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EC-4 Bilingual - Phil Pérez 1 TExES Bilingual TExES Bilingual Education EC-4 Education EC-4 Presented by : Felipe Perez Alternative South Texas Educator Program A-Step.org

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EC-4 Bilingual - Phil Pérez1

TExES Bilingual TExES Bilingual Education EC-4Education EC-4

Presented by : Felipe Perez

Alternative South Texas Educator Program

A-Step.org

EC-4 Bilingual - Phil Pérez2

Test Framework for Field 103: Test Framework for Field 103:

Number of Domains – 6Number of Competencies – 31Number of questions – 180Number of questions that count – 160Time allowed to take the exam – 5 hours

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DomainsDomains

Bilingual EducationEnglish Language Arts and ReadingMathematicsSocial StudiesScienceFine Arts, Health, and Physical Education

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Overview Overview

Passing Scaled Score – 240Your Goal – 75% Accuracy

Fine Arts

Health

Other

Math 9.5%

Science. 9.5%

P.E.

Lang. Arts 25%

Soc. Stud 9.5

Bi-Ed. 37.5%

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VocabularyVocabulary

Handout 1Define the terms as used in Bilingual

Education (BE)Use your own abbreviated definitionsMake notes to study before the test

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Historical Background of B.E.Historical Background of B.E.

Immigrants set up own schools between 1800 – 1900’s. First school 1840 by Germans in Cincinnati

Before and during WWI (early 1900’s) bilingualism was replaced with nationalism

Bilingual Education begins to disappear and nationalism meant speaking one language “English”

Until 1960s bilingual education was rare and not very popular.

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Public School Bilingual Public School Bilingual Education is bornEducation is born 1959 Cuban

immigrate to Florida The Cuban

community forms a public bilingual education school

Coral Way school is the first public school to offer bilingual education

Johnson’s War on Poverty opens the way for B.E. in public schools

Civil Rights allows people to use their native in the classroom

Federal legislation moves toward B.E.

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Federal LegislationFederal Legislation

1964 – Civil Rights Act people cannot be discriminated because of origin, Language or religion

1968 – Bilingual Education Act (BEA) provides for LEP students

1974 – BEA reauthorized by congress1978 – BEA amended, transitional B.E.

and participation of non-LEP students

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Federal Legislation (continued)Federal Legislation (continued)

1984 BEA allows maintenance models and encourages family involvement and teacher training

1988 BEA gives more funding to states and offer alternative programs -ESL

1994 BEA is rewritten to reflect current research (professional development, language maintenance programs, foreign language instruction and continued research/evaluation)

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State LegislationState Legislation

1967 California BEA1971 Massachusetts passes mandate for

B.E.1974 Texas and California pass mandates

for B.E. (after Lau v. Nichols). Other states follow

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Relevant Court CasesRelevant Court Cases

1923 Meyer v Nebraska – prohibition of L1 1954 Brown v BOE Supreme Ct rules “school segregation illegal”1971 U.S. v Texas - mandates some form of B.E.1974 Lau v Nichols –schools receiving Fed. Funds must provide B.E. or ESL for LEP > 20

1974 Aspira v BOE – NY (settled out of court) to provide testing, instruction and identification of LEP

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Relevant Court Cases (cont’d)Relevant Court Cases (cont’d)

1974 Serna v Portales – students have right to B.E. and created native language (L1) instruction1975-78 Desegregation and equal opportunity cases

1981 Cataneda v Pickard – schools must begin programs to help LEP achieve academically1982 Plyer v Doe – 14th amendment undocumented immigrants have a right to free public education1983 Keyes v School District #1 – Denver schools had inadequate plan for language minority students

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Bilingual Education in CanadaBilingual Education in Canada

The Canadian model (mid 1960’s)– An experiment in immersion– Native English speakers learn content areas in

French– 2nd language has to be valued by students and

parents– Results have been very positive

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Types of immersionTypes of immersion (learning in L2) (learning in L2)Total immersion (100%) Partial immersion (40%-60%)Early total immersion (K-2)Late immersion (secondary school)Delayed immersion (4th or 5th)Double immersion (2 other valued

languages)

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LPAC and LEP (handout #2)LPAC and LEP (handout #2)

BICS –Basic Interpersonal Communications Skills

CALP – Cognitive Academic Language Proficiency.

ESL – English as a Second Language LPAC – Language Proficiency

Assessment Committee

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LPAC and LEP continuedLPAC and LEP continued

Home language survey- a survey to new students and returning students to determine the child’s home language. – What language is spoken at home most of the

time?– What language do you (or your child) speak

most of the time?LEP – Limited English Proficiency.

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Models of BE (handout #3)Models of BE (handout #3)

Transitional – early/lateMaintenance2 Way or Dual LanguageESL

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Linguistic concepts

Language components:(languages are systems of communications)PhonologyMorphologySyntaxPragmatics

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Linguistic concepts (cont’d)Linguistic concepts (cont’d)

Phonemes-smallest unit of sound (for example: /c/at, /c/ar)

Phonology – study of sound system of language

Stress – emphasis placed on syllablePitch – rise/fall of voiceJuncture – break between syllables/words

(for example: ice cream/I scream)

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Linguistic concepts (cont’d)Linguistic concepts (cont’d)

Morpheme – smallest unit of meaning in language (ie. Re in redo, s in cars)

Syntax – order in which words occur in sentence

Semantics – meaning attached to linguistic unit, (word/phrase)

Pragmatics- use of certain language for situation

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L1 acquisitionL1 acquisition listening stage before speaking series of stages (cooing or crying,

babbling, 1 word utterance / beginning of speech, 2 word utterance, then gradual development of essential vocabulary)

parents provide vocabulary usually interpersonal communication in L1

is complete by 5/6 yrs old academic language is acquired in school

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Native Language Acquisition Native Language Acquisition Theories:Theories:

Behaviorist Nativist Cognitive Social

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Native Language Acquisition Native Language Acquisition Theories:Theories:Behaviorist - language is learned by

repetition (stimulus /response)Nativist – we are born with itCognitive – language and thought or

cognitive development are closely relatedSocial – language is a function of the

child's environment (adults drive development)

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Second Language Acquisition Second Language Acquisition

Same as L1, except the parents aren’t the teachers , the teachers are the ones who provide the teaching and encouragement.

