English teaching strategies
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This document provides an overview of best practices for teaching English learners. It discusses 5 targets of a workshop on English language development, including foundational concepts, universal access through differentiated instruction, research findings, vocabulary strategies, and scaffolding content. Key terms are defined, such as EL, ELD, BICS, CALP. Research findings emphasize the benefits of bilingual education, strong home language skills, and interactive instruction. Effective strategies for teaching vocabulary and scaffolding content include using visuals, KWL charts, think-pair-share, and summarization. Overall, the document stresses the importance of differentiated instruction and scaffolding to provide English learners with universal access to content.
English teaching strategies
- 1. Tailoring Best Practices to Teach English Learners Idaho State Board of Education © 2006 Facilitator: Rachel Lagunoff Sr. Research Associate, WestEd Rlaguno@wested.org
- 2. Workshop Targets 1. Foundational concepts of English language development 2. Universal Access – right of every student to learn; requires differentiated instruction • ELD levels 3. Research findings on educating ELs 4. Effective strategies to teach vocabulary 5. Effective scaffolding strategies to teach subject area content
- 3. KWL Chart What We KNOW What we WANT to know
- 4. Key Terms • EL = English learner whose native language is not English • LEP = Limited English Proficient – English learners receiving services • L2 = second (another) language learned • L1 = “home language,” first language learned • ELD = English Language Development • SIOP = Sheltered Instruction Observation Protocol • SDAIE = Specially Designed Academic Instruction in English – Strategies that help ELs comprehend subject content
- 5. BICS & CALP • BICS = Basic Interpersonal Communication Skills – Informal, social conversation – Up to 3 years for full competency • CALP = Cognitive Academic Language Proficiency – Discourse to learn/communicate in a discipline – 5-7 years for competency • Misconception – ELs have a language deficit • Misconception – BICS must be developed before CALP X X
- 6. L1-L2, BICS-CALP, Situations L1 L2 Friend friend Child parent Student teacher Child adult Student student Oral Literacy Frame of Reference BICS Student text CALP
- 7. Academic Language The discourse used in academic, professional and technical contexts that is characterized by its high level and often discipline-specific vocabulary and rhetorical styles. - Mary Schleppegrell
- 8. Students’ Academic Language (Guadalupe Valdés) 1. Language valued at school 2. Understand explanations (E) & presentations (P) of – classroom/school rules, routines, procedures – subject matter information 3. Ask and answer questions about E & P 4. Understand & participate in class discussions
- 9. Academic Language 5. Understand texts and materials 6. Complete projects & written assignments based on E and text materials 7. Demonstrate learning through – Oral presentations – Written examinations
- 10. ISBOE & LEP Program • 18,000 LEP May 2006 from > 90 countries; refugees & immigrants – 80% Hispanic, 31% migrant • Projected increase of 2,000 each year • ELD standards adopted August 2006 • IELA under construction • Information, resources – http://www.boardofed.idaho.gov/lep
- 11. Training & Keeping High Quality Teachers • Half of all teachers leave the profession within 5 years • Two reasons teachers give for leaving: – Isolation from colleagues – Discouragement - initial excitement followed by frustration • It takes 5-7 years for a novice teacher to reach expert level as a professional teacher
- 12. Immigrant Acculturation • Read The Acculturation Process that applies to immigrants and refugees – Acculturation = integrating new and old cultures • New teachers and English learners both must adjust to the school culture – attitudes, beliefs, behaviors, language, relationships… • Compare and contrast your acculturation as a teacher and that of your English learners.
- 13. Teacher & Immigrant Student Acculturation Think-Pair-Share • Think: about your personal experiences - 1 minute • Pair: share with 1 person next to you – 2-3 minutes • Share: table group create a double bubble poster – feelings, issues, factors
- 14. Double Bubble: Compare & Contrast Acculturation of Teachers & ELs Teacher Student sameunique unique
- 15. THEME: Universal Access to All Core Content Areas & Standards Diverse Learners Diverse ways to learn and show what they learned
- 16. There is nothing as unequal as the equal treatment of unequals Oliver Wendell Holmes U.S. Supreme Court Justice Unequal = diverse learners
- 17. Universal Access is about Comprehensible Input People acquire language when they receive oral & written messages they understand -Krashen i + 1 input plus Hands-on activities Meaningful & challenging Visuals & realia Low affective filter Interactive communication Adapted from San Joaquin COE, CA
- 18. 5 ELD Levels • 5 levels K-12 that reflect major steps in learning English as a second language • Idaho’s labels for 5 levels: – Fluent – Early Fluent – Intermediate – Advanced Beginning – Beginning
- 19. ELD Standards LA & Content Standards Early Fluent Intermediate Advanced Beginning Beginning Fluent
- 20. 8 Tips to Teaching ELs 1. Maintain routines for directions 2. Modify speech – Add gestures & visual images – Avoid or teach idioms – Highlight key words/phrases/terms 3. Connect to students’ knowledge, lives & interests – Activate prior knowledge
- 21. 8 Tips to Teaching ELs 4. Identify & teach key words new to ELs 5. Repeat, rephrase key ideas 6. Use Corrective Feedback to clarify meaning, model English grammar
- 22. 8 Tips to Teaching ELs 7. Modify the use of the textbook • Select most important parts of text • Read text aloud, think aloud; small groups read • Read text as culminating activity • Alternative: texts at different readability levels • Brief text with illustrations/pictures
