What Is ESL

Introduction

To ESL

An Inservice for All Teachers

Grades 6-12

July 2003

Produced and Presented by

Dr. Cristina Morales, TSC ESL Coordinator

Susan Mueller, Multi-School ESL Tutor

Elizabeth Rose, MHS Spanish Teacher

Table of Contents

Inservice Plan and Objectives

Inservice Outline (detailed)

Evaluation For Teachers

Follow Up Plans

Bibliography

LIST OF OVERHEADS

Presentation Part One: Overheads

U.S. Statistical

Hispanic Population Growth (as compared w/overall population growth)

Regional Statistical Overhead (also contains IN data) Educational Attainment Data

Acronyms

ELL Programs

Presentation Part Two: Overheads

Screen One: BICS vs. CALPSScreen Two: Responsibility

Screen Three: Teacher’s Role

Screen Four: Learn vs. Acquire

Screen Five: Stages of Bilingualism

Presentation Part Three: Overheads

When a new student arrives

English Proficiency Test

Five levels of English

Classroom modifications

LIST OF HANDOUTS

Outline presentation (abbreviated)

Resources for Teachers

TSC Individual Learning Plan (classroom modifications)

Introduction to ESL

Plan and objectives

An Inservice for All Teachers, Grades 6-12

Topic:An Introduction to ESL

Needs:Most importantly, our school corporation needs information! TSC teachers need to understand what the current ESL program is all about. They need to understand that they have a responsibility to help these students succeed. They need to understand that it takes a long time to learn a language and that they can help the process by using Sheltered English Instruction in their classes. Teachers need to know where to go for resources.

Objectives: Increase awareness about rising statistics of Hispanics.

Teach the type of programs available.

Increase awareness on language acquisition.

Increase awareness about TSC ESL program.

Give suggestions for teaching practices helpful to ESL students.

Intended The intended audience for this particular inservice is all teachers grades Audience: 6-12, administrators, guidance personal, and any other interested faculty.

Resources:Internet, ICP library, ICP class books

Length: 90 minutes

Materials: Overhead projector, Screen, Podium, Table for handouts near the entrance, PowerPoint capability (where possible)

What is ESL?

In-service Outline

Presented by Cristina Morales, Susan Mueller, and Elizabeth Rose

This in-service is programmed as a 90 minute workshop; however, it could be divided into three mini in-services of 30 minutes each.

It is going to be delivered using Power Point. Two handouts will be provided. One will include an outline of the presentation and a list of information for future references such as websites and textbooks on sheltered instruction. Furthermore, it will include the address and information of contacts within the corporation as well as others in the DOE. The second handout will be the list of classroom modifications that teachers in our district are asked to provide for each ESL student.

Welcome

The welcome would be preferably given by an administrator or counselor about the presenters.

1. Introduction to ESL (What is ESL anyway?)
2. Statistics (Is this really a big “problem”?)
3. USA and/or Midwest
4. Indiana
5. Lafayette
6. TSC
7. Specific School, if available

B.ESL; the acronyms

Brief explanation of ESL, ENL, EFL, LEP, LM, etc. ( Handout or some type of overhead)

C.Types of ESL programs; from one extreme to the other

1. Bilingual Education Bring up lack of funding or political support at this time.
2. ESL Pull-Out Program Current McCutcheon Program and elementaries
3. ESL Support Program Also part of McCutcheon’s Program
4. Sink or Swim method Bring up No Child Left Behind

III. Why can’t they pass my class when I know they speak English?

A. Why can’t they pass my class when I know they speak English?

1. Research by J. Cummins on BICS and CALP

a. BICS is social English

1) Can be learned in 1 – 2 years

2) It is what we hear in the cafeteria and in simple conversations

3) Examples

b. CALP is academic English

1) Usually takes 5–7 years to learn it

2) It is the vocabulary and procedures that occur in formal and academic settings

3) Examples

B. Whose responsibility is it to educate (“fix”) these kids?

1. All contacts with English contribute to language learning.

a. Cannot isolate English to one teacher or one period

1) Think about high school language for you – did you learn it in one period a day?

2) Recognize that these students are immersed in English

a) Could you do it in Mexico?

b) How would it feel?

Invite Elizabeth to comment.

Have everyone spent one minute talking to a partner and not using any word with the letter “n“ in order to see what it feels like to have to think about every word they say.

b. Maslow’s hierarchy of needs

1) Must feel safe in the environment

2) Basic needs must be met

3) Confident that success is possible

4) Motivation – why learn?

