ells can succeed! presented by maxine drazenovic, elementary esol teacher van mckenna, elementary...
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ELLs Can Succeed!Presented by
Maxine Drazenovic, Elementary ESOL TeacherVan McKenna, Elementary ESOL Teacher
Laura Hook, Elementary ESOL Resource Teacher
Goals:
• To identify characteristics that impact language acquisition
• To describe ESOL services and appropriate instructional strategies to support English language learners
What do you understand when you know a language?
What do you understand when you know a language?
• The music
• The sounds
• The correct sequence of sounds in a word
• How to use and interpret intonation
• How to change the time of a sentence
• The order of words
• The music
• The sounds
• The correct sequence of sounds in a word
• How to use and interpret intonation
• How to change the time of a sentence
• The order of words
• Formal v. informal language
• Idiomatic expressions
• A wealth of vocabulary
• The variety in meaning of words
• Language nuances
• The gestures
• Formal v. informal language
• Idiomatic expressions
• A wealth of vocabulary
• The variety in meaning of words
• Language nuances
• The gestures
• How to ask for information
• How to persuade
• How to enter a conversation without interrupting
• How to take turns in conversation
• How to use language to build relationships
• Connections between language and culture
• How to ask for information
• How to persuade
• How to enter a conversation without interrupting
• How to take turns in conversation
• How to use language to build relationships
• Connections between language and culture
Key Differences: L1 and L2 Acquisition
Key Differences: L1 and L2 Acquisition
First Language:
• Learned through total immersion
• Learned at home
• Learned by young children
• Learned in order to communicate with loved ones
• Largely an unconscious process
• No time pressure to learn
• Must learn developmental concepts as well as language
First Language:
• Learned through total immersion
• Learned at home
• Learned by young children
• Learned in order to communicate with loved ones
• Largely an unconscious process
• No time pressure to learn
• Must learn developmental concepts as well as language
Second Language:
• Learned through partial immersion
• Hampered by emotions
• Learned at an older age
• Learned to communicate in less personal situations such as schools or work
• Very conscious and often methodical
• Great time pressures
• Acquire while learning academic concepts already acquired in the L1
Second Language:
• Learned through partial immersion
• Hampered by emotions
• Learned at an older age
• Learned to communicate in less personal situations such as schools or work
• Very conscious and often methodical
• Great time pressures
• Acquire while learning academic concepts already acquired in the L1
Cultural AdjustmentCultural AdjustmentAbout 2 years
I nitialHoneymoon Adjustment Adjustment
Culture Shock Mental Is olation
About 2 years
I nitialHoneymoon Adjustment Adjustment
Culture Shock Mental Is olation
Adjustment
Mental Isolation
Honeymoon
Initial Adjustment
Culture Shock
Cultural AdjustmentCultural AdjustmentAbout 2 years
I nitialHoneymoon Adjustment Adjustment
Culture Shock Mental Is olation
About 2 years
I nitialHoneymoon Adjustment Adjustment
Culture Shock Mental Is olation
Adjustment
Mental Isolation
Initial Adjustment
Culture Shock
Cultural AdjustmentCultural AdjustmentAbout 2 years
I nitialHoneymoon Adjustment Adjustment
Culture Shock Mental Is olation
About 2 years
I nitialHoneymoon Adjustment Adjustment
Culture Shock Mental Is olation
Adjustment
Mental Isolation
Initial Adjustment
Cultural AdjustmentCultural AdjustmentAbout 2 years
I nitialHoneymoon Adjustment Adjustment
Culture Shock Mental Is olation
About 2 years
I nitialHoneymoon Adjustment Adjustment
Culture Shock Mental Is olation
Adjustment
Mental Isolation
Cultural AdjustmentCultural AdjustmentAbout 2 years
I nitialHoneymoon Adjustment Adjustment
Culture Shock Mental Is olation
About 2 years
I nitialHoneymoon Adjustment Adjustment
Culture Shock Mental Is olation
Adjustment
Cultural AdjustmentCultural AdjustmentAbout 2 years
I nitialHoneymoon Adjustment Adjustment
Culture Shock Mental Is olation
About 2 years
I nitialHoneymoon Adjustment Adjustment
Culture Shock Mental Is olation
Things said on a playgroundThings said on a playground
Things said in a Science classThings said in a Science class
BICS and CALPBICS and CALP
Basic Interpersonal
Communication Skills
BICS: Are necessary for
everyday functioning. Are very context
sensitive and depend on nonverbal cues.
