nyu pte overview of ells oct2009

47
A Part of the Partnership Curriculum Development Project in Working with ELLS Spring 2009

Upload: project-for-developing-chinese-language-teachers

Post on 20-May-2015

3.862 views

Category:

Education


2 download

DESCRIPTION

This document, part of NYU's Partnership for Teacher Excellence Curriculum Development Project, provides an overview of the needs of English Language Learners and types programs for these students in New York City.

TRANSCRIPT

Page 1: Nyu Pte Overview Of Ells Oct2009

A Part of the Partnership Curriculum Development Project in Working with

ELLS

Spring 2009

Page 2: Nyu Pte Overview Of Ells Oct2009

Manadou from Mali Manadou immigrated to the U.S. at the

age of 15.

He had no schooling in Mali and was not able to read or write when he enrolled in high school shortly after coming to the U.S.

He is able to speak fairly well but his reading and writing abilities are only at a fourth grade level.

(DeCapua, Smathers, & Tang 2009)

Page 3: Nyu Pte Overview Of Ells Oct2009

Mali

Page 4: Nyu Pte Overview Of Ells Oct2009

Mali

Page 5: Nyu Pte Overview Of Ells Oct2009

Sonia from the Dominican Republic

Sonia comes from a rural part of the Dominican Republic.

Her school attendance is erratic. She is in the eleventh grade but her

reading and writing proficiencies are at about the seventh grade level.

(DeCapua, Smathers, & Tang 2009)

Page 6: Nyu Pte Overview Of Ells Oct2009

The Dominican Republic

Page 7: Nyu Pte Overview Of Ells Oct2009

Chang-Ching from China Chang-Ching came to the U.S. a year ago

atage 18. He was placed in the 9th grade because of

his age. His writing is high-beginning level but he

has begun to show improvement.

(DeCapua, Smathers, & Tang 2009)

Page 8: Nyu Pte Overview Of Ells Oct2009

China

Page 9: Nyu Pte Overview Of Ells Oct2009

Brenda from Bosnia* At age 13, Brenda came with her family

to the U.S. Because she arrived during the Spring

semester, she only attended eighth grade for about two months.

Brenda is now in her first year of high school.

She reads at about a fifth-grade level.

(DeCapua, Smathers, & Tang 2009)

Page 10: Nyu Pte Overview Of Ells Oct2009

Bosnia

Page 11: Nyu Pte Overview Of Ells Oct2009

Luis from Mexico Luis is 15 years old and from a rural area

of Mexico. He frequently has gaps in his attendance

because his father, mother, younger brother and younger sister are migrants.

He has just completed his first term of 9th grade.

Luis’ written English and reading abilities are at a third grade level.

(DeCapua, Smathers, & Tang 2009)

Page 12: Nyu Pte Overview Of Ells Oct2009

Mexico

Page 13: Nyu Pte Overview Of Ells Oct2009

Leon from Sierra Leone Leon, a 16 year old high school student,

immigrated from Sierra Leone two years ago.

He likes Science and Math better than English.

He says “Science is my favorite subject and I always curious about the nature.” “I like the math teacher.”

Leon is barely passing all of his classes. (DeCapua, Smathers, & Tang 2009)

Page 14: Nyu Pte Overview Of Ells Oct2009
Page 15: Nyu Pte Overview Of Ells Oct2009

2007-2008: 148,401 ELLs (represents 14.1% of total student population)

Queens: 42,694 (15.3%)Brooklyn: 38,183 (11.8%)Bronx: 38,021 (16.9%)Manhattan: 25,939 (15.6%)Staten Island: 3,564 (5.9%)

Page 16: Nyu Pte Overview Of Ells Oct2009

Predominant Language Groups

Spanish: 68%Chinese: 11.2%Bengali: 2.9%Arabic: 2.5%Haitian Creole: 2.3%Russian: 1.9%Urdu: 1.8%French: 1.3%,Korean/Albanian: 1.1%

Source: New York City’s English Language Learners: Demographics, NYCDOE/OELL, Summer 2008

Page 17: Nyu Pte Overview Of Ells Oct2009

LATIN AMERICAN AND CARIBBEAN STUDENTS IN

NYC

Dominican Republic Mexico Haiti Ecuador Colombia Honduras El Salvador Guatemala Nicaragua

Page 18: Nyu Pte Overview Of Ells Oct2009

ASIA,THE PACIFIC AND ARAB STATES

Asia & the Pacific China Pakistan Bangladesh India Korea

Arab States Yemen There are about 200 countries of origin of NYC

immigrant students. This, of course, does not preclude ELL/SIFE from many, many other countries including Albania, Egypt, Iraq, Peru, Poland, Russia, and African nations. *Sources:

-ELL language group data: “2001-2002 Facts & Figures,” NYCDOE/DELL.

