effective programs for english language learners · effective programs for english language...

Effective Programs for Effective Programs for

English Language LearnersEnglish Language LearnersEnglish Language LearnersEnglish Language Learners

Edward Tabet-Cubero

[email protected] 2011OALA 2011

“I said to my children, I’m going to

work and do everything that I can

do to see that you get a good

education. I don’t ever want you to

forget that there are millions of

God’s children who will not and

cannot get a good education, and I cannot get a good education, and I

don’t want you feeling that you are

better than they are. For you will

never be what you ought to be

until they are what they ought to

be.” MLK Jr.In Darling-Hammond, 2009

ELLsELLsThe fastest growing sub-group sub-group in the state of Oregon

The Learning ContextThe Learning Context

How long does it take to acquire a 2nd language?

Basic Conversational Language

• 1-3 yrs.

Implications

• ELLs cannot wait to learn academic content until they’re proficient in English

Academic Language

• 5-7 yrs. under ideal circumstances

• 8-10 on average

• ELLs must make 1.5 year’s progress in 1 year’s time every school year to catch up by 8th grade

GradeGrade Age Equivalent ProficiencyAge Equivalent Proficiency

Native SpeakerNative Speaker 22ndnd Language LearnerLanguage Learner

KinderKinder 5 yrs. 5 yrs. 00

11stst 6 yrs. 6 yrs. 1.5 yrs. 1.5 yrs.

1.5 Year’s Growth in 1 Year’s TimeAdapted from Thomas & Collier 2010

22ndnd 7 yrs.7 yrs. 3.0 yrs. 3.0 yrs.

33rdrd 8 yrs.8 yrs. 4.5 yrs. 4.5 yrs.

44thth 9 yrs.9 yrs. 6.0 yrs. 6.0 yrs.

55thth 10 yrs.10 yrs. 7.5 yrs. 7.5 yrs.

6th 6th 11 yrs. 11 yrs. 9.0 yrs. 9.0 yrs.

7th 7th 12 yrs. 12 yrs. 11.5 yrs. 11.5 yrs.

8th 8th 13 yrs. 13 yrs. 13 yrs. 13 yrs.

The Legal ContextThe Legal Context

English Language DevelopmentEnglish Language Development

•• Pull out ESLPull out ESL

•• Content based ELDContent based ELD

Equal Access to Academic ContentEqual Access to Academic Content

• Sheltered Content Instruction

• Native Language Instruction– Bilingual and Dual Language Pgms.– Bilingual and Dual Language Pgms.

Pieces of the Instructional Puzzle for Second Language LearnersPieces of the Instructional Puzzle for Second Language Learners

Measuring the effectiveness of our programsour programs

How are we doing at putting the pieces together?

AMAOs and AYP

• Make progress in English

• Demonstrate proficiency in English

• Grade level proficiency in core academic areas

within 5 years

2009-10 AMAO Results

AMAO OR % Met Target OR Status

AMAO 1 49.5% 50% Not Met

AMAO 2 A 15.3% 14% Met

AMAO 2 B 26.7% 22% Met

AMAO 3 Reading Math Reading Math Not MetAMAO 3 Reading Math Reading Math Not Met

42.1% 49% 60% 59%

State of Oregon 2009-10 OAKS Reading by Subgroup

87% 88%

82% 82% 83%

75%78%

70%72%

61%63%

60% 60%60%

70%

80%

90%

100%

59%61%

63%

52%49%

60% 60%

39%

32%34%

18%15%

0%

10%

20%

30%

40%

50%

60%

Grade 03 Grade 04 Grade 05 Grade 06 Grade 07 Grade 08 Grade 10

White

Hispanic

LEP

State of Oregon 2009-10 OAKS Math by Subgroup

83% 83% 82%79%

83%

76%

61%

66% 66%68%

60%

69%

57%59% 58%

55%52%

50%

60%

70%

80%

90%

38%40%

52%

35%

17%

0%

10%

20%

30%

40%

50%

Grade 03 Grade 04 Grade 05 Grade 06 Grade 07 Grade 08 Grade 10

White

Hispanic

LEP

Oregon Dropout Rate Trends

When educators see these data year after year, what story in many of their minds?

