TExES Bilingual Education EC4

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TExES Bilingual Education EC-4

• Presented by Felipe Perez
• Alternative South Texas
• Educator Program
• A-Step.org

2
Test Framework for Field 103

• Number of Domains 6
• Number of Competencies 31
• Number of questions 180
• Number of questions that count 160
• Time allowed to take the exam 5 hours

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Domains

• Bilingual Education
• English Language Arts and Reading
• Mathematics
• Social Studies
• Science
• Fine Arts, Health, and Physical Education

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Overview

• Passing Scaled Score 240
• Your Goal 75 Accuracy

Soc. Stud 9.5
Bi-Ed. 37.5
Lang. Arts 25
Math 9.5
Fine Arts
Science. 9.5
Other
P.E.
Health
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Vocabulary

• Handout 1
• Define the terms as used in Bilingual Education
  (BE)
• Use your own abbreviated definitions
• Make notes to study before the test

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Historical Background of B.E.
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Public School Bilingual Education is born

• 1959 Cuban immigrate to Florida
• The Cuban community forms a public bilingual
  education school
• Coral Way school is the first public school to
  offer bilingual education

• Johnsons War on Poverty opens the way for B.E.
  in public schools
• Civil Rights allows people to use their native
  in the classroom
• Federal legislation moves toward B.E.

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Federal Legislation

• 1964 Civil Rights Act people cannot be
  discriminated because of origin, Language or
  religion
• 1968 Bilingual Education Act (BEA) provides for
  LEP students
• 1974 BEA reauthorized by congress
• 1978 BEA amended, transitional B.E. and
  participation of non-LEP students

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Federal Legislation (continued)

• 1984 BEA allows maintenance models and encourages
  family involvement and teacher training
• 1988 BEA gives more funding to states and offer
  alternative programs -ESL
• 1994 BEA is rewritten to reflect current research
  (professional development, language maintenance
  programs, foreign language instruction and
  continued research/evaluation)

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State Legislation

• 1967 California BEA
• 1971 Massachusetts passes mandate for B.E.
• 1974 Texas and California pass mandates for B.E.
  (after Lau v. Nichols). Other states follow

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Relevant Court Cases
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Relevant Court Cases (contd)
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Bilingual Education in Canada

• The Canadian model (mid 1960s)
• An experiment in immersion
• Native English speakers learn content areas in
  French
• 2nd language has to be valued by students and
  parents
• Results have been very positive

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Types of immersion (learning in L2)

• Total immersion (100)
• Partial immersion (40-60)
• Early total immersion (K-2)
• Late immersion (secondary school)
• Delayed immersion (4th or 5th)
• Double immersion (2 other valued languages)

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LPAC and LEP (handout 2)

• BICS Basic Interpersonal Communications Skills
• CALP Cognitive Academic Language Proficiency.
• ESL English as a Second Language
• LPAC Language Proficiency Assessment Committee

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LPAC and LEP continued

• Home language survey- a survey to new students
  and returning students to determine the childs
  home language.
• What language is spoken at home most of the time?
• What language do you (or your child) speak most
  of the time?
• LEP Limited English Proficiency.

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Models of BE (handout 3)

• Transitional early/late
• Maintenance
• 2 Way or Dual Language
• ESL

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Linguistic concepts

• Language components
• (languages are systems of communications)
• Phonology
• Morphology
• Syntax
• Pragmatics

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Linguistic concepts (contd)

• Phonemes-smallest unit of sound (for example
  /c/at, /c/ar)
• Phonology study of sound system of language
• Stress emphasis placed on syllable
• Pitch rise/fall of voice
• Juncture break between syllables/words (for
  example ice cream/I scream)

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Linguistic concepts (contd)

• Morpheme smallest unit of meaning in language
  (ie. Re in redo, s in cars)
• Syntax order in which words occur in sentence
• Semantics meaning attached to linguistic unit,
  (word/phrase)
• Pragmatics- use of certain language for situation

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L1 acquisition

• listening stage before speaking
• series of stages (cooing or crying, babbling, 1
  word utterance / beginning of speech, 2 word
  utterance, then gradual development of essential
  vocabulary)
• parents provide vocabulary
• usually interpersonal communication in L1 is
  complete by 5/6 yrs old
• academic language is acquired in school

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Native Language Acquisition Theories

• Behaviorist
• Nativist
• Cognitive
• Social

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Native Language Acquisition Theories

• Behaviorist - language is learned by repetition
  (stimulus /response)
• Nativist we are born with it
• Cognitive language and thought or cognitive
  development are closely related
• Social language is a function of the child's
  environment (adults drive development)

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Second Language Acquisition

• Same as L1, except the parents arent the
  teachers , the teachers are the ones who provide
  the teaching and encouragement.

