Cultural and Linguistic Diversity in ELL Student

Education: Educating the Whole Child

NC Department of Public Instruction

Joan Rolston

ESL Program Counselor, Charlotte-Mecklenburg Schools

Today’s Objectives

Content Objectives: to provide participants with the various elements

of cultural and linguistic diversity impacting the ELL student education process—building an understanding of the “whole child”

to bridge connections between ESL teachers, content teachers, school counselors, and other stakeholders in the ELL student education process

Language Objectives: to discuss the relationship between cultural and

linguistic diversity and the ELL student education process

to specify the second language acquisition process and its connection to the other aspects of ELL student education

to identify strategies for stakeholder collaboration-the school’s team for ELL student education

Alphabet Soup

LEP-Limited English Proficient (student)

ESL-English as a Second Language (program)

ELL-English language learner

L1 and L2-first language, second language

SIOP-Sheltered Instruction Observation Protocol

Alphabet Soup

WIDA-World-class Instructional Design and Assessment

NAFSA: Association of International Educators

ASCA-American School Counselor Association

NCLB-No Child Left Behind

BICS-Basic Interpersonal Communication Skills

CALP-Cognitive Academic Language Proficiency

National and Local Trends

National Trends

1 in 5 of our nation’s students are immigrants or American-born children of immigrants

In 2001-2002, there were 4.7 million students with limited English proficiency in the U.S. This is 9.8% of the total school-age population.

Source: National Student Profile (NCES, 2000)

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State and Local Trends

What does NC look like? As of October 1, 2009, our state’s population of LEP students

was 111,926-that’s about 12% of our total student population preK-12.

Let’s talk about your classrooms and why we’re here today.

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Linguistic Diversity: different kinds of ELLs

Students with advanced academic skills and some English

Students with advanced academic skills and no English

Students with some academic skills and no English (interrupted education)

Students with no prior schooling and no English

The WIDATest

four domains: listening, speaking, reading, and writing

proficiency levels: Entering, Beginning, Developing, Expanding, Bridging

exit criteria: ACCESS composite score of 4.8, minimum of 4.0 on the reading subtest and 4.0 on the writing subtest

blending objectives—why??

Second Language Acquisition

let’s think about the purpose of language

stages of language acquisition (pre-production, early production, speech emergence, intermediate fluency)

types of language proficiency BICS and CALP comprehensible input affective filter silent period

Myths and Misconceptions

Second Language Acquisition

Is not magical and automatic…

Is much harder than it sounds…

Is different for everyone depending on age and native language literacy skills…

Second Language Acquisition

motivation first language

development-literacy

language distance and attitude

access to the language

home situation

age personality and learning style

peers and role models

quality of instruction

cultural background access to curriculum

Factors which impact SLA

The Iceberg Theory

BICS

CALP

Dual Iceberg

Common Underlying Proficiency

L1 L2

Cultural Diversity and Schooling in the US

• first, lets talk about school and its format here—the impression on ELLs

• next, let’s talk about the role of the ESL teachers, content teachers and school counselor

• collaboration with teachers and the school’s team as part of a learning community

• SCHEDULING, SCHEDULING, SCHEDULING

What kind of data are available with ELLs?

transcripts interview results teacher feedback English language proficiency test results intake information (educational

background)

Why do counselors need to understand an overview of curriculum and the second language acquisition process?

Now let’s talk about educational backgrounds

public school in the US—educating the masses

world-wide curriculum rigor has many definitions specialized diplomas grading systems

Which Years are “High School”

explain the US system during the interview

how similar/different is the international system compared to the US system—explain

some students call Kindergarten their “first year of school”

age-appropriate setting different is just different—not better or worse

The NAFSA Guide

Description:Edited by Shelley Feagles.This book is available again, now as a PDF document on CD. It compiles information on the educational systems of more than 156 countries, from Albania to Zimbabwe, covering secondary as well as higher education. Articles on the methodology of credential evaluation, interpreting foreign grades, and using the internet as a research tool provide critical background information for the novice or experienced admissions professional. (The PDF file on this CD CANNOT be stored on/in a multi-user, network environment.)