•Pobrecitos

•Hopelessness—the gap is too wide

•So they can’t•So they can’t

•Maybe I can’t

•They don’t care

•Parents don’t value education

•Combine this with societal/media messages

Talented and Gifted

Race/EthnicityRace/Ethnicity Number of TAGNumber of TAG Percent of TAGPercent of TAG Number of ALLNumber of ALL PercentPercent of ALLof ALL

White 32,600 77.5% 373,720 67.6%

Hispanic 853 2.0% 39,784 7.2%

Poverty 9,821 23.3% 276,993 50.1%

What’s the difference between

this child and this child?

Often times it’s simply a matter of OPPORTUNITY

A Child’s Development in SchoolThe Prism Model: Thomas & Collier, 2010

Native Language

• Cognitive Development

• Academic Development

• Language Development

Second Language

• Cognitive Development

• Academic Development

• Language Development• Language Development • Language Development

…”we unrealistically expect English learners to be able to

demonstrate miraculous growth. Policy makers assume that non-

English-Proficient students should somehow be able to leap from

the first percentile to the 50th (as compared to native speakders

of English) in one to two years.”

What are the instructional programs we What are the instructional programs we

put in place to try to accomplish this put in place to try to accomplish this

“miracle?”“miracle?”

• “Sheltered” English Content with…

• Dual Language– One-Way

– Pull Out ESL

– Content Based ELD

• Sometimes Native Language– Native Literacy

– Early Exit Bilingual

– Late Exit Bilingual

–

– Two-Way

– 90/10 (80/20)

– 50/50

Subtractive Language Program ModelsLanguage diversity is a problem to be overcome

PullPull--out ESL out ESL (the most costly program)(the most costly program)

• Students are pulled out of their regular classroom for a period of the day for direct-instruction in English

ContentContent--ESL ESL ContentContent--ESL ESL

• Instruction designed to promote the acquisition of English using content area

English English SubmersionSubmersion

• Goal is for ELL students to learn English as quickly as possible and English is the only medium of instruction

Content adapted from: “Dual Language 101.” Dual Language Education of New Mexico. www.dlenm.org

Subtractive Language Program Models Cont’d

Transitional (Early Exit)Transitional (Early Exit)

• Native language instruction for native Spanish speakers for 1-3 yrs to help transition to all English instruction. Includes L1 LA and content.English instruction. Includes L1 LA and content.

Maintenance Bilingual Maintenance Bilingual (Late (Late Exit)Exit)

• Native language instruction for native Spanish speakers for 3-5 yrs to maintain native Spanish language while acquiring English proficiency. Includes L1 LA and content.


Types of Dual Language ProgramsTypes of Dual Language ProgramsAdditive Language Program Models: Language diversity is an asset

**Models are based on student population

Developmental OneDevelopmental One--Way (90/10 or 80/20)Way (90/10 or 80/20)

• Mostly native Spanish speaking students (or other target

• languages)

• Start with more Spanish (80-90%) and progressively add English over 5-7 years. Usually hit 50/50 by 4th grade

• **The goal is native-like competency in all of the content areas in two languages

TwoTwo--Way Immersion (90/10 or 50/50)Way Immersion (90/10 or 50/50)TwoTwo--Way Immersion (90/10 or 50/50)Way Immersion (90/10 or 50/50)

• Balanced numbers of students who are native English speakers and native Spanish speakers (or other target languages) ½ English and ½ Spanish speakers, or 1/3 English, 1/3 Spanish and 1/3 Bilingual students.

• Literacy and content-language assignments are clearly defined


Heritage Language OneHeritage Language One--WayWay

• Native English speakers from the same cultural background (ancestors spoke the target language)



61

NC

Transicional--Tarde

Dual—1 Via

Dual—2 Vias

English Learners’ Long-Term Achievement by Program Model

W. Thomas y V. Collier, 2001-2009

CE

Ingles en un grupo separado

Ingles en el contenido

Transicional-Temprano

Content from: “Dual Language 101.” Dual Language Education of New Mexico. www.dlenm.org

“Enrichment dual language schooling closes the

academic achievement gap in L2 and in the first

language (L1) for students initially below grade

level, and for all categories of students

participating in this program. This is the only

program for English learners that fully closes

Thomas & Collier

program for English learners that fully closes

the gap.”

