The English Language Proficiency Standards ELPS MODULE 3: ELPS and Language Domains

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The English Language Proficiency Standards
(ELPS)MODULE 3 ELPS and Language Domains

• Presented by the Brownsville Independent School
  District Bilingual Department
• Reference Texas Education Agency and Region One
  Education Service Center

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What does it look like?
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Five E.L.P.S. Domains
Learning Strategies
Listening
Writing
ELPS
Speaking
Reading
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Language Acquisition

• Language
• Development
• Social and
• Cultural Processes
• (Collier, 1995)

Academic Development
Cognitive Development
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Social Language vs Academic LanguageActivity One

• Objectives
• Analyze the descriptors of both categories of
  languages
• Identify and articulate the categories that
  compare the social vs academic language
• (Handouts A B)

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Social vs. Academic Language

• Social Language
  Academic Language
• Simpler language (shorter Technical
  vocabulary written material has
• sentences, simpler longer sentences and more
  complex
• vocabulary and grammar) grammar
• Usually face-to-face, small Often
  lecture-style communication
• number of people, informal or reading a
  textbook little situational
• settings context
• Precise understanding is Precise
  understanding and
• seldom required description/explanation is
  required
• higher-order thinking
• Usually simpler, familiar topics New and more
  difficult to understand
• (movies, friends, daily life) topics,
  knowledge is often abstract
• cognitively complex student often has
• less background knowledge to build on
• Get many clues from expressions, gestures Fewer
  clues, most clues are language clues
• social context such as further explanation
• Many opportunities to clarify (look
  puzzled, More difficult to clarify
• ask questions, etc.)

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Handout page 1

• How Teachers Can Support
• ELLs in Their Classrooms
• Share one thing that you learned about
  supporting ELLs that you did not know.

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What Teachers Need to Know About Second Language
Learning
Acquisition-Learning Hypothesis
The Affective Filter Hypothesis
The Input Hypothesis
The Natural Order Hypothesis
The Monitor Hypothesis
S. D. Krashen
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Needs of English Language Learners

• Effective teachers providing
• Affective support
• Cognitive support
• Linguistic support based on language acquisition
  research

• Focused instruction
• Modified texts
• Modified and differentiated instruction
• Opportunities to demonstrate mastery of knowledge
  and skills

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Affective Domain
Confidence
Self-assurance
Instruction Provided in Spanish/ESL to ensure...
Positive home Positive
English cultural identity
cultural identity
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Cognitive Domain
Instruction provided in Spanish/ESL to Ensure
mastery in...
Science Health Math Socia
l Studies
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Linguistic Domain
comprehension
speaking
Instruction provided in Spanish/ESL to
ensure mastery in...
composition
reading
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Handout 2

• What Teachers Need to Know About
• Second Language Learning
• What Teachers Know About ELLs Acquisition of
  Literacy
• Summarize the two pages
• Report your summary to the whole group

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What Teachers Need to Know About Second Language
Learning (cont.)
Cognitively Undemanding
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Developing survival vocabulary Following
demonstrated directions
Engaging in telephone conversations Reading and
writing for personal purposes notes, lists,
sketches, etc.
Context Embedded (Concrete)
Context Reduced (Abstract)
Participating in hands-on science and mathematics
activities Making maps, models, charts, and
graphs Solving math computational problems
Understanding academic presentations without
visuals or demonstrations lectures Solving math
word problems without illustrations Taking
standardized achievement tests
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Cognitively Demanding
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(Cummins, 1981)
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Handout page 3

• What Teachers Need to Know About
• Second Language Learning
• Share an experience when you missed a concept or
  perhaps taught at the 4th quadrant. What could
  you do to re-learn or re-teach?

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What Teachers Need to Know About Second Language
Learning (cont.)
CALP
BICS
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Yellow Handout page 4

• What Teachers Need to Know About
• Second Language Learning
• Share something new and interesting to you.

