pearson power point_blue esl teachers dr. evelyn lugo moralesfinal version for june28

ESL Instructional Needs: A Practical Approach

•Evelyn Lugo Morales, Ed D TESL

• Universidad del Este, Carolina Campus• 2012 Puerto Rico TESOL President

• June 28, 2012• [email protected]

mailto:[email protected]

Pre Discussion

"Acquisition requires meaningful interactions in the target language in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding."

a) Noam Chomskyb) Stephen Krashenc) Ana Uhl Chamotd) Howard Gardner

Pre Discussion

The learning strategy I use most often as an adult learner is...____ Listen selectively____ Read selectively____ Take notes____ Cooperate____ Use what I know____ Classify____ Make predictions____ Problem solving

Dr E. Lugo Morales5

Contents

1. From Theory to Practice– Characteristics of ELLs – L 1 and L2 Usage

2. From Teaching to Learning - CALLA - Integrating Strategies

3. From Curriculum to Academic Outcomes - Academic Outcomes - Metacognitive Behaviors of ELLs - Essential Questions - Authentic Assessment

4. From here to the Global Village– English as a Global Language– Culturally Responsive Teaching

Dr E. Lugo Morales6

From Theory to Practice

Characteristics of ELLs

L 1 and L2 Usage

1

Characteristics of Young ELLsCharacteristics of Young ELLs

As Chomsky (1969) demonstrated, children between 5 and 10 years old are still acquiring the structures of their first language.

◦ Older learners have the foundation of a fully developed first language

when they begin acquiring a new language,

◦ Children are perfectly capable of acquiring two or more languages

there is no evidence that this process produces any negative consequences

◦ In many parts of the world it is the norm, rather than the exception, for children to grow up bilingual or multilingual (De Houwer, 1999)

young children do not have a fully developed native language on which to base the learning of a second.

http://www.cal.org/resources/digest/0301coltrane.htmlDr E. Lugo Morales7

Children need to develop their native language(s) along with English

• Because◦ their primary mode of communication with their

parents, extended families, and community members is their native language.

• So,◦ they need meaningful interaction opportunities in

both languages, including verbal interaction and engagement with printed materials such as books and other media.

http://www.cal.org/resources/digest/0301coltrane.htmlDr E. Lugo Morales11

Learning English as an Additive Process

provides a nurturing, supportive environment for children, which can lead to improved self-esteem and help foster positive relationships with parents and communities◦ children’s native language is a valuable asset to be

fostered. ◦ learning English will not result in the loss of the native

language

http://www.cal.org/resources/digest/0301coltrane.html

Dr E. Lugo Morales12


From Teaching to Learning CALLA

Integrating Strategies

2

Academic Needs of English Language Learners

•Develop academic vocabulary

•Read to acquire new information

•Understand information presented orally

•Participate in classroom discussions

•Write to communicate their knowledge and ideas


My students say….

Students in my class say that the best way to improve English is by :○ listening to the language from different contexts○ reading from different sources ○talking about topics that they can relate to ○searching for answers to their concerns ○reacting to different learning situations from their own perspective.○sharing with others their talents and interests


Cognitive Academic Language Learning Approach

(CALLA)

“Shifting the focus from teaching to learning”

2/18/2012Dr E. Lugo Morales17

The Cognitive Academic Language Learning Approach (CALLA) is an instructional model for second and foreign language learners based on cognitive theory and research. CALLA

• integrates instruction in priority topics from the content curriculum

• develops the language skills needed for learning in school

• focuses on explicit instruction using learning strategies for academic

tasks.

The goals of CALLA are for students to learn essential academic content and language and to become independent and self-regulated learners through their increasing command over a variety of strategies for learning in school.

CALLA can be used in ESL, EFL, bilingual, foreign language, and general education classrooms.

