TEXAS%20TEACHER%20FORUM - PowerPoint PPT Presentation

View by Category
About This Presentation
Title:

TEXAS%20TEACHER%20FORUM

Description:

TEXAS TEACHER FORUM – PowerPoint PPT presentation

Number of Views:70
Avg rating:3.0/5.0
Slides: 77
Provided by: TAM123
Learn more at: http://ell.tamucc.edu
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: TEXAS%20TEACHER%20FORUM


1
TEXAS TEACHER FORUM Dallas, Texas March 3 - 4,
2005
English Language Learners-Opportunity and
Challenge Where Have We Been? Where are We
Going?
2
You Might Be A Teacher IF
3
You want to slap the next person who says, Must
be nice to work 800 320 and have summers free.
4
You Might Be A Teacher IF..
5
You can tell if its a full moon without ever
looking outside.
6
You Might Be A Teacher IF.
7
When out in public you feel the urge to snap your
fingers at children you do not know and correct
their behavior.
8
You Might Be A Teacher IF
9
You laugh uncontrollably when people refer to the
staff room as the lounge.
10
And You Might Be A Teacher IF.
11
Marking all As on report cards would make
your life SO much easier.
12
The Challenge
  • There are 4.5 million ELLs in school nationally.
  • This number represents a 17 growth rate in the
    last decade.
  • There are 660,000 ELLs in Texas public schools.
  • This number represents a 60 growth rate in the
    last decade.
  • About 19 of the US population speaks a language
    other than English at home.

13
The Challenge
  • About 32 of the Texas population speaks a
    language other than English at home.
  • About 42.7 of Texas students are Hispanic.
  • About 40 of Hispanic children under eighteen are
    living in poverty.
  • Less than 25 of ELLs passed the TAKS in 11th
    grade.
  • It takes 5 7 years to acquire academic language
    proficiency in English.
  • It takes 2 3 years to acquire conversational
    fluency in a second language.

14
Guidance (not threats) from the Courts and the
Law What is A Meaningful Education for LM
students?
  • There is no equality of treatment merely by
    providing students with the same facilities,
    textbooks, teachers and curriculum for students
    who do not understand English are effectively
    foreclosed from any meaningful education.
  • Lau v. Nichols (1974), U.S. Supreme Court
  • Plaintiff Chinese-American community in San
    Francisco, CA
  • Programs serving LEP/ELL students must
  • Be based on sound educational theory.
  • Be implemented effectively, with adequate
    resources and personnel
  • Be evaluated and found successful in two areas
    the teaching of language (English and others) and
    in access to the full curriculum (math, social
    studies, science)
  • Castaneda v. Pickard, 1981, U.S. Fifth Circuit
    Court of Appeals
  • Plaintiff Mexican-American community in
    Raymondville, TX