2. What is my role as a teacher? How can I help?

a. Speak clearly (no slurring)

b. Speak a bit slower than usual

c. Pause between sentences, not words

d. Give them time to think

e. Use synonyms to increase understanding

f. Avoid or explain clichés and metaphors

g. Use gestures and graphics if possible

Note that this material is from CALLA Handbook.

C. How will these kids manage to learn English when I am not an English teacher?

1. Acquire language

a. Live in the environment and absorb the language, much as a child learns their first language

b. Immersion means students learn the language while focusing on other tasks

c. Point of language is to communicate, not to have perfect grammar

2. Learn language

a. Formal instruction, as in foreign language classes

b. We all offer bits and pieces of formal instruction as we challenge our students to improve their communication

c. Students ask language questions

D. Why do they continue to speak Spanish? Wouldn’t they learn faster if they just spoke English?

1. Value of bilingualism
2. Future employment
3. Personal identity and culture
4. Additive, not subtractive
5. Respect their first language
6. Encourage literacy skills in both languages

IV. TSC ESL Program 2003 (So what are we going to do about it?)

1. How do we know the levels of English of each student? What do we do when a new LEP student arrives?
2. Language survey
3. English proficiency test
4. Appropriate grade placement (K-8grades), class schedule (9-12 grades)
5. Class modifications form (handout available)
6. Tutoring schedule
7. Parent notification
8. Follow up

B.What else is out there to help me as a teacher?

1. In – Services to teachers. DOE guidelines for the program
2. Liaison between parent and teacher
3. There is a tutor in every building to provide homework support
4. Indiana University grant/ English as a new language teacher certification

C.Questions from the audience

Evaluation for Inservice Presentation

Please take a few minutes to fill out this evaluation so that we may serve you more effectively in the future.

What information from the presentation was most valuable or helpful to you?

What are some areas of the presentation that could be improved upon?

Considering the topic of ESL, what are some areas not covered by this presentation that you would like to see presented in future inservices or workshops?

___Easy Steps to Help ELL’s in your classes

___Assessment Strategies for ELL’s

___Parental Involvement

___Other: Please explain.

Rate the following by circling your answer.

4 = agree2 = somewhat disagree

3 = somewhat agree1 = disagree

_____ I learned a lot of new information.

_____ I will try to implement these suggestions in my classroom.

_____ I would like more information.

_____ I would appreciate a help session for my content area.

_____ I have a better idea of how to help ESL students in my classes.

Please write any remaining questions on the back and we will make every attempt to answer them in the future. If you would be willing to help in the area of ESL or are interested please email Dr. Cristina Morales at

FOLLOW UP PLANS

Follow-up plans for this in-service will begin within the workshop itself. Participants will be given a handout with contact information for resource people within the school district and at the Indiana Department of Education. We plan to be available for one-to-one assistance upon request. Participants will also be given an evaluation form, which asks for questions. These questions can form the framework of additional in-service opportunities.

To increase the chance of future workshops being truly helpful for teachers, we will propose a general workshop to be held with one representative of each department (secondary schools) or grade level (elementary schools). This workshop might address something like “What is the first thing I do when an ESL students enters my class?” Assessments and grades might be another topic of interest. Representatives at these workshops can then share information with others in their department and invite us in for further in-service opportunities that are more focused on the needs of that department or grade level.

BIBLIOGRAPHY

Baker, Colin. (2001). Foundations of Bilingual Education and Bilingualism. (3rd ed.). Great Britain: Biddles Ltd.

Buchthal, Kristina. (2001, October 24). “Schools Targeting Immigrants.” The Indianapolis Star. Retrieved from the World Wide Web on October 29, 2001. wysiwyg://partner.57/

Center for Latin American, Caribbean, and Latino Studies. Latino Population of the U.S. Data Bases. (2001.) “Hispanic Population Growth by Region and State, 1980-2000.” Retrieved from the World Wide Web on June 2, 2003.

Chamot, Anna Uhl and O’Malley, J. Michael. (1994). The CALLA Handbook. United States of America: Addison-Wesley Publishing Company, Inc.

Genesee, Fred. (2001). Educating Second Language Children: The Whole Child, the Whole Curriculum, the Whole Community. Cambridge: University Press.

Gibbons, Pauline. (2002). Scaffolding Language Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom. Portsmouth: Heinemann.

Parrott, Jeff. (2001, May 6). “Census: Hispanic Residents Blending Well in the Community.” Journal and Courier. Retrieved from the World Wide Web on July 2, 2003.

