american school of warsaw ell presentation by mary niesluchowska, ell teacher...
TRANSCRIPT
American School of WarsawAmerican School of Warsaw
ELL PresentationELL Presentation
By Mary Niesluchowska, ELL teacher [email protected] Mary Niesluchowska, ELL teacher [email protected]
A mouse saved her young from an A mouse saved her young from an angry cat by barking 'bow wow'. angry cat by barking 'bow wow'. After the cat ran away, the mouse After the cat ran away, the mouse said to her offspring, said to her offspring, ““See, See, children, it pays to know a second children, it pays to know a second language.language.””
English Language LearnersEnglish Language LearnersParent OrientationParent Orientation
Program ObjectivesProgram Objectives
Teachers – IntroductionTeachers – Introduction
How do you learn language?How do you learn language?
The Inclusion programThe Inclusion program
How can you help your child?How can you help your child?
Question and Answer timeQuestion and Answer time
ObjectivesObjectives
There are three main objectives of the ELL There are three main objectives of the ELL program:program:to make sure that all students become to make sure that all students become proficient in English and achieve academic proficient in English and achieve academic success success to provide support for classroom teachers to provide support for classroom teachers of ELL students of ELL students to promote bilingualism and cultural to promote bilingualism and cultural understanding understanding
About the TeachersAbout the Teachers
Mary NiesluchowskaMary Niesluchowska
Over 25 years teaching ELL at ASWOver 25 years teaching ELL at ASW
Experience in elementary, middle and high Experience in elementary, middle and high schoolschool
Speaks English and PolishSpeaks English and Polish
Tanja KusanovicTanja Kusanovic
Over 20 years teaching at ASWOver 20 years teaching at ASW
Experienced classroom teacherExperienced classroom teacher
Speaks English, Croatian, Polish, German, Speaks English, Croatian, Polish, German, ItalianItalian
Sarah KemmeSarah Kemme
Over 20 years teaching experienceOver 20 years teaching experience
Speaks Spanish and PortugueseSpeaks Spanish and Portuguese
Lynn HammondLynn Hammond
Over 25 years teaching experience in Over 25 years teaching experience in Turkey, Canada, Japan and China.Turkey, Canada, Japan and China.
How do you learn language?How do you learn language?
Two kinds of language proficiency:Two kinds of language proficiency:
Social languageSocial language– Children can become fluent in social language Children can become fluent in social language
in one to two years.in one to two years.
Academic languageAcademic language– academic fluency takes five to seven or more academic fluency takes five to seven or more
years.years.
Children learn second language at different Children learn second language at different rates.rates.
Silent PeriodSilent Period
The process of learning a new language is The process of learning a new language is the same as the process we go through the same as the process we go through when we acquire our first language. when we acquire our first language. English learners typically start with a pre-English learners typically start with a pre-production, or silent period. Students production, or silent period. Students begin to understand English, but do not begin to understand English, but do not yet try to speak it. yet try to speak it.
Language Acquisition Language Acquisition How long does it take to learn English? How long does it take to learn English?
Language BackgroundLanguage Background How similar is the home language to English? How similar is the home language to English?
Language AcquisitionLanguage Acquisition
Home language proficiency Home language proficiency Natural ability to learn languagesNatural ability to learn languagesExposure to EnglishExposure to EnglishMotivation to learnMotivation to learn
Everyone is Everyone is Different!Different!
What does ELL support look What does ELL support look like?like?
INCLUSION INCLUSION – ELL teachers go INTO the– ELL teachers go INTO the regular classroom to work with the ELL regular classroom to work with the ELL students.students.
Why Inclusion?Why Inclusion?
Motivation increases when students are Motivation increases when students are engaged in meaningful learning.engaged in meaningful learning.
They become self confident and They become self confident and responsible for their learning.responsible for their learning.
In the classroom, communication with In the classroom, communication with fluent and native English speakers allows fluent and native English speakers allows the authentic use of language and the authentic use of language and exposure to more complex vocabulary and exposure to more complex vocabulary and structure.structure.
Students become full classroom Students become full classroom participants.participants.
Students see the connection between Students see the connection between English instruction and academic content.English instruction and academic content.
Research shows that students who remain Research shows that students who remain in the classroom and get English support in the classroom and get English support THERE, learn the language faster and at THERE, learn the language faster and at higher levels.higher levels.
PulloutPullout
In grades 3-5, students who are new to In grades 3-5, students who are new to English or are beginners will have pullout English or are beginners will have pullout English support in addition to support in English support in addition to support in the classroom.the classroom.
Students who test well and with the Students who test well and with the agreement of the classroom teacher, will agreement of the classroom teacher, will be able to take native language classes or be able to take native language classes or French AND continue to get ELL support French AND continue to get ELL support in the classroom.in the classroom.
Native LanguageNative Language
Literacy in your native language is Literacy in your native language is one of the most important factors for one of the most important factors for literacy in a second language.literacy in a second language.
A strong foundation in the first language is A strong foundation in the first language is linked to successful learning of a second linked to successful learning of a second language as well as academic language as well as academic achievement.achievement.
Multilingualism poses no special risks for Multilingualism poses no special risks for children. Acquiring three or more children. Acquiring three or more languages is not significantly different from languages is not significantly different from acquiring one or two languages. Knowing acquiring one or two languages. Knowing two languages makes it easier to learn a two languages makes it easier to learn a third.third.
Language mixing is common and short-Language mixing is common and short-lived.lived.
Language mixing is a normal phase of Language mixing is a normal phase of bilingual development. It is NOT an bilingual development. It is NOT an indication of language confusion.indication of language confusion.
Make sure your child continues to develop Make sure your child continues to develop his/her native language. his/her native language.
Talk to your child in your home language. Talk to your child in your home language. But speaking is not enough. But speaking is not enough.
Reading and writing in your home Reading and writing in your home language are just as important too. Try to language are just as important too. Try to make sure your child takes native make sure your child takes native language lessons at school or after school.language lessons at school or after school.
How can you help your child?How can you help your child?
READ!READ!Read to your child and discuss the books he/she reads.Read to your child and discuss the books he/she reads.Continue with native language lessons.Continue with native language lessons.Invite English-speaking friends home to play.Invite English-speaking friends home to play.Watch quality films in English.Watch quality films in English.Limit computer/TV time where there is no language Limit computer/TV time where there is no language being developed.being developed.Find books in your native language that explain the Find books in your native language that explain the same subjects your child is learning in English. same subjects your child is learning in English. READ! READ!
Content in your native languageContent in your native language
BooksBooks
InternetInternet
Recommended ReadingRecommended Reading
• The Bilingual Edge The Bilingual Edge by Kendall King and by Kendall King and Alison MackayAlison Mackay
Why, when and how to teach your child Why, when and how to teach your child a second language a second language
PAR 404 KINPAR 404 KIN• ELL @ ASW websiteELL @ ASW website
http://www.weebly.com/weebly/main.php
(see link on ES teacher webpages)(see link on ES teacher webpages)
ReadRead
Research shows that reading to your child Research shows that reading to your child 10-15 minutes a day is the single most 10-15 minutes a day is the single most important activity for learning language.important activity for learning language.
READ!READ!
READ!READ!
READ!READ!
READ!READ!