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SLA according to KrashanSLA according to Krashan

1. Comprehensible output2. Monitor 3. Acquisition vs. learning 4. Affective Filter 5. Natural Order

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SLA according to KrashanSLA according to Krashan

Comprehensible input can also be referred to as I+1. Use language one step above child’s oral level

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SLA according to KrashanSLA according to Krashan

Monitor – based on what a student can write or speak. This takes time because student needs to learn the correctness of L2

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SLA according to KrashanSLA according to Krashan

Acquisition vs. learning language that is picked up along the way is better than that which is learned in a classroom setting

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SLA according to KrashanSLA according to Krashan

Affective Filter: anxiety and motivation levels affect learning second language (L2 = AF).

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SLA according to KrashanSLA according to Krashan

Natural Order-follows L1 language Order, but has these stages:a)      silent periodb)      early speechc)      speech emergenced)      intermediate fluente) advanced stage

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How to apply SLAHow to apply SLA

L1 should be used as bridge to learning English Students should be taught all basic academic

skills in L1 until academic competence has been mastered

L2 takes 4-8 years – BICS may happen sooner, but CALP will take time

When assessing students, make sure and consider age and linguistic levels. They may have a delay in development if L1 is not used when needed.

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Interrelatedness and inter-Interrelatedness and inter-dependencedependenceTeachers should emphasize 1st and 2nd

language are alike and transfer of linguistic form from 1st to 2nd

L1 language concept transfer to L2Comprehension skill transfer from Spanish

(100%) ie main idea, detail, etcPhonics transfer (90%) Spanish to English

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Interrelatedness and inter-Interrelatedness and inter-dependence (cont’d)dependence (cont’d)Math 100% Students just need to have vocabulary to

transfer conceptsTeachers need to help student transfer

knowledge to English (encourage, assist)

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Approaches to ESLApproaches to ESL

TPR –total physical response & audio-motor unit – students respond to commands– As student learns, he/she gives commands– use of visual/context material– designed to develop listening/speaking

abilities– approach for beginners

Sheltered approach (slide 41)

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Approaches to ESL(cont’d)Approaches to ESL(cont’d)

Natural approach to ESL– Teaches language with lots of props and

visuals – Opportunities for natural communication in

context– Use of music, drama and “real life”

experiences – Encourage communicative competence

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Stages of cognitive development Stages of cognitive development

Sensorimotor (1 mo. – 2yrs) – learns from senses/motor activity

Preoperational (2-7 yrs) learns from experiences w/world

Concrete –(7-12 yrs)associates with real experiences, can’t manipulate conditions mentally without experiences

Formal –(12-17) deals with abstractions, form hypotheses, mental manipulation

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Emergent literacy (EL) Emergent literacy (EL)

The steps or stages students take when learning to read and write in a natural setting.

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Critical Concepts of Emergent Critical Concepts of Emergent literacy literacy Make real connections between L1

L2engage students (what’s next

exercises) writing from child’s experience

(stories in L1)

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Stages of Emerging literacy Stages of Emerging literacy

1. Random scribbling (random marks on paper/wall).

2. Scribble drawing (mark resemble pictures that may be associated with feelings or ideas).

3. Scribble writing (letter like symbols).

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Stages of Emerging literacy (cont’d)Stages of Emerging literacy (cont’d)

4. Inventive Spellinga. Prephonemic (student makes marks that may resemble letters, he/she may begin to write their own name).b. Phonemic (he/she makes sound associations, each letter may represent a sound)c. Transitional (student sees patterns in words or spellings).d. Conventional (regular spelling begins).

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Sheltered English Sheltered English

used for students at BICS level, but not at CALP

using SLA (Krashan’s), pick best ESL model to use

use word banks, reading & study skills for LEPs

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Sheltered English (cont’d)Sheltered English (cont’d)

encourage cooperative learning use any and all methods to create learning

(visuals, models, educational items, etc)

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Cooperative learning Cooperative learning

Defined as– teaching approach where students work

together in groups to learn

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Cooperative learning (cont’d)Cooperative learning (cont’d)

Form heterogeneous (mixed/diverse) groups 4-6 weeks

Students work in groups, but each is responsible for his/her work

Students need to work at their own pace, some start slow/others fast

Students need to be taught how to teach each other

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Bilingual Educator Bilingual Educator

Has to be prepared to use all the resources available to provide the learning environment to fit the student’s needs (consider student’s background carefully).

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Internet LinksInternet Links

www.tea.state.tx.us/teks/www.texesstudy.comwww.google.com - search for bilingual

education, ESL, Emergent Literacy, SLA, bilingual education models

http://www.texes.nesinc.com/prepmanuals/PDFs/TExES_fld103_prepmanual.pdf

http://www.excet.nesinc.com/prepmanuals/prepman_opener.htm

EC-4 Bilingual - Phil Pérez47

TExES Bilingual TExES Bilingual Education EC-4Education EC-4

Presented by : Felipe [email protected]

Alternative South Texas Educator Program

A-Step.org