15
Goal Equal Educational Opportunity for all
students as defined by equal results, not only by
intents or inputs. Equal Educational Opportunity
Act, 1974. Goal Addressing a meaningful
education using demonstrably effective programs
that lead to long-term parity, not with
minimalist programs that attempt to just get
by. Thomas and Collier
16
Foreign Languages Offered and Age of Introduction
Country 1st Foreign Language Starting Age Additional Languages
Australia French 6 German, Greek, Italian, Japanese
Austria English 6 French, Italian
Czech Republic English and German 9 French, Russian, Spanish
Finland English or other 9 Swedish, Finnish, German, French, Russian, Spanish, Italian
Germany English or other 8 French, Spanish, Russian, Italian, Turkish
Italy English 8 French, German, Spanish, Russian
Luxembourg German and French 6 or 7 English, Italian, Spanish
Spain English 8 French, German, Italian, Portuguese
Thailand English 6 French, German, Chinese, Japanese, Arabic
United States Spanish 14 French, German Japanese
17
(No Transcript)
18
(No Transcript)
19
(No Transcript)
20
IN TRESPASS TO TRY TITLE TO TRACT OF LAND
WHERE THE STATE IN ORDER TO ESTABLISH THAT TRACT
HAS A VACANCY IN PUBLIC DOMAIN ATTACKED VALIDITY
OF A CORRECTED PATENT GRANTED TO DEFENDANTS
PREDECESSOR. COURT OF CIVIL APPEALS BY
REVERSING JUDGMENT OF TRIAL COURT IN FAVOR OF
STATE HOLDING CORRECTED PATENT VOID, AND BY
DENYING RECOVERY TO STATE, DIRECTLY UPHELD
EXISTENCE OR CORRECTED PATENT SO AS TO PRECLUDE
STATE BECAUSE OF STARE DECISIS, FROM THEREAFTER
CHALLENGING VALIDITY OF CORRECTED PATENT AGAINS
SAME DEFENDANTS. ALEXANDER v. STANOLIND OIL
GAS CO. (CIV.APP.1917) 192 S. W. 781, REF. N.
R. E.
21
(No Transcript)
22
(No Transcript)
23
Read the paragraph below and answer the questions
that follow.
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 ten more overs, the
Australians were dismissed. Four were dismissed
by dangerous running between 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 the English. Were you able to
understand the paragraph? Could you explain it to
someone else? If not, what would help you to
understand it better?
24
(No Transcript)
25
(No Transcript)
26
Stages of Language Acquisition and Development in
the Child
Vocabulary Estimates of Vocabulary 1
year 3 words 2 years 272 words 3
years 896 words 4 years 1540 words 5
years 2072 words 6 years 2562 words By first
grade a child could possibly have an active
vocabulary of 5099 different words. Sentence
Length 18 months Usually 1 word length 28
months 2 3 words length 3.5
years Complete sentences averaging about 4
words in length, although capable of
producing occasional sentences that are 20
30 words. 5 6 years -The average sentence
is about 5 words in length. 9.5 years -The
oral sentence is about 6 7 words, with an
average written length of 11 words 15
years -About 17 words Adult -About 20
words
27
Levels of Language Acquistion
  • Pre-Production
  • Early Production
  • Speech Emergence
  • Intermediate Fluency
  • Advanced Fluency

28
Literacy Development Instructional Sequence
Intermediate Abilities
Emergent Literacy
Early Literacy
Preparation to Literacy
29
Language Proficiency
SUP MODEL
CUP MODEL
Separate Underlying Proficiency
Common Underlying Proficiency
From Cummins, 1981
30
(No Transcript)
31
(No Transcript)
32
FIGURE 1-A Working Model for Creative
Construction in L2 Acquisition
Internal Processing
Age
Personality
Motivation Attitude
Learners Verbal Performance
Language Environment
Monitor
Organizer
Filter
Access to language
First Language
33
Cognitively Undemanding Communication
1st Quadrant
2nd Quadrant
Art, music, P.E., Face to Face conversation,
Visual clues, Simple directions
Telephone conversations, Written descriptions,
Graphic organizers,
Context Embedded Communication
Context Reduced Communication
3rd Quadrant
4th Quadrant
Reading a textbook, Explanation of abstract
concepts, Lectures with few illustrations, Writing
Demonstrations, Hands on learning, Social
Studies projects, Science experiments
Cognitively Demanding Communication
34
When you know Then you dont know When you
know You dont know Then you KNOW
35
Program Models for English Language Learners
36
Immersion
No instructional support is provided by a trained
specialist. This is NOT a program model, since it
is in non-compliance with federal standards as a
result of the Supreme Court decision in Lau vs.
Nichols.
37
English as a Second Language (ESL) or English to
Speakers of Other Languages (ESOL) Instruction
with no instruction through the majority language.
  • Elementary Education
  • Structured immersion Taught by a bilingual
    teacher in a self contained classroom, but all
    instruction is conducted through English (all
    day).
  • ESL or ESOL self-contained taught through
    academic content (all day)
  • ESL or ESOL pullout (from 30 min. to half-day)