(from The Astounding Effectiveness of Dual

Language Education for All abstract NABE

Journal of Research and Practice, 2:1 Winter

2004)

What are the opportunities we’re affording our students?

ADDITIVE MODELS

Language diversity is an asset

Dual Language Program Goals

• •Ensuring short and long-term academic success of all students

• •Enhancing English Language Learner (ELL) student outcomes and closing the achievement gapgap

• •Developing bilingual, biliterate, and bicultural students in English and Spanish

• •Promoting multicultural awareness and appreciation in the school and community

• •Supporting the belief that bilingualism/multilingualism is an asset

Non-negotiable Components of Dual Language Programs

• A minimum of 50% to a maximum of 90% of the daily instruction is in the partner language.

• Strict separation of languages for instruction • Strict separation of languages for instruction (no translation).

• K-12 Commitment (5th gr. Minimum)

2 Types of Dual ProgramsBased on Student Population

One Way Dual Language Two Way Dual Language

Spanish Speaking

Two Spanish Speaking ELLs Only

1-Way

English Dominant

Two Way

Which is Better?

90/10 50/50

1st

K

80

80

20

20

1st

K

5th

4th

3rd

2nd

Spanish English

50

50

60

70

50

50

40

30

5th

4th

3rd

2nd

Spanish English

Approaches to Literacy in Dual Language Programs

• Native Language First (partial immersion)– Students receive initial literacy instruction in their native language—

separated during lit block. (Forest Grove)

• Minority Language First– All students receive initial literacy instruction in the minority language

first, eg Spanish (Woodburn)

• Simultaneous Biliteracy• Simultaneous Biliteracy– All students receive initial literacy instruction in BOTH program

languages at different times during the day/week (Corvallis)___________________________________________________________**Regardless of which approach you choose, explicit instruction in BOTH

of the program’s languages should begin by no later than 2nd grade.

**Instruction in the two languages must be connected. To take that a step further, teachers can plan lessons that directly address the transfer of skills from one language to the other (Cummins; Escamilla).

PART IV - HOW BILITERACY WORKS

Why Spanish and English Instruction Compliment Each Other and Accelerate Student Progress

A Reading Test

“La hormiguita prefiere quedarse solita.”“La hormiguita prefiere quedarse solita.”Prefers

Transference

L1 to L2

My Two Brains

Hello! іHola!

Language Transfer and Discrete Language Skills

Linguistic Interdependence Model(Adapted from Cummins, J. 1987)

Surface features of L1 Surface features of L2

Common Underlying Proficiency

TransferenceTransferable Concepts

Español 2+2=4English 2+2=4

DecodingLetters>Sounds >Words>Ideas

C “k”Castillo/Castle

C “s”

Non-transferable Concepts

Educacion Education

Educación Education

Caminar > CaminéWalk > Walked

“Bienvenidos a Luise’s Taquería”Taquería de Luis C “s”

Circo/Circus

Language Functions• Compare/Contrast/Classify• Describe

Cognitive Strategies• Make Connections• Questions

Taquería de Luis Luis’ Taco Shop

What is difficult to

transfer?

Syntax Cultural nuances

38

Homonyms

Inference Figurative language

Idioms

(adapted from Izquierdo, 2004)

OVER HALF THE CHILDREN IN THE

WORLD GROW UP WITH TWO

LANGUAGES FROM BIRTH

Did you know???

Genessee, F. (2008)

“Tell Nana I have muchos dollars.”

Code Switching—Deficit? or Developmental?

LINGUISTIC ASSETS

1. What CUP language concepts are at play?

2. What CUP language concepts does she understand?

““TellTell NanaNana II havehave muchomuchoss dollardollarss.”.”

“Tell Nana I have muchos dollars.”

