districts with multiple languages: facilitated discussion to explore special interest group...
TRANSCRIPT
Districts with Multiple Languages: Facilitated Discussion to Explore Special Interest Group Formation
Ellen Kaje, Ph.D., Heidi LaMare, Sue Moeller, Bonnie English
WABE - SIG
Bellevue School District – Heidi LaMareNorthshore School District – Sue MoellerSeatt le School District – Bonnie EnglishShoreline School District – Ellen Kaje
Panel Discussion – CurrentMultilingual Programs
89 Languages1770 ELL students
19649 Total district population
Bellevue
501
252
16198
92
660
501 Spanish 252 Chinese
161 Korean 98 Russian
92 Vietnamese 660 Other
4 Schools off ering Dual Language3 Spanish1 Mandarin
All Elementary/Secondary schools have Certificated ELL Facilitators
3 Middle Schools have sheltered instruction
2 High Schools have sheltered instruction
Bellevue
All Title and LAP Schools have had GLAD Training
5 year plan for implementation of GLAD within district
SIOP at Middle and HighDistrict wide cultural competence
implementationELL Facilitator training with
Collaborati on and Co-Teaching: Strategies for English Learners (Honigsfeld and Dove)
Bellevue
Parent Groups:ELL Advisory Committ eePAAC – Parents Action and Advisory
CouncilImpulso Escolar Latino de Bellevue
Bellevue
ELL students–1006, Total populati on–19,737
Northshore
CC CS FL KO MH SV WH AH KE LW MO SV WM BC CL ER HH KO SR WE WOBothell Feeder Pattern Inglemoor Feeder Pattern Woodinville Feeder Pattern
020406080
100120140
39
79
3016
45
8
3526
117
2437
24
113
8 112
19 2710
20
92
BHS
CJH
SJH CC CS FL FW KO MH SV WH
IHS
KJH
NJH AH KE LW MO SV
WM
WHS LJH
TJH BC CL ER HH KO SR WE
WO
Bothell Feeder Pattern Inglemoor Feeder Pattern Woodinville Feeder Pattern
0
5
10
15
20
25
Languages Spoken – 58 totalThe six languages below account for almost 80% of all ELL students in the district. Spanish alone consti tutes the language spoken by 55% of the ELL students.
Northshore
56%
6%
5%
5%
3%
2%
21%
Spanish Chinese
Russian Korean
Vietnamese Japanese
Other
Sheltered Instructi on; Dual LanguageGLAD; SIOP; Fisher and FreyResearch – Collier & Thomas,
Cummins; Hakuta; Wong-Filmore:Piaget; Vygotsky; Bandura; Wood,
Burner and Ross
Northshore
Seattle’s Program ModelsSecondarySBOC / World SchoolProficiency Model / Collaboration
ElementaryEBOCAligned Sheltered InstructionCollaborative ModelELD Instruction vs. ELD Support
Reevaluating Our Current Elementary Models: ELD Instruction
ELD Instruction ELD SupportGoal: Develop a solid English language foundation needed to fully engage in academic situations Purpose: Teach language necessary to move from one proficiency level to the next
To ensure students have access to classroom instruction and content.
1) Uses a scope and sequence of language forms by proficiency level (and grade level). Introducing higher levels of academic language2) Alignment to core content (literacy, science, social studies, genre, etc.) to ensure students learn the language of the content. 3) Connections to schema, cultural experiences, building background, introducing vocabulary (GLAD Strategies)4) Textual analysis to understand more complex forms of academic language (grades and proficiency levels TBD)5) Oral language practice of language forms6) Phonics/Pronunciation? (intervention grades 3+)
1) Frontloading / Review of classroom teaching/content2) Making classroom instruction/content more comprehensible (GLAD strategies)3) Phonics: core curriculum grades K-2
Seattle’s Professional Development
•Mainstream Teachers•SCALE UP 100, 200 series•Building based PD (6 district
coaches)•ELD Teachers
•SCALE UP 200 Series•ELD Inquiry Meetings
•Instructional Assistants•SCALE UP 100•Bi-Annual full day PD
•Principals•Summer Leadership Institute
•Collaborative Schools•Week-long Collaborative Institute
Scaffolding Content and Academic Language in
English Using Proficiency
Levels
Cultural Connections /
SchemaRigorous
Standards-Based
Instruction
Meaningful Interaction
Academic Language
Research
Susana Dutro: EL Achieve
Creese, A. (2005a). Is this content-based language teaching? Linguistics and Education, 16, 188-204.
B. Mohan, C. Leung and C. Davison (Eds.), English as a Second Language in the Mainstream: Teaching, Learning and Identity. Boston: Pearson. deJong, E.J. & Harper, C.A. (2005). Preparing mainstream teachers for English language learners: Is being a good teacher good enough? Teacher Education Quarterly, 32(2), 101-124.
Dalton, S.D. (1998) Pedagogy Matters: Standards for Effective Teaching Practice.
Valencia, S., Stritikus, T. & Magarati, R. M. (2007). Caught in the middle: Policy and practice contexts for the education of English language learners in Washington state. Olympia, WA: Office of the Superintendent of Public Instruction.
Parent organizations• Family and Community Partnerships• School Based Family Engagement
Acti on Teams• Family Symposium
Community organizati ons• Coaliti on for Refugees from Burma• East African Community Services• Horn of Africa Services• Refugee Women’s Alliance• Somali Community Services of Seatt le.
Seattle
76 Languages (51 in ELL)600 ELL students8700 Total district population
6% ELL18% Speak another language at home
Shoreline
Elementary ELL5 schools with ELL (1.0 cert, para ti me)Spanish literacy aft er school Extended Day Kindergarten (EDK)GLAD training
Secondary ELLBoth MS, both HS with ELLELL classes and SIOP classesNati ve language autobiography projectSIOP training
Shoreline
ResearchEchevarria, Vogt and Short (SIOP),Dalton (5 practi ces), Dutro (lang dev), Gibbons (oral lang dev in classes), Biemiller & Boote, Beck & McKeown(interacti ve read-alouds)
Shoreline
Parent LiaisonsParent Academic Liaison (Title
I/LAP/Title III) – Korean/EnglishImmigrant Family Liaison (Title III) –
Spanish/English
Community PartnershipsCenter for Human Services, YMCA, city
Shoreline