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BICS vs CALPWhich language do we use more often?
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BICS and CALP GameYellow Handout page 5

• Sample game to move students from BICs to CALP.

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Activities for Beginning ESL Students
Listen to Oral Directions
Language Drills Play Simple Games
Small Group Art and

Music Activities Reading Simple
Developing
Word Banks Directions
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Activities for Intermediate ESL Students
Lessons with Higher level questioning demonst
rations activities and illustrations Making
models, charts, and maps in Social Studies
in small groups Math word problems
Writing short paragraphs with concrete
references using wordbanks Read heavily
illustrated Filling simple forms textbooks
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Activities for Advanced ESL Students
Discussions using higher Oral presentation
activities level questioning Discussions using
higher level questioning Hands-on
Science Activities Reading for
comprehension Multi-purpose composition activities
activities Content explanations with Writing
for publication illustrations
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Key Features of Each Proficiency Level
Listening Speaking Reading Writing

• Beginning Level Little or no ability, uses high
  frequency, routine words in writing, typically
  lists, labels, copies.
• Intermediate Level Limited ability, understands
  and uses short, simple sentences. Uses present
  tense.
• Advanced Level Typically have grasp of basic
  verbs, tenses, grammar features and sentence
  patterns/ partial grasp of more complex verbs,
  tenses, grammar features and sentence patterns,
  needs support
• Advanced High Level Ability, with minimal
  support very close to native English speaking
  peers

Source TEA Assessment Division
http//www.tea.state.tx.us/studen.assesment/admin/
rpte/Training_on_the_2_12_PLDs_Sp_08_final.ppt
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Academic Listening Sample

• Good morning, class. Today we are going to study
  something brand new. Its difficult, so Im going
  to need everyones undivided attention. Open
  your books to page one hundred seventy-two. At
  the top of the page is the word net. Todays
  lesson is about net. As it says in the definition
  in your book, in math, net is a two-dimensional
  model. The net of a cylinder is shown in your
  textbook. Does everyone see the rectangle and two
  circles? Thats the net of the cylinder.
• What Might a Beginning Listener Understand?

TEA Assessment Division
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Academic Listening Sample

• Good morning Today Open your books to page
  one top page Todays book math two
  book rectangle two circles
• Beginning level

TEA Assessment Division
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Academic Listening Sample

• Good morning, class. Today we are going to study
  Its difficult going to need everyones
  Open your books to page one hundred top of the
  page Todays lesson your book, in math two
  cylinder book rectangle and two circles
  cylinder.
• Intermediate level

TEA Assessment Division
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Academic Listening Sample

• Good morning, class. Today we are going to study
  something new. Its difficult, so Im going to
  need everyones Open your books to page one
  hundred seventy-two. At the top of the page is
  the word Todays lesson is definition in your
  book, in math, net is a two a cylinder is in
  your textbook. Does everyone see the rectangle
  and two circles? cylinder.

Advanced level
TEA Assessment Division
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Academic Listening Sample

• Good morning, class. Today we are going to study
  something brand new. Its difficult, so Im going
  to need everyones undivided attention. Open your
  books to page one hundred seventy-two. At the top
  of the page is the word net. Todays lesson is
  about net. As it says in the definition in your
  book, in math, net is a two-dimensional model.
  The net of a cylinder is shown in your textbook.
  Does everyone see the rectangle and two circles?
  Thats the net of the cylinder.

Advanced High level
TEA Assessment Division
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Questions?http//www.bisd.us/Bilingual_Education/

• CONTACT INFORMATION
• Bilingual Director
• Maria V. Gonzales 548-8271
• Bilingual Specialist.
• Flor Robinson 698-3196
• ESL Counselor
• Elizabeth Llongueras 698-1081
• Lead Teachers
• Maricela Camarillo 698-3195 Cynthia
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  Martinez 698-1327
• Josie Pineda 698-1328 Dr.
  Paty Quesada 698-0081
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• Lead Tester
• Lucy Escamilla 698-1321