LINGUISTIC ASSETS

1. What CUP language concepts are at play?

2. What CUP language concepts does she understand?

3. What discrete language forms need to be clarified 3. What discrete language forms need to be clarified (Spanish? English?)

4. So, our cross language (CUP) concept could be…

5. And our discrete language skills lesson in ELD/SLD could be…

ELD

“muchos dollars”

“many dollars”“many dollars”

“a lot of money”“a lot of money”

Bi-Directional Transference

L1 to L2

AND

L2 to L1

ELD as a VERTICLE slice of the curriculum

Math

Math

Scie

nce

Scie

nce

So

cia

l Stu

die

sS

ocia

l Stu

die

s

Lit B

lock

Lit B

lock

EL

DE

LD

Sp

ecia

lsS

pecia

ls

Scie

nce

Scie

nce

So

cia

l Stu

die

sS

ocia

l Stu

die

s

Lit B

lock

Lit B

lock

Sp

ecia

lsS

pecia

ls

L1 and L2 Dev’t ACROSS the curriculumMath

Math

Scie

nce

Scie

nce

Socia

l Stu

die

sS

ocia

l Stu

die

s

Lit B

lock

Lit B

lock

Specia

lsS

pecia

ls

Socia

l Stu

die

sS

ocia

l Stu

die

s

…and access to content

A Helpful Way to Look at the Dual Iceberg Model

Functions, Strategies, Rdg Standards, Traits, Modes,

Content Standards…

A CUP Concept we can teach ACROSS languagesACROSS languages

Making PredictionsLanguage FunctionReading Strategy

Making Predictions Across the Curriculum

• Science?

• Reading?

• Social Studies?

• Math?• Math?

Making PredictionsVerbs: Future Tense, Conditional Mode

ELD

• Will…

• Should…

• Might

SLD

• Va a…

• Debe

• Puede• Might

• Could

• Would

• I think x ____, because…

• Puede

• Ía

• Pienso que x ____, porque ______

The bottom line…Academic Skills Transfer

• You only learn to read once. You don’t start over again when you move into a new language.

• You only learn to do math once.

• You don’t relearn the concepts in a second

language.

• Spanish and English reading instruction can compliment one another rather than compete for time.

language. You simply learn the L2 vocabulary and discourse patterns.

Recommendations from Experts in the Field

1. Provide the support and expectation for every teacher to be a language teacher.

2. Provide instruction with a curriculum that engages students in higher-order thinking.

3. Accelerate rather than remediate.3. Accelerate rather than remediate.

4. Select a program model that matches your current context and implement it well!

5. Develop a district-wide, K-12 vision that includes how to take your current practices to the next level.

“Will educators recommit to their fundamental

mission—to ensure high levels of learning for

each student?..Will they recognize that in a very each student?..Will they recognize that in a very

real sense, lives are hanging in the balance?

We urge them to do so, not for the sake of

improved test scores, but for the sake of the

dreams and aspirations of the children whose

lives they touch.” ~DuFour and Eaker

Appendix

Sheltered Instruction Is…Equal Access Equal Access •To grade-level (or above) standards

•To higher order thinking

•Integrates students

InteractiveInteractive•Positive interactions between teachers and students and among students

•A reciprocal interaction model of teaching, featuring genuine dialog

•Cooperative learning or group work situations, including:

•Students working interdependently on tasks with common objectives

•Individual accountability and social equity in groups and in the classroom

•Extensive interactions among students

Differentiated Differentiated •Balanced consideration of the needs of all students

•Adjusts language (input/output) to the comprehension level of the learner

The objective of sheltered instruction is for students to access grade level content while

they gain proficiency in English in a way that actually assists their acquisition of English.

