Francesco L. Fratto Director of LOTE & ESL
Half Hollow Hills: The languages that are spoken by our ELLs
Arabic Bengali Bosnian Chinese Haitian Creole Hindi Japanese Korean Polish Telugu Urdu Uzbek
Russian Spanish Ashanti/Twi Farsi Gujarati Italian Malayalam Pashto Sinhala Turkish Tagalog
The Many Faces of ELLs
Second Language Acquisition Quiz 1. According to research, students in ESL-only programs, with no schooling in their native language, take 7-10 years to reach grade level norms.
Second Language Acquisition Quiz 2. Second language learners will acquire academic English faster if their parents speak English at home.
Second Language Acquisition Quiz 3. Cognitive and academic development in native language has an important and positive effect on second language acquisition.
Second Language Acquisition Quiz 4. Older generations of immigrants learned without all the special language programs that immigrant children receive now. It was "sink or swim" and they did just fine!
Terms to Know ELL: English Language Learner 9 ESL: English as a Second Language 9 LEP: Limited English Proficiency 9 ESOL: English to Speakers of Other Languages 9 NYSESLAT: New York State English as a Second Language Achievement Test 9 L1: First or Home Language 9 L2: Second Language/English Language 9 HLQ: Home Language Questionnaire 9
New York State LEP Identification Process 1. SCREENING Enrollment: Administer Home Language Questionnaire 2. INITIAL ASSESSMENT Administer Language Assessment Battery Revised (LAB-R) 3. PROGRAM PLACEMENT Place student in bilingual education or freestanding ESL Program. 4. ANNUAL ASSESSMENT *ELA and NYSESLAT
State Assessments I. NYSESLAT II. State Tests Grades 3- 8 (ELA, Math, Science, Social Studies) III. NYS Regents Exams IV. Testing Accommodations
He/She speaks Englishâ€Ś.. BICS: Basic Interpersonal Communication Skills (English used at the store, with friends, etc.) CALP: Cognitive Academic Language Proficiency (Academic English required in the classroom to discuss concepts such as democracy , species classification, etc.)
Types of ELLs I. Student is not literate Interrupted schooling
II. Student is literate Below grade level III. Student on or above grade level
Level of Proficiency I. Beginner II. Intermediate III. Advanced IV. Transitional
Four Levels of Second Language Acquisition Stage 1: Pre-Production:
500 word receptive vocabulary
Listen Draw Move Choose Point Select Mime Act Out
Minimal Comprehension No verbal production
Four Levels of Second Language Acquisition Stage II: Early Production
1000 Word active/receptive vocabulary
Name Group Compare Categorize Answer Label Respond Tell/Say
Limited Comprehension One/Two word responses
Four Levels of Second Language Acquisition Stage III: Early Production
3000 Word active/receptive Recall vocabulary Define Explain Increased comprehension Choose Compare Simple sentences Restate Retell Some basic errors in speech
Summarize Describe Role-Play Contrast
Four Levels of Second Language Acquisition Stage IV: Intermediate Fluency
6000 word active/receptive vocabulary
Analyze Create Defend Debate Answer List Categorize
Very good comprehension More complex structures Fewer Errors in speech
Tell/Say Predict Hypothesize
Comprehensible Input (i + 1) Prior knowledge Vocabulary L2 Noise
Techniques / Strategies Wait time: 15-20 seconds Visuals, graphic organizers and pictures Repeat and rephrase 5-8 most important vocabulary of the lesson Focus on 2-3 key concepts of a lesson Electronic dictionaries Demonstrate knowledge in different ways
Techniques / Strategies Outline of the lesson – key concepts Notes Print Instructions Concrete language and questions Simplify questions Accommodations First draft in native tongue
Work and Assessment Shorten length of writing assignment Eliminate a few multiple choice questions Beginners: graphic organizers in lieu of a writing piece Extra time Provide word bank Create a simplified language version
What You Can Expect to See.. Students correcting grammatical errors during daily oral language practice exercises Students reading and having discussions about: main idea, drawing conclusions, making predictions and inferences, character analysis and story elements Students feeling comfortable and safe so that they may take risks and participate Students having fun and learning English!
A Happy ESL Teacher
Final Thoughts….. Culture of your student Learn a few words Build background! View your students as bilingual/bicultural and not LEP Collaborate/Conference with your building ESL teacher.