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SLA according to Krashan

• Comprehensible output
• Monitor
• Acquisition vs. learning
• Affective Filter
• Natural Order

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SLA according to Krashan

• Comprehensible input can also be referred to as
  I1. Use language one step above childs oral
  level

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SLA according to Krashan

• Monitor based on what a student can write or
  speak. This takes time because student needs to
  learn the correctness of L2

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SLA according to Krashan

• Acquisition vs. learning language that is picked
  up along the way is better than that which is
  learned in a classroom setting

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SLA according to Krashan

• Affective Filter anxiety and motivation levels
  affect learning second language (L2 AF).

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SLA according to Krashan

• Natural Order-follows L1 language Order, but has
  these stages
• a)      silent period
• b)      early speech
• c)      speech emergence
• d)      intermediate fluent
• e) advanced stage

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How to apply SLA

• L1 should be used as bridge to learning English
• Students should be taught all basic academic
  skills in L1 until academic competence has been
  mastered
• L2 takes 4-8 years BICS may happen sooner, but
  CALP will take time
• When assessing students, make sure and consider
  age and linguistic levels. They may have a delay
  in development if L1 is not used when needed.

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Interrelatedness and inter-dependence

• Teachers should emphasize 1st and 2nd language
  are alike and transfer of linguistic form from
  1st to 2nd
• L1 language concept transfer to L2
• Comprehension skill transfer from Spanish (100)
  ie main idea, detail, etc
• Phonics transfer (90) Spanish to English

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Interrelatedness and inter-dependence (contd)

• Math 100
• Students just need to have vocabulary to transfer
  concepts
• Teachers need to help student transfer knowledge
  to English (encourage, assist)

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Approaches to ESL

• TPR total physical response audio-motor unit
• students respond to commands
• As student learns, he/she gives commands
• use of visual/context material
• designed to develop listening/speaking abilities
• approach for beginners
• Sheltered approach (slide 41)

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Approaches to ESL(contd)

• Natural approach to ESL
• Teaches language with lots of props and visuals
• Opportunities for natural communication in
  context
• Use of music, drama and real life experiences
• Encourage communicative competence

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Stages of cognitive development

• Sensorimotor (1 mo. 2yrs) learns from
  senses/motor activity
• Preoperational (2-7 yrs) learns from experiences
  w/world
• Concrete (7-12 yrs)associates with real
  experiences, cant manipulate conditions mentally
  without experiences
• Formal (12-17) deals with abstractions, form
  hypotheses, mental manipulation

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Emergent literacy (EL)

• The steps or stages students take when learning
  to read and write in a natural setting.

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Critical Concepts of Emergent literacy

• Make real connections between L1 ? L2
• engage students (whats next exercises)
• writing from childs experience (stories in L1)

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Stages of Emerging literacy

• Random scribbling (random marks on paper/wall).
• Scribble drawing (mark resemble pictures that may
  be associated with feelings or ideas).
• Scribble writing (letter like symbols).

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Stages of Emerging literacy (contd)

• 4. Inventive Spelling
• a. Prephonemic (student makes marks that may
  resemble letters, he/she may begin to write
  their own name).
• b. Phonemic (he/she makes sound associations,
  each letter may represent a sound)
• c. Transitional (student sees patterns in words
  or spellings).
• d. Conventional (regular spelling begins).

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Sheltered English

• used for students at BICS level, but not at CALP
• using SLA (Krashans), pick best ESL model to use
  
• use word banks, reading study skills for LEPs

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Sheltered English (contd)

• encourage cooperative learning
• use any and all methods to create learning
  (visuals, models, educational items, etc)

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Cooperative learning

• Defined as
• teaching approach where students work together in
  groups to learn

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Cooperative learning (contd)

• Form heterogeneous (mixed/diverse) groups 4-6
  weeks
• Students work in groups, but each is responsible
  for his/her work
• Students need to work at their own pace, some
  start slow/others fast
• Students need to be taught how to teach each
  other

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Bilingual Educator

• Has to be prepared to use all the resources
  available to provide the learning environment to
  fit the students needs (consider students
  background carefully).

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Internet Links

• www.tea.state.tx.us/teks/
• www.texesstudy.com
• www.google.com - search for bilingual education,
  ESL, Emergent Literacy, SLA, bilingual education
  models
• http//www.texes.nesinc.com/prepmanuals/PDFs/TExES
  _fld103_prepmanual.pdf
• http//www.excet.nesinc.com/prepmanuals/prepman_op
  ener.htm

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TExES Bilingual Education EC-4

• Presented by Felipe Perez
• Staff_at_a-step.org
• Alternative South Texas
• Educator Program
• A-Step.org