CALLA

The CALLA Model: Strategies for ELL Student Success p. 16 ©2005 Chamot & RobbinsDr E. Lugo Morales18

• Developing abilities to work successfully with others in a social context

• Learning through hands-on, inquiry-based, and cooperative learning tasks

• Increasing motivation for academic learning and confidence in their ability to be successful in school

• Evaluating their own learning and planning how to become more effective and independent learners

• Valuing their own prior knowledge and cultural experiences

• Learning the content knowledge and the language skills

• Developing language awareness and critical literacy

• Selecting and using appropriate learning strategies and study skills

CALLA's principal objectives are to assist students in:


The Cognitive Academic Language Learning Approach

Cognitive-Social Learning

Authentic Learning

Academic Language

Learning Strategies

Social context and

interaction

Linked to student’s

prior experiential

and cultural

knowledge

Language development through

content across all curriculum areas


Integrating Content, Language, and Learning Strategies

PREPARATION

PRESENTATION

PRACTICE

EVALUATION

EXPANSION

CALLA’S FIVE PHASES


Preparation• Provide overview and

objectives• Elicit students’ prior

knowledge• Develop vocabulary• Help students make

connections• Remind students to use

the learning strategies they know


Presentation

• Address different learning preferences

• Model reading and writing processes explicitly

• Explain learning strategies

• Discuss connections to students’ prior knowledge


Practice

• Use interactive activities

• Use authentic content and language tasks

• Ask students to use learning strategies


Evaluation

• Student metacognition

• Self-assessment• Teachers evaluate

students’ achievement


Expansion

• Students apply what they have learned to their own lives

• Students extend their understanding to other content areas

• Students relate new information to their own experience



From Curriculum to Academic Outcomes

Academic Outcomes Metacognitive Behaviors of ELLs Essential Questions Authentic Assessment 3

“If you don’t know where you are going, you’ll end up

somewhere else.”

Anonymous


Academic Outcomes

The Blue Print Concept: “Lessons without maps are like builders without a plan. They have a bunch of really cool tools but don’t know where to use them!” H.H. Jacobs

◦ Teaching:

without relating it to student’s schema.

memorizing and never teaching the why of the teaching purpose.

and testing facts but not evaluating its affects as a learning experience.

concepts on paper without using them through authentic language situations


Content

• Content is the subject matter itself; key concepts, facts or events

• It’s what you teach

• Content is written in noun form


Skills

• What skills does a student need in order to demonstrate mastery of the content?

• Skills start with action verbs

• Can be assessed, measured, or observed

• Must support the “big idea”


Essential Questions

•Essential questions are questions that help

structure a unit or lesson

•Structure the unit around 2 to 5 essential

questions

•Use questions as the scope and sequence of

a unit

•Embrace the appropriate standards

Based on the research and presentations of Dr. Heidi Hayes Jacobs


Develop Essential Questions That:

•Focus instruction and organize student learning

•Push students to higher levels of thinking.•Help students make connections beyond the content being studied.



Teaching the Essential Question

Teach students the essential questions before you begin the unitEssential Questions are like

“Mental Velcro”Students should focus on any & all information that “sticks” to the

essential question.

Always POST your Essential Questions



Examples of NOT Getting the “Big Picture” (Incorrect Mapping)

Teaching the algebraic substitution method without relating it to graphing.

Memorizing the periodic table and never teaching why the order of elements exists.

Conjugating verbs on paper without ever using them in conversation.



Sample Essential Questions

Athletics/SportsHow can I improve my eye/hand coordination?

What skills and techniques are used in basketball?

How can I be a successful team player?How can I control my body during games?



Sample Essential Questions

FABLESWhat is the meaning of Folktale?

What is the difference between folktales and fables?

How do we learn lessons in life through understanding fables?How do we learn lessons in life through fables?

What qualities of yourself would you like to share with others?



Reasons for Lack of Comprehension

Five reasons for lack of reading comprehension are listed below (the first four are from Twining, 1991).

•Failure to understand a word

•Failure to understand a sentence

•Failure to understand how sentences relate to one another

•Failure to understand how the information fits together in a meaningful way (organization)

•Lack of interest or concentration

http://www.muskingum.edu/~cal/database/general/reading.html#BGMenu


Metacognitive Behaviors of Good and Poor Readers

GOOD OR MATURE READERS POOR OR IMMATURE READERS

BEFORE READING

•Activate prior knowledge

•Understand task and set purpose

•Choose appropriate strategies

•Start reading without preparation

•Read without knowing why

•Read without considering how to approach the material

AFTER READING

•Reflect on what was read

•Feel success is a result of effort

•Summarize major ideas

•Seek additional information from outside sources

•Stop reading and thinking

•Feel success is a result of luck

Students with good versus poor reading skills demonstrate distinct cognitive behaviors before, during, and after reading an assignment. The following chart from Cook (1989) summarizes these behaviors.