38
English as a Second Language (ESL) or English to
Speakers of Other Languages (ESOL) contd
  • Secondary Education
  • ESL or ESOL taught through academic content or
    sheltered English
  • ESL or ESOL taught as a subject

39
Transitional Bilingual Programs Academic
instruction through each language depending on
the language needs of the students, with gradual
transition to all majority language in
approximately 2 3 years.
40
Maintenance Bilingual Programs Academic
instruction half a day through each language.
  • For grades K 5 or 6 Ideally, this type of
    program was planned for Grades K 12, but has
    rarely been implemented beyond elementary level
    in U.S.

41
Bilingual Immersion Programs
Academic instruction through L1 and L2 for Grades
K 12. Originally developed for language
minority students in Canada often used as the
model for two-way bilingual education in the U.S.
42
Two-way Immersion and One-Way Immersion are also
dual language programs.
43
The 50 50 Model (in Canada called partial
immersion)
  • Grades K 5 or 6 Academic instruction half a
    day
  • through each
    language.
  • Grades 6 0r 7 -12 60 of academic instruction
  • through majority
    language and
  • 40 through
    minority language.

44
The 90 10 Model (in Canada, referred to as
early total immersion)
  • Grades K 1 All or 90 of academic instruction
    through minority

    language
  • Grade 2 One hour of academic instruction
    through majority language added.
  • Grade 3 Two hours of academic instruction
    through majority language added.
  • Grades 4-5 or 6 Academic instruction half a day
    through each language.
  • Grades 6 or 7-12 60 of academic instruction
    through majority language and 40
    through minority language.

45
(No Transcript)
46
(No Transcript)
47
An Overview of the Texas Successful Schools
Studyas Conducted by the Texas Education
AgencyFebruary 2000
  • Study was conducted pursuant to a recommendation
    made in A Report to the 75th Texas Legislature
    from the Texas Education AgencyDecember 1996 and
    as part of the Commissioners Educational
    Research Initiative for 1998-99. The study
    started in March 1998.
  • Texas AM UniversityCorpus Christi provided the
    research support for the study.
  • Purpose of the study was to profile the programs,
    policies and instructional practices of
    successful schools.
  • Seven Schools were Selected from a group of 26
    Title I recognized schools in Texas with a high
    incidence of educationally disadvantaged
    students, a high incidence of LEP students, zero
    LEP exemptions on the state assessment (TAAS) and
    a rating of the Recognized or Exemplary on
    the Texas accountability system in May, 1997.

Contact Person Oscar M. Cardenas, Principal
Investigator at (512) 463-9714 ocardena_at_tmail.tea.
state.tx.us. The Study should be available for
public consumption at the Texas Education
Agencys web site at www.tea.state.tx.us/program.e
val/sss.html by mid-March, 2000.
48
TEA Accountability Ratings for Successful
Schools Study
Campus 1995 1996 1997 1998 1999
Castaneda Recognized Recognized Recognized Exemplary Recognized
La Encantada Recognized Recognized Recognized Exemplary Recognized
Campestre Recognized Exemplary Exemplary Recognized Recognized
Kelly Recognized Recognized Recognized Exemplary Exemplary
Bowie Acceptable Recognized Exemplary Exemplary Exemplary
Clover Acceptable Recognized Recognized Exemplary Exemplary
Scott Exemplary Exemplary Exemplary Exemplary Exemplary
49
Multiple Sources of Data
Campus Student TAAS Data
Interviews
Outcomes
AEIS Campus Reports
Surveys
Site Visits
50
PROGRAM CHARACTERISTICS
  1. Instructional leadership at both the campus and
    district levels.
  2. Use of L1 and L2 in instruction-equal prestige of
    both languages.
  3. No early exit from bilingual programs.
  4. Literacy rich environments in both languages.
  5. Balanced Literacy approaches.
  6. Staff development focused on second language
    learners.
  7. Vertical/horizontal team planning.
  8. Thematic unit instruction with TAAS objectives
    and TEKS imbedded.
  9. Social Capitol John Coleman-students felt
    valued and respected.
  10. Extensive parental involvement.
  11. Culture infused throughout the curriculum through
    fine arts, literature, and social studies.