Page 19: Nyu Pte Overview Of Ells Oct2009

Dominicans and Mexican Students

It is very likely that the majority of Spanish-speaking ELL/SIFE is from the Dominican Republic and Mexico, which combined represent about 55% of our immigrant students from 19 Spanish-speaking countries.

ELL language group data: “2001-2002 Facts & Figures,” NYCDOE/DELL.

Page 20: Nyu Pte Overview Of Ells Oct2009

Part 154.1 Definition of an ELL

A pupil of foreign birth or ancestry who speaks a language other than English at home

Understands and speaks little or no English

Score below state designated level of proficiency on LAB-R

Page 21: Nyu Pte Overview Of Ells Oct2009

“LEP” STUDENTS “Limited-English proficient (LEP)

students are those whose native or dominant language is other than English and whose difficulties in speaking, reading, writing or understanding English are sufficient to deny them the opportunity to learn successfully in an English-only classroom.”

Page 22: Nyu Pte Overview Of Ells Oct2009

Working with ELLs = A Rewarding Experience

Make each one feel welcome Make each one feel safe in the

classroom environment Make each one feel that s/he is “a part

of” Open and maintain channels of

communication

Page 23: Nyu Pte Overview Of Ells Oct2009

a wide range in the different types of ELLs enrolled in NYC schools:

Recent Immigrants Long-term ELLs U.S. born ELLs Age-limited/older ELLs SLIFE (students with limited or

interrupted formal education) Former ELLs

Page 24: Nyu Pte Overview Of Ells Oct2009

Nationally, there are over 2.8 million ELL students in grades K-12. This represents an increase of 105% since the 1990-91 school year.

The greatest increase in the immigrant student population has been concentrated in the secondary schools.

Page 25: Nyu Pte Overview Of Ells Oct2009

The overall number of ELLs has dramatically increased across all grade levels, with roughly 2/3 of all ELLs now being born in the United States.

Almost 15% of New York City public

school students are ELLs.

Page 26: Nyu Pte Overview Of Ells Oct2009

Culture shock is the feeling people experience when they spend any length of time in another culture and begin to realize that their understanding and interpretation of the world and the behaviors around them differ from and often conflict with those of the new culture.

(DeCapua & Wintergerst, 2004)

Page 27: Nyu Pte Overview Of Ells Oct2009

Students may be in shock after facing different expectations about how to behave in school and what is expected of them: examples:

sitting at a desk, holding a writing implement, raising one’s hand to answer the teacher’s question and waiting to be called on.

DeCapua, Smathers & Tang (2009)

Page 28: Nyu Pte Overview Of Ells Oct2009

Currently Used:

HLIS (Home Language Identification Survey) Language Assessment Battery – Revised New York State English as a Second

Language Achievement Test

Once a student has been identified as

an ELL, s/he is placed in an age-appropriate grade level with access to ELL services.

Page 29: Nyu Pte Overview Of Ells Oct2009

In order to understand the ELL student it is important to know:

L1 used at home Literacy level in L1 Support system available to student: family,

guardian, etc. Reason(s) for immigrating to U.S. Socio-economic and religious backgrounds Cultural concepts of the student’s

school/education in his/her home country

Page 30: Nyu Pte Overview Of Ells Oct2009

provides a single place where educators can find important information to use to accelerate student learning.

ARIS provides New York City educators with a secure online platform for:

Page 31: Nyu Pte Overview Of Ells Oct2009

Exploring data they can use to improve student outcomes

Sharing what they have learned by publishing documents and taking part in discussions and blogs

Finding other educators facing similar challenges

Creating collaborative communities to solve problems together

Page 32: Nyu Pte Overview Of Ells Oct2009

1990. 32,000,000 people over age of 5 spoke a language other than English in the home---approximately 14% of the U.S. population.

2000. Nearly 47,000,000---approximately 18% of the population.

ELLs in elementary and secondary schools reflect this increase.

Page 33: Nyu Pte Overview Of Ells Oct2009

Restrictions: No pupil shall be served in bilingual or English

as Second Language (ESL) education program in excess of three years from date of enrollment.

Page 34: Nyu Pte Overview Of Ells Oct2009

Initial Identification:

Process followed to determine English proficiency at the time of a pupil’s enrollment in NYS public school system for the first time or at time of re-entry into NYS system with no available record of prior screening (LAB-R).

Page 35: Nyu Pte Overview Of Ells Oct2009

Assessment:

Pupils will have annual English language assessment as determined by scores on the New York State English as a Second Language Achievement Test (NYSESLAT).

Page 36: Nyu Pte Overview Of Ells Oct2009