1999. 398 pp. (ITEM CD2055)

Interview the Student

Getting to know the student is crucial—what are their goals for being in school?

Use clear wording with your questions with ELLs

welcome the help of a bilingual family member

the student may be “twice” as nervous to come to a new school and a new country

a few extra minutes in the beginning will ensure the right courses for scheduling

students from the same country may have different experiences-case by case is best

Review the Transcript

make a “working” copy to use while interviewing the student

make notes about each course on the transcript—documentation is crucial

it’s important to ask about course content—some course names are really different but have very similar content

YES-please use a copy/fax to start with if an original is not available the day of enrollment

Grades and grading scales

Subjective or objective process? most scales are very different from ours

Who gets an A? Anyone? Is there a level for D? What kind of pressure do students feel?

Pass/fail and the GPA honors level classes and rigor

Use a Checklist

look at each academic area for courses completed--remember foreign language

did the student have English? Some kind of R/W?

take your time—it’s another language/system give a copy to the registrar to use for entering grades-history information

if course names will change, explain and document—make sure the family understands

Parlez-vous francais?

What if the transcripts are not in English?

let’s look about “barriers” and access to public education

No records? What now?

oral history form—make it, use it and be comfortable with it

it’s a helpful tool and it’s great documentation

“Official” records may not be available—understanding how to give credit where it’s due

ministries of education—national transcripts

establish a deadline with the student and the family—create a tickle system that works in your school counseling department

Apples to Oranges

school calendars may be different combining classes for credit—another reason to have an overview of curriculum

the NAFSA philosophy—a year of education the relationship with “accuracy” and “consistency” in the counselor’s interview

the regime of “exact” and “fair”

What is ?

Sheltered Instruction Observation Protocol

Purposeful teaching of the language necessary for English Learners to understand content

What Sheltered Instruction Isn’t

“Just good teaching” (it’s more than that)pulling LEP students out of class to work with the ESL teachertranslationshaving all LEP students in the same classroom

Helpful Hints

ask questions-consider more than just language

use the available data—they are most relevant

make notes and keep them with the cumulative records—documentation is helpful for future questions

a student/parent signature is a great idea

some teachers love having ELLs students—some are SIOP trained

scheduling is challenging—and it’s much more than just an empty seat

Let’s look at “CULTURE”

What is culture? How does it impact education and schooling?

How can we use culture to enhance our classrooms?

What is our culture? Is there a culture within our schools?

Whole child considerations are KEY!

considering linguistic and cultural diversity is “KEY” in the process of successful ELL student education

language proficiency AND academic background—remember to look at both

scheduling and transcript evaluations are both very important school counseling functions—graduation/promotion requirements are no picnic

trust your experience and your professional skills—you have lots of knowledge—think outside the box

The School Community

ELLs are a heterogeneous group ELLs are full members of the school community

equal access to curriculum and rigor

classrooms with cultural and linguistic diversity are the mainstream

“Every path to a new understanding begins in confusion.”

-- Mason Cooley

Next Steps—what do we do now!?!?

Think about: How will we use this information in our school? Who are the key people to involve? What challenges will we face? school counselors, ESL teachers, content teachers, SIOP teachers,—helping each other keeping in touch is crucial

Resources and References

o www.nafsa.org

o www.wes.orgo www.asca.org

Today’s Objectives

Content Objectives: to provide participants with the various elements

of cultural and linguistic diversity impacting the ELL student education process—building an understanding of the “whole child”

to bridge connections between ESL teacher, content teachers, school counselors, and other stakeholders in the ELL student education process

Language Objectives: to discuss the relationship between cultural and

linguistic diversity and the ELL student education process

to specify the second language acquisition process and its connection to the other aspects of ELL student education

to identify strategies for stakeholder collaboration-the school’s team for ELL student education

Wrap Up—YOU DID IT!!!!

Questions? Comments?

Super Educators are Still Human

it’s ok to ask each other questions

email if you need ANYTHING--I love to help

joan.rolston@cms.k12.nc.us

Thank You and GOOD LUCK!