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Double Duty: Helping English Learners Access Content and Develop English Proficiency Jana Echevarria California State University, Long Beach Deborah Short – PowerPoint PPT presentation

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Title: Double Duty: Helping English Learners Access Content and


1
Double Duty Helping English Learners Access
Content and Develop English Proficiency
  • Jana Echevarria
  • California State University, Long Beach
  • Deborah Short
  • Center for Applied Linguistics

2
Instructional Practicein California
  • In California, many ELs are struggling.
  • Inconsistent practice in schools is due to lack
    of an instructional model.
  • Despite large numbers of ELs, most
    teacher-preparation programs still do not provide
    candidates with sufficient instructional
    strategies for teaching ELs (Bailey Butler,
    2007 Crawford, 2003)

3
Instructional Practicein California To Date
  • SDAIE - CCTC defines it as a variety of
    strategies, techniques and materials designed to
    provide students at an intermediate or advanced
    level of English proficiency to access
    grade-level core curriculum in English
  • Some SDAIE techniques have a research base
    showing effectiveness with ELs but SDAIE has not
    been operationally defined or tested.
  • It is generally a collection of techniques not a
    consistent model of instruction.
  • Replaced the term sheltered instruction in
    California

4
Instructional Practicein California Research
Advances
  • The SIOP Model is an empirically-tested,
    research-based model of sheltered
    instruction/SDAIE.
  • Incorporates best practices for teaching academic
    English and provides teachers with a coherent
    approach for improving the achievement of their
    students.

5
History of Instruction for English Learners
From Echevarria, J. Short, D. (2010).
Programs and practices for effective sheltered
content instruction. In Improving Education for
English Learners Research-Based Approaches.
Sacramento, CA CDE Press.
6
Academic language involves more than key content
vocabulary.
  • Academic language represents the entire range of
    language used in academic settings, including
    elementary and secondary schools.

7
Language for Reading
Academic Vocabulary
English Grammar
Academic Language
Self-Talk Thinking Knowing
Prosody
Academic Oral Discourse
English Syntax
Language for Writing
8
Teaching Academic Vocabulary
9
Examples of Content Vocabulary Mathematics
  • Addend
  • Addition algorithm
  • Associative property
  • Basic number combination
  • Common denominator
  • Common factor
  • Commutative property
  • Decimal
  • Decimal addition
  • Decimal division
  • Decimal multiplication
  • Dividend
  • Divisibility
  • Division
  • Equation
  • Equivalent forms
  • Equivalent fractions
  • Equivalent representation
  • Estimation
  • Estimation of Fractions
  • Even numbers
  • Expanded notation

10
Examples of Content Vocabulary English-Language
Arts
  • Literature and Expository Text
  • Character
  • Setting
  • Conflict
  • Action
  • Cause and effect
  • Main idea
  • Supporting details
  • Writing
  • Genre
  • Imagery
  • Sentence structure
  • Thesis statement
  • Conclusion
  • Sentence fragment
  • Grammar
  • Action verbs
  • Noun clauses
  • Subjects
  • Predicates
  • Homonyms
  • Antonyms
  • Imperative

11
Examples of Process/Function Words (Are any of
these discipline-specific?)
  • Describe
  • Explain
  • Summarize
  • How to ask a question
  • How to state a conclusion
  • Interpret
  • Justify your opinion
  • Identify multiple perspectives
  • Uncover the authors message
  • Persuade
  • Line up
  • Share with a partner...

12
Examples of Words and Word Parts
that Teach English Structure
  • English morphology base words, roots, prefixes,
    suffixes
  • English tense past, present, future
  • English syntax (word order asking questions in
    English placement of adjectives and adverbs
    articles, etc.)
  • Think about how science teachers teach concepts
    with words that have affixes (photosynthesis).
  • Think about how history teachers teach concepts
    using the past tense.

13
  • Social Studies Example
    American Revolution
    (Echevarria, Vogt, Short, 2008)
  • Content Redcoats, Patriots, Taxation Without
    Representation, Colonists, Boston Tea Party,
    Continental Congress (etc.)
  • Process/function discuss, share with a partner,
    argue, debate, describe, categorize, compare and
    contrast, persuade, identify, (etc.)
  • Structure
  • -tion revolution, taxation, solution, nation,
    transition
  • -sion tension, passion, mission, vision
  • -tation representation, plantation

14
Make use of Cognates....but beware of occasional
false cognates!(Vogt Echevarria, 2008)
  • For students who speak a Latin based language
    such as Spanish, cognates may help in teaching
    some words. For example, predict in English is
    predecir in Spanish justify in English is
    justificar in Spanish communication in English
    is communicacion in Spanish.