Parrott, Jeff. (2001, May 6). “Schools Strapped to Teach New Residents.” Journal and Courier. Retrieved from the World Wide Web on July 2, 2003.

United States Census Bureau. (2000.) Census 2000, Summary File 1 and unpublished data. “Percentage of Persons of Hispanic Origin in Each State, Census 2000.” Retrieved from the World Wide Web June 2, 2003.

United State Census Bureau, Internet Posting. (2000.) “Educational Attainment Levels of Hispanic Population, 2000.” Retrieved from the World Wide Web on June 2, 2003.

United States Census Bureau. (2000.) “Growth of Hispanic Population of the US Compared with Growth of the General Population, 1980-2000.” Retrieved from the World Wide Web on June 2, 2003.

OVERHEADS

Part One

ELIZABETH ROSE

What is ESL?

(this page is intended to be left to refer to map)

Please see map of “Percentage of Persons of Hispanic Origin in Each State, Census 2000”

Hispanic Population Growth by Region and State, 1980-2000
1980 / 1990 / 2000 / % Increase 1980-2000
Region
Northeast / 2,604,289 / 3,754,389 / 5,254,087 / 101.7%
Midwest / 1,276,545 / 1,726,509 / 3,124,532 / 144.8%
South / 4,473,966 / 6,767,021 / 11,586,696 / 159.0%
West / 6,253,873 / 10,106,140 / 15,340,503 / 145.3%
Totals / 14,608,673 / 22,354,059 / 35,305,818 / 141.7%
Indiana / 87,047 / 98,788 / 214,536 / 146.5%
Educational Attainment Levels of Hispanic Population, 2000
(population 15 years of age or above in thousands)
Hispanic / Hispanic
All Hispanics / % / Males / % / Females / %
Less than High School / 10,743 / 47.1% / 5,466 / 48.3% / 5,276 / 46.0%
High School Graduate / 5,984 / 26.3% / 3,021 / 26.7% / 2,963 / 25.8%
Some College / 3,202 / 14.0% / 1,502 / 13.3% / 1,700 / 14.8%
Associates Degree Occupational / 507 / 2.2% / 226 / 2.0% / 281 / 2.5%
Associates Degree Academic / 452 / 2.0% / 187 / 1.7% / 266 / 2.3%
BA Degree / 1,332 / 5.8% / 641 / 5.7% / 691 / 6.0%
MA Degree / 372 / 1.6% / 175 / 1.5% / 197 / 1.7%
Professional Degree / 117 / 0.5% / 58 / 0.5% / 59 / 0.5%
Ph.D. Degree / 84 / 0.4% / 51 / 0.5% / 33 / 0.3%
Total Population 15 years of age + / 22,793 / 100.0% / 11,327 / 100.0% / 11,466 / 100.0%
Source: U.S. Bureau of the Census, Internet Posting:

Educational Attainment for Persons 25 Years or Older by Race/Nationality, Census 2000
Persons 25 Years or Older / 147,067,000 / 20,036,000 / 17,150,000
White / Black / Hispanic
Percent High School Graduate or more / 84.9 / 78.5 / 57.0
Percent with Bachelor's Degree or more / 26.1 / 16.5 / 10.6
Percent with Advanced Degree or more / 8.8 / 5.1 / 3.3
Source: U.S. Census Bureau, Statistical Abstract of the United States: 2000, Population p. 41.
Internet address:

ESL

English as a Second Language

LEP

Limited English Proficient

ELL

English Language Learners

ENL

English as a New Language

EFL

English as a Foreign Language

LM

Language Minority

Part Two

SUSAN MUELLER

How are they going to learn English?

Why can’t they pass my class

when I know they speak English to their friends very well?

BICS

(Basic Interpersonal Communication Skills)

vs.

CALP

(Cognitive Academic Language Proficiency)

WHOSE RESPONSIBILITY IS IT TO EDUCATE “FIX” THESE KIDS?

All contacts with English

contribute to language learning.

What is my role as a teacher? How can I help?

Speak clearly (no slurring)

Speak a bit slower than usual

Pause between sentences,

not words

Give them time to think

Use synonyms

to increase understanding

Avoid or explain

clichés and metaphors

Use gestures and graphics if possible

How will I help them

learn English

when I am not an English teacher?

Acquisition of language

and

Learning a language

Why do they continue

to speak Spanish?

Wouldn’t they learn faster

if they just spoke English?



Let’s not commit subtractive bilingualism

Research shows cognitive value in bilingualism

Part Three

CRISTINA MORALES

What are we going to do?