- 23. 8 Tips to Teaching ELs 8. Check for understanding frequently – NOT “Do you understand?” – Have students demonstrate understanding Adapted from NWREL: Strategies & Resources for Mainstream Teachers of English Language Learners, 2003
- 24. Variation among English Learners • Background: prior formal education, 1st language similarity to English, parental support/motivation, trauma before and now • Culture: gender roles, beliefs, ways of thinking
- 25. Variation among English Learners • Personal: aspirations, personality, resiliency, interests, learning modalities, special education disabilities • School Experiences: respect for child & parents & culture, caring environment, high expectations, quality of classroom instruction, quality of school program
- 26. Research Findings • Educating English Language Learners: A Synthesis of Research Evidence • Fred Genesee, K. Lindhom-Leary, W. Saunders, & D. Christian • Cambridge University Press, 2006
- 27. Research: Academic Achievement 1. Bilingually educated students (late exit, 2-way) as successful or more so than their comparison peers; time learning L1 does not deter L2 2. Immigrant ELs with strong formal schooling in home country more likely to close gap with non-EL students 3. ELs in hodgepodge of programs or no intervention perform at lowest levels & have highest drop-out rates pp. 200-204
- 28. Research: Oral Language 1. Academic use of language from the start • ELs at beginning level in 1st grade can articulate word meanings (simple associations & definitions) 2. Exposure to English speakers is not as important as use of exposure & interactions – Design of interactive activities, training of non-ELs, language proficiency of ELs 3. Use of English in school more important than outside, not impeded by L1 development/use pp. 39-41
- 29. Research: Literacy 1. ELs use L1 to draw on prior knowledge & experience, regardless of L2 proficiency, during L2 literacy task 2. L1 literacy contributes to L2 literacy development • ELs with well-developed L1 literacy progress more quickly & successfully pp. 82-83
- 30. Research: Instruction on Reading & Writing 1. Most effective when direct and interactive instruction are combined 2. ELs more likely to succeed at English literacy if they have had enriched L1 or L2 literacy skills prior to school entry pp. 139-143
- 31. Interactive Instruction • Authentic, meaningful activities • Orally sharing thoughts & reflections with others • Carefully planned, modeled, guided, monitored • With teacher, among students pp. 139-143
- 32. 3 Modes of Instruction • Teacher-directed – directs instruction to whole class; teacher- student interactions • Teacher-assisted – guides whole class discussion; student- student and teacher-student interactions • Peer-assisted – monitors small group conversations; student-student interactions
- 33. Reflection: Research Findings • Reflect on 1 topic: – Academic achievement – Oral language – Literacy – Instruction on reading/writing • Why did the findings surprise you or not? • How have or will you apply these findings in your classroom/school/district?
- 34. Heads Together For your assigned topic: 1. Identify a recorder/reporter and a facilitator/timekeeper 2. Lean toward table center 3. Discuss 2 questions 1. Findings surprise you or not? 2. How have you/will you apply at your site? 4. Sit back to signify end of discussion 5. Table reporters share whole group
- 35. 6 Steps for Teaching Vocabulary 1. Identify key words for all students 2. Identify key words for ELs 3. Select highest priority words 4. Choose up to 10 words for day’s lesson 5. Build from informal to formal understanding 6. Plan many opportunities to apply
- 36. Vocabulary Tools • Word wall, glossary - enhanced • Sentence frames • Concept organizer • Word form chart • Vocabulary self-rating form
- 37. Constructive Learning: Building Vocabulary • Select a text, identify key words • Select tools for teaching words • Adjust to fit ELD levels • Create mini-lesson to show: – Integration of tools – When vocabulary words & reading text introduced • Front-loading vs. during activity – Varied, frequent opportunities to practice
- 38. 4 Instructional Strategies to Scaffold Learning 1. Visuals – graphic organizers 2. KWL+ 3. Think-Pair-Share 4. Summarizing
- 39. Circle Map For Defining in Context
- 40. Tree Map For Classifying and Grouping
- 41. Bubble Map For Describing with Adjectives
- 42. Double Bubble Map For Comparing and Contrasting
- 43. Flow Map For Sequencing and Ordering
- 44. Multi-Flow Map For Analyzing Causes and Effects
- 45. Brace Map For Identifying Part/Whole Relationships
- 46. Bridge Map For Seeing Analogies dad son uncle nephew grandma grandson Tony is
- 47. Constructive Learning: Building Understanding • Blend 4 instructional strategies into a mini-lesson to give ELs universal access to the important concepts in the lesson – Prior vocabulary lesson is part of this whole lesson – Blend tools for vocabulary building with strategies to scaffold learning difficult, complex concepts
- 48. Reflection & Action How might you present PD in your school/district on the two pieces: – Strategies to build academic vocabulary – Strategies to scaffold rigorous concepts so all teachers understand and use strategies to give English learners universal access across subject areas?
- 49. Some Resources • http://www.boardofed.idaho.gov/lep • Making Science Accessible to English Learners: A Guidebook for Teachers (Carr, Sexton, Lagunoff – WestEd) • Classroom Instruction that Works (Marzano et al - ASCD) Differentiated Instruction • The Differentiated Classroom (Carol Ann Tomlinson, www.ascd.org) • So Each May Learn (Silver, Strong, Perini - ASCD) • Differentiated Instructional Strategies (Gregory & Chapman - Corwin) • Educating Everybody’s Children (Cole (Ed.) - ASCD) Graphic Organizers • www.thinkingmaps.com • The Big Book of Reproducible Graphic Organizers (Scholastic) • www.inspiration.com & www.kidspiration.com