51
PROGRAM CHARACTERISTICS (Continued)
  1. Continuous monitoring and assessment of language
    and academic growth with benchmarks.
  2. Technology for support/tutoring.
  3. Culture infused throughout the curriculum through
    fine arts, literature, and social studies.
  4. After school enrichment programs/tutoring.
  5. Certified teachers and administrators.
  6. Grouping for instruction.
  7. Montessori methodology in Early Childhood.
  8. Manipulatives and hands on teaching.
  9. Sustained silent reading.
  10. Strong ESL methodologies.

Contact Person Oscar M. Cardenas, Principal
Investigator at (512) 463-9714 ocardena_at_tmail.tea.
state.tx.us. The Study should be available for
public consumption at the Texas Education
Agencys web site at www.tea.state.tx.us/program.e
val/sss.html by mid-March, 2000.
52
PROMISING PROGRAMS IN SECONDARY LANGUAGE MINORITY
EDUCATION(_at_ W.P. Thomas V. P. Collier, 1995)
For students entering U.S. schools at secondary
level, when first language support cannot be
provided, the following program characteristics
make a significant difference
  • Second language taught through academic content
  • Conscious focus on teaching learning strategies
    needed to develop thinking skills and
    problem-solving
  • Activation of students prior knowledge
  • Respect for students home language and culture
  • Cooperative learning
  • Interactive, discovery learning
  • Intense, meaningful cognitive/academic
    development
  • Ongoing assessment using multiple measures

An example of this type of program is CALLA The
Cognitive Academic Language Learning Approach
53
SIOP(Sheltered Instruction Observation
Protocol)A Model of Sheltered
Instruction(Short, Echevarria, 2002)
  • Identify the language demands of the content
    course.
  • Plan language objectives for all lessons and make
    them explicit to students.
  • Emphasize academic vocabulary development.
  • Activate and strengthen background knowledge.
  • Promote oral interaction and extended academic
    talk.
  • Review vocabulary and content concepts.
  • Give students feedback on language use in class.

54
Are these correct?
9 1 10 7 3 10 7 6 1 8 6 2 12 4
4 1 5 6
55
(No Transcript)
56
(No Transcript)
57
(No Transcript)
58
(No Transcript)
59
(No Transcript)
60
(No Transcript)
61
(No Transcript)
62
(No Transcript)
63
(No Transcript)
64
(No Transcript)
65
(No Transcript)
66
(No Transcript)
67
(No Transcript)
68
(No Transcript)
69
(No Transcript)
70
(No Transcript)
71
(No Transcript)
72
(No Transcript)
73
(No Transcript)
74
ONE
As the soot and dirt and ash rained down, We
became one color. As we carried each other down
the stairs of the burning building We became one
class. As we lit candles of waiting and hope We
became one generation. As the firefighters and
police officers fought their way into the
inferno We became one gender. As we fell to our
knees in prayer for strength, We became one
faith. As we whispered or shouted words of
encouragement, We spoke one language. As we gave
our blood in lines a mile long, We became one
body. As we mourned together the great loss We
became one family. As we cried tears of grief and
loss We became one soul. As we retell with pride
of the sacrifice of heroes We become one people.
75
We are One color One class One generation One
gender One faith One language One body One
family One soul One people We are The Power of
One. We are United We are America.
Ed Jody Lippincott
76
Dr. Frank Lucido, Director Institute for Second
Language Achievement flucido_at_falcon.tamucc.edu htt
p//ell.tamucc.edu (ISLA website) Extension
Centers at Texas AM College Station Texas AM
Commerce Texas AM International
Laredo Texas AM - Kingsville
About PowerShow.com