False Cognates disturb molestar embarrassed
avergonzado/a pregnant embarazada
15
Why Do English Learners Have Difficulty with
Academic Language?
  • Factors outside of the schools sphere of
    influence, such as poverty and transiency
  • Classrooms that are devoid of the supports that
    assist students in learning new material in a new
    language
  • In a study that observed 23 ethnically diverse
    classrooms, researchers found that in the core
    academic subject areas only 1.4 of instructional
    time was spent developing vocabulary knowledge
    (Scott, Jamison-Noel, and Asselin,
    2003).

16
Why Do English Learners Have Difficulty with
Academic Language?
  • Lack of opportunity to develop oral language
  • Passive learning sitting quietly while
    listening to the teacher and other students
  • Lack of meaningful and engaging lessons
  • Limited access to the language and the subject
    matter
  • Low expectations for EL Students
  • Lack of opportunities to practice using language
    orally
  • Lack of successful group work

17
The SIOP Model (Echevarria, Vogt, Short,
2000 2004 2008 2010)
  • Lesson Preparation language and content
    objectives
  • Building Background vocabulary development,
    student connections
  • Comprehensible Input ESL techniques
  • Strategies metacognitive and cognitive
    strategies

18
The SIOP Model (Echevarria, Vogt, Short,
2000 2004 2008 2010)
  • Interaction oral language
  • Practice Application practice all 4 language
    skills
  • Lesson Delivery meet objectives
  • Review Assessment review vocabulary and
    concepts

19
The SIOP Model(Echevarria, Vogt, Short, 2000
2004 2008 2010)
  • A way for teachers to consistently and
    systematically implement practices that will both
    make content comprehensible and develop English
    language skills.
  • Eight components and 30 features provide a
    blueprint for effective lessons.
  • Applicable for all subject areas, all grade
    levels and all English proficiency levels.
  • Only research validated model of sheltered
    instruction for ELs at present

20
CREDE Research (1996-2003) SIOP Research
Reference
Echevarria, J., Short, D., Powers, K. (2006).
School reform and standards-based education An
instructional model for English language
learners. Journal of Educational Research 99
(4), 195-210.
21
Upcoming Publications
  • Echevarria, J., Richards-Tutor, C., Chinn, V.,
    Ratleff, P. (In press). Did they get it? The role
    of fidelity in improving teaching for English
    Learners. Journal of Adolescent and Adult
    Literacy.
  • Short, D., Echevarria, J., Richards-Tutor, C.
    (In press). Research on academic literacy
    development in sheltered instruction classrooms.
    Language Teaching Research.

22
Partner Institutions
IES Funded Research Center 2005-2011
  • University of Houston
  • Center for Applied Linguistics
  • California State University, Long Beach
  • University of Texas, Austin
  • Harvard University
  • UC Berkeley

23
Relationship Average Teacher Performance and
Student Outcomes
Average Student Gain (std dev)
24
SIOP Model A Framework for Organizing Best
Practices
Explicit instruction
SDAIE techniques
Differentiated Instruction
Cooperative learning
Writers Workshop
Thinking Maps
Technology
25
School-based Evaluation Research
26
Building Capacity through Professional Learning
  • Pearson Education Trained 50 Master Cohort
    Teachers and District Leaders (Spring 2006)
  • August 2006
  • Modeled components of SIOP to all staff in all
    elementary and middle schools.
  • November 2006 Spring 2009
  • Ongoing professional development provided to
    Master-Cohort
  • Coaching using the SIOP protocol
  • Intensive Component Training
  • SIOP Component Review
  • School-Based Coaching/Implementation
  • Master cohort members provide job-embedded
    support to teachers at their school.

27
MCAS RESULTSComposite Performance IndexLEP
Student Results in ELA
28
MCAS RESULTSComposite Performance Index LEP
Student Results in Math
29
  • California Department of Education
  • Language Policy and Leadership Office
  • 800-995-4099
  • Web site www.cde.ca.gov/re/pn/rc
  • E-mail sales_at_cde.ca.gov

30
In Conclusion
  • The SIOP Model
  • Makes lessons content meaningful by using a
    variety of techniques.
  • Creates situations where students can actively
    practice using academic English.
  • Provides teachers with concrete ways to organize
    information so that it is comprehensible for
    students.
  • Focuses on vocabulary and oral language
    development.
  • Advantage for CA
  • In our research, teachers who were trained in
    SDAIE made the transition to SIOP quite easily
  • They report better academic success with their
    students and more consistency in their
    instruction.
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