When a new language minority student arrives at TSC…



enrollment



identification as potential ELL



assessment using LAS test



provision of class modifications



tutoring ESL schedule



parent notification



monitoring ability to participate meaningfully

English proficiency test

LAS= Language Assessment Scales

• Oral proficiency
• Writing proficiency
• Reading proficiency

Five Levels of English Proficiency

LEVEL 1pre-production

LEVEL 2production

LEVEL 3emergence

LEVEL 4intermediate fluency

LEVEL 5fluent

CLASSROOM MODIFICATIONS to be done BY SUBJECT TEACHER

Grading work

Additional time

Reducing assignments

Peer tutor help…(see handout)

What else is out there to help me as a teacher?

• DOE guidelines

• Liaison between parent and

teacher

• ESL Tutor helps with homework

• Indiana Univesity grant/ ENL certification

HANDOUTS

What is ESL?

An In-service for All Teachers Grades 6-12

I. What is ESL anyway? (An Introduction)

1. Is this really a big “problem”? (The Statistics)

E.What does ESL stand for?

F.What kinds of programs are out there?

II. When and how will they learn English?

A.Why can’t they pass my class when I know they speak English?

B.Whose responsibility is it to educate (“fix”) these kids?

1. How will I help them to learn English when I am not an English teacher?

1. Why do they continue to speak Spanish? Wouldn’t they learn faster if they just spoke English?

III. What are we going to do about it? TSC ESL Program 2003

1. How do we know the levels of English of each student?

1. What do we do when a new LEP student arrives?

F.What else is out there to help me as a teacher?

G.Questions from the audience

Resources for teachers

English Language Learner Knowledge Base

new.shtml

Indiana DOE Language Minority and Migrant Programs Homepage

teaches of English to Speakers of Other Languages (TESOL)

Indiana TESOL (INTESOL)

Dave’s ESL Cafe

Foreign languages for Travelers

ESL Partyland

ESL games

English Exercises

Read Please 2000

Hispanic Scholarships

TIPPECANOE SCHOOL CORPORATION

Middle schools and High schools

Individual Learning Plan

For a Limited English Proficient (LEP) student

NAME OF STUDENT ______

SCHOOL______ENROLLMENT DATE______

GRADE______

CLASSROOM MODIFICATIONS BY SUBJECT TEACHER

At the beginning of the semester or as soon as possible, teachers should clearly communicate (get a translator if needed) to each LEP student about how grading is going to take place. Grading needs to be modified in the light of that student’s proficiency level.

Teacher, please mark those modifications you are using now or plan to use.

____ Grade work for credit according to the modifications discussed with student

____ Allow additional time to complete tasks or tests

____ Allow student to correct written work with ESL staff

____ Provide alternative, adapted or reduced assignments and tests

____ Allow student to take same test as everybody but grade only based on what the student attempts to answer

____ Allow student to take an open book test

____ Provide copies of teacher’s notes

____ Focus lessons on 2-3 key issues rather than overloading LEP students with all the details

____ Provide the ESL tutor the most important material to review/study with student

____ Provide a written outline of the key ideas in the textbook, including all concepts to be covered in tests. Students

can use this outline side by side with the textbook for study purposes.

____ Provide a bilingual textbook or one in the student’s native language

____ Allow tape recorder for classes

____ Encourage student to use a desk translator and/or a dictionary; also keeping a notebook for new words

____ Provide a review sheet in the student’s native language

____ Seat student near someone who will be helpful and understanding (this someone might be another student not necessarily a bilingual one)

____ Assign a peer tutor to review information or re-explain lessons

____ Use ESL catalogs to obtain resources that will supplement lessons

_____ Check if student has written down the assignment accurately

____ Speak slowly and clearly (not louder) when giving directions and assignments

_____ Use fewer colloquialisms and explain those you do use

____ Listen carefully. LEP students are easier to understand the more you listen

____ Have the student repeat directions for clarification

____ Do not force speaking. Be sensitive to student’s spoken language

____ Learn as much as possible about the student’s cultural background

____ Other:______

SUPPORT BY ESL TUTOR

____ Provide support with homework, bilingual if possible

____ Correct written work sent by subject teacher

____ Reviewing material for tests as sent by subject teacher

____ Read test questions to student as sent by subject teacher

______

teacher signature and datetutor signature and date

Please complete this form for each LEP student and send a copy to Cristina Morales for TSC files.

END OF DOCUMENT, END OF INSERVICE