Can typically be achieved in the classroom with good contextual support.
Basic Interpersonal
Communication Skills
BICS: Are necessary for
everyday functioning. Are very context
sensitive and depend on nonverbal cues.
Can typically be achieved in the classroom with good contextual support.
Cognitive Academic
Language Proficiency
CALP: Is very context reduced
and depends more on cognitive capabilities.
Depends on the relationship between the native language and new language since it is best if both are sufficiently developed.
Cognitive Academic
Language Proficiency
CALP: Is very context reduced
and depends more on cognitive capabilities.
Depends on the relationship between the native language and new language since it is best if both are sufficiently developed.
ELLs in Our SchoolsELLs in Our Schools In HCPSS
Over 2,200 ELLs in ESOL Program 78 languages 88 countries
At Longfellow ES: 20 students Languages: French, Haitian Creole, Korean,
Mandingo, Singhalese, & Spanish Beginning level: 8 ells Intermediate level: 11 ells Advanced level: 1 ell
In HCPSS Over 2,200 ELLs in ESOL Program 78 languages 88 countries
At Longfellow ES: 20 students Languages: French, Haitian Creole, Korean,
Mandingo, Singhalese, & Spanish Beginning level: 8 ells Intermediate level: 11 ells Advanced level: 1 ell
Sympathy vs. EmpathySympathy vs. Empathy
The imaginative placing of ourselves into another’s shoes (Milton Bennett)
The imaginative placing of ourselves into another’s shoes (Milton Bennett)
The imaginative intellectual & emotional participation in another person’s experience. (Milton Bennett)
The ability of individuals to communicate an awareness of another person’s thoughts, feelings, & experiences. (Lustig and Koester)
The imaginative intellectual & emotional participation in another person’s experience. (Milton Bennett)
The ability of individuals to communicate an awareness of another person’s thoughts, feelings, & experiences. (Lustig and Koester)
Cultural EmpathyCultural Empathy
Seeing the world through another’s eyes, hearing as they might hear, and feeling and experiencing their
internal world.
(Ivey, Ivey, and Simek-Morgan as quoted by Chung and Bemack, 2002)
5 Key Principles in Working with ELLs
5 Key Principles in Working with ELLs
Increase Comprehensibility
Increase Interaction
Increase Thinking/Study Skills
Increase Academic Language and Fluency
Make Connections
Increase Comprehensibility
Increase Interaction
Increase Thinking/Study Skills
Increase Academic Language and Fluency
Make Connections
STILL Need Help?STILL Need Help? Ask the ESOL Team for
suggestions.
Access Culture Grams to learn about students’ culture.
Use only HCPSS approved documents, many of which are found on the DR under the Translation Bank.
Ask the ESOL Team for suggestions.
Access Culture Grams to learn about students’ culture.
Use only HCPSS approved documents, many of which are found on the DR under the Translation Bank.
If All the Trees Were OaksIf All the Trees Were OaksWhat if all the trees were oaks.How plain the world would
seem;No maple syrup, banana splits,And how would orange juice be?Wouldn’t it be a boring place,If all the people were the same;Just one color, just one
language.
Just one family name!
What if all the trees were oaks.How plain the world would
seem;No maple syrup, banana splits,And how would orange juice be?Wouldn’t it be a boring place,If all the people were the same;Just one color, just one
language.
Just one family name!
But…If the forest were the world,And all the people were the
trees;Palm and pine, bamboo and
willow,Live and grow in harmony.Aren’t you glad, my good friend,Different though we be;We are here to help each other,I learn from you,
and you, from me.
But…If the forest were the world,And all the people were the
trees;Palm and pine, bamboo and
willow,Live and grow in harmony.Aren’t you glad, my good friend,Different though we be;We are here to help each other,I learn from you,
and you, from me.
Questions
&
Answers&
Answers
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