are obstacles, a serious
  problem can result because you cannot control the
  rouche.

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Rouche

• What can you tell from this picture?

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Rouche

• White Rouche style top gathered at the sides

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Rouche

• What about this one?

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Rouche

• What does this picture add to the meaning?

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Rouche

• Ladies platform shoe with rouche

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Rouche

• ???

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Rouche

• ???

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Rouche

• ???

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What is it?
Describe it
rouche
Examples
Step 3
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Recommended strategies to improve academic
development of ELLs
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Teachers Can Differentiate
Content
Process
Product
According to Students
Interest
Learning Profile
Readiness
Language Level for ELLs
Language Level
Adapted from The Differentiated Classroom
Responding to the Needs of All Learners
(Tomlinson, 1999)
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How do we differentiate by language levels?

• www.wida.us

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Jim Chapman

• http//www.notonthetest.com