•Adjusts language (input/output) to the comprehension level of the learner

• Uses visual aids such as pictures, charts, graphs, and semantic mapping

•Models instruction, allowing students to negotiate meaning

•Utilizes authentic , alternative assessments allowing 2nd language learners to demonstrate what they know and are able

to do

Language RichLanguage Rich•Plans for language input/output

•Backwards maps language objectives from the language students are expected to produce on a content task

•Instruction integrates language with content

• Structured tasks and unstructured opportunities for students to use language

• Monolingual language delivery with language policies that encourage students to use the language of instruction

•Students can process concepts in their native language

•Emphasizes comprehension strategies and meaning-making

Rigorous and RelevantRigorous and Relevant•Is challenging enough to promote high levels of language proficiency and critical thinking

•Connects to prior knowledgeGuiding Principles for Dual Language Education. www.cal.org

Native Language Content Is…Equal AccessEqual Access• To grade-level (or above) standards

• To higher order thinking

Equal StatusEqual Status• Equal to English instruction

• Taught by a licensed teacher who demonstrates native-like proficiency in the language, and is highly qualified to teach the content

• Equal materials

PurposefulPurposeful• 100% in the target language (no translation)

• Connected to English language content skills

• Assessed in the language of instruction• Assessed in the language of instruction

Language RichLanguage Rich• Plans for language input/output

• Backwards maps language objectives from the language students are expected to produce on a content task

• Instruction integrates language with content



• Emphasizes comprehension strategies and meaning-making

Rigorous and RelevantRigorous and Relevant• Is challenging enough to promote high levels of language proficiency and critical thinking

• Connects to prior knowledge

The objective of native language content is (1) for students to access grade level content while they gain

proficiency in English and (2) for students to develop academic language proficiency in their native language.

Guiding Principles for Dual Language Education. www.cal.org

English Language Development Is…Required in OregonRequired in Oregon• One period per day, five days per week

• Leveled—no more than two proficiency levels and two grade levels in a class

• Taught by a certified teacher (w/practice support from an IA)

Language FocusedLanguage Focused• The English language is the content

• Focuses on functions (the language task/purpose) and forms (the structures, patterns, rules, grammar)

• Students learn and utilize academic as well as social vocabulary and registers, and understand the difference

• Addresses all 4 domains of language: Reading, Writing, Speaking, Listening

InteractiveInteractive• Students producing the targeted language functions/forms at least 50% of the time• Students producing the targeted language functions/forms at least 50% of the time

• Structured opportunities for language practice (choral response, talking stick, think/pair/share, etc.)

ScaffoldedScaffolded• Lessons quickly move through the gradual release of responsibility (I do it, we do it, you do it)

• Models examples


• Clear context for students to utilize the language (content, visuals and realia)

• Provides students strategies to transfer skills into other contexts/content areas

• Zone of proximal development (I + 1) stretches students to move beyond their current abilities

• English is the language of instruction (no translating) and teachers utilize sheltered instruction strategies

The objective of ELD is to accelerate student learning through direct instruction in the aspects of English they may not acquire naturally, quickly, or for which they need additional practice.

English Language Development Is NOT…

• Remedial

• Isolated GRAMMAR instruction

• Only focused on Oral Language Development

• Worksheets • Worksheets

• Drill

• Quiet

• De-contextualized

Native Language Development/Literacy Is…PurposefulPurposeful• Addresses a clearly articulated goal:

– Academic proficiency, usually within a biliteracy objective

– Transition into English literacy within a set time frame

• Establishes a two-way bridge to English literacy (bi-directional transference of skills)

Equal StatusEqual Status• To English Literacy

– Time (≥ English time allocation)

– Materials

– Assessment

– Staffing

– Support

• Taught by a certified teacher with native-like proficiency and training in teaching Spanish literacy

The teaching approach is driven by best practices in Spanish literacy• The teaching approach is driven by best practices in Spanish literacy

Rigorous and RelevantRigorous and Relevant• Addresses grade-level (or above) standards• Utilizes authentic literature written by native speakers of the language, and limits the use of translations

• Is challenging enough to promote high levels of language proficiency and critical thinking


Language RichLanguage Rich• Plans for language input/output

• Backwards maps language objectives from the language students are expected to produce on a content task

• Instruction integrates language with content



• Emphasizes comprehension strategies and meaning-making

The objective of native language literacy is the development of grade-level (or above) literacy skills—most of which transfer to English

Native Language Development/Literacy is NOT…

• A carbon-copy of English literacy

• An impediment to learning English

• Taught in isolation from English literacy

• Taught by an assistant• Taught by an assistant

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