http://www.muskingum.edu/~cal/database/general/reading.html

Metacognitive Behaviors of Good and Poor Readers

GOOD OR MATURE READERS POOR OR IMMATURE READERS

DURING READING

•Focus attention

•Anticipate and predict

•Use fix-up strategies when lack of understanding occurs

•Use contextual analysis to understand new terms

•Use text structure to assist comprehension

•Organize and integrate new information

•Self-monitor comprehension by ...

o knowing comprehension is occurring

o knowing what is being understood

•Are easily distracted

•Read to get done

•Do not know what to do when lack of understanding occurs

•Do not recognize important vocabulary

•Do not see any organization

•Add on, rather than integrate, new information

•Do not realize they do not understand

Students with good versus poor reading skills demonstrate distinct cognitive behaviors before, during, and after reading an assignment. The following chart from Cook (1989) summarizes these behaviors.


http://www.muskingum.edu/~cal/database/general/reading.html

Tips To Help Improve Comprehension

Essential Words• Focus on key words in the text. Emphasize verbs and nouns only.Review and Summarize• Identify the main idea of each paragraph. Develop your own summary of

the chapter and compare it to the summary presented in the book. Make Reading More Active• Stimulate the auditory sense by reading aloud or listening to tape

recordings of the text .• Take notes during or after reading difficult material .Make Reading Interactive• Work with another student. Read to each other, and take turns

summarizing sections or chapters of text.• Relate the material to personal experiences.


Tips To Help Improve Comprehension

• Review Questions– Evaluate understanding of the material by answering the

review questions at the end of the chapter and workbooks.

– Make up your own by converting the section headings into questions.

• Words and Definitions– Look up the definitions of all unfamiliar words.– Compile a written list of unfamiliar words and definitions.– Record the words and definitions on audio tapes and

listen to them for review. pages – Place a colored paper clip on the glossary for quick

access.


LINCS STRATEGY LINCS is a task-

specific strategy student use to learn vocabulary.

The strategy is useful in improving reading comprehension in those cases when vocabulary words are used repeatedly in the readings.

LIST the parts you need to know.

Identify a term you need to know.

Analyze the definition of the vocabulary word.

Identify the most important parts of the definition.

List the key parts of the definition you need to remember on a study card.

IMAGINE a picture.

Create a picture in your mind of the term's meaning.

Describe the image using real words.

NOTE a reminding "sound-alike" word.

Think of a familiar word that sounds like the new term or part of the new term.

CONNECT the terms in a story.

Make up a short story about the meaning of the term that uses the sound-alike word.

Create an image of the story in your mind.

SELF-test. Dr E. Lugo Morales48

Authentic Assessment



A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills

Actively involves students in a process that joins what is taught, how it is taught, and how it is evaluated


How is Authentic Assessment similar to/different from Traditional Assessment?

TRADITIONAL ASSESSEMENT

Example- multiple choice tests

Purpose- to determine whether students have obtained the knowledge and skills necessary

Goal- for students to become productive citizens

AUTHENTIC ASSESSMENT

Example- performing a task

Purpose- to determine whether a student is capable of performing meaningful tasks in the real world

Goal- for students to become productive citizens


Authentic Assessment: English

Traditional Assessment

Write a paper demonstrating the point of view of your selected Olympic athlete


Students conduct interviews of Olympic participants & role play the part of the participant



From here to the Global Village

English as a Global Language

Culturally Responsive Teaching

4

http://www.hawaii.edu/hga/GAW97/greeting.html

Greetings in Different Cultures

GREETINGS!Mary Frances Higuchi, 9/95

Purpose: The way people greet each other is seen in every place, whether it's a village, town, city, or country. Greetings are universal, some being very unique. •Some people wave, others shake hands, bow, or hug each other. •Some have no distinctions between a friend or someone they meet for business - they say the same greeting.• Others make that distinction and have different wordings for different "levels" of people.• Sometimes, not knowing the etiquette in one culture may be bad manners in another. Task: Use the greetings as a way to introduce students to a variety of cultures.


GREETINGS!Mary Frances Higuchi, 9/95

Global English

Global issues have raised the need for people to be able to communicate effectively in English:

•English is spoken as a first language by more than 300 million people throughout the world, and used as a second language by many millions more.

•The main regional standards of English are

British, US and Canadian, Australian and New Zealand, South African, Indian, and West Indian.

•Within each of these regional varieties a number of highly differentiated local dialects may be found.

•Within the next few years the number of people speaking English as a second language will exceed the number of native speakers.


The English Language Around The World

University Campus, India:NO TRESPASSING WITHOUT WRITTEN PERMISSION.

Hotel bedroom, India:GUESTS ARE REQUESTED NOT TO SMOKE OR DO OTHER DISGUSTING BEHAVIOURS IN BED.

Doctor's surgery, India:SPECIALIST IN WOMEN AND OTHER DISEASES.

Culturally Responsive Teaching

Geneva Gay, in Culturally Responsive Teaching – Theory Practice and Pedagogy (2004), defines culturally responsive pedagogy as the use of cultural knowledge, prior experience, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant to and effective for them.

Sharroky Hollie is an assistant professor in teacher education at California State University, Dominguez Hills.

His expertise is in the field of professional development, African-American education, and second-language methodology.

Professor Sharroky is the Executive Director of the Center for Culturally Responsive Teaching and

Learning (CCRTL) and the co-founding

director of the nationally acclaimed

Culture and Language Academy of

Success (CLAS).

Copyright ©2008 by Pearson Education, Inc. All rights reserved.

0-13-606952-5

Goals of Multicultural Education

1. Educational Equity

2. Development of an informed and inquisitive multicultural perspective

3. Empowerment of students

4. Development of a society that values cultural pluralism

5. Intercultural/ Interethnic/ Intergroup understanding in the classroom, school, and community

6. Freedom for individuals and groups

7. Expanded Knowledge of various cultural, and ethnic groups

http://www.intime.uni.edu/multiculture/school/school.htm

Davidman, L., & Davidman, P.T. (1997). Teaching with a multicultural perspective: A practical guide (2nd ed.). New York: Longman Publishers.

Intercultural Awareness

The concept of Intercultural Awareness is not new and has been receiving particular attention in the English Language Teaching (ELT) field worldwide.

As teachers of English, we need to bring this diversity into our classrooms

THE ENGLISH LANGUAGE AROUND THE WORLD

THE LEARNER AS ETHNOGRAPHER Ideas for Teaching about Different Countries and Cultures

CULTURAL VALUES AND ATTITUDES Tell a Tale: Exploring Common Themes in traditional Folk

Tales Across Cultures

CHALLENGING STEREOTYPESCitizen of the WorldAn Island Like You by Judith Ortiz Cofer

The Additive ApproachContent, concepts, themes, and perspectives are

added to the curriculum without changing its basic structure.Incorporates literature by and about people

from diverse cultures into the mainstream curriculum without changing the curriculum.

For example, examining the perspective of a Native American about Thanksgiving would be adding cultural diversity to the traditional view of Thanksgiving. However, this approach does not necessarily transform thinking (Banks, 1999).

http://www.ablongman.com/

The Contributions Approach

Select books and activities that celebrate holidays, heroes, and special events from various cultures. For example, spending time reading about Dr. Martin

Luther King in January is a common practice that falls into this category.

In this approach, culturally diverse books and issues are not specified as part of the curriculum (Banks, 1999).

http://www.intime.uni.edu/multiculture/curriculum/curriculum.htm

The Transformation Approach

This approach actually changes the structure of the curriculum and encourages students to view concepts, issues, themes, and problems from several ethnic perspectives and points of view.

For example, a unit on Thanksgiving would become an entire unit exploring cultural conflict. This type of instruction involves critical thinking and involves a consideration of diversity as a basic premise (Banks, 1999).

The English Language Around The World

Poster, USA:ARE YOU AN ADULT THAT CANNOT READ? IF SO, WE CAN HELP.

Restaurant, India:OPEN SEVEN DAYS A WEEK, AND WEEKENDS TOO.

Automatic hand dryer in public lavatory, USA:DO NOT ACTIVATE WITH WET HANDS.

Hotel Lobby in Romania:The lift is being fixed for the next day. During that

time we regret that you will be unbearable.

This is not an option…

References:

Kauchak and Eggen. (1998). Learning and Teaching: Research Based Methods

Ornstein and Lasley. (2000). Strategies for Effective Teaching

Thank you

Evelyn Lugo Morales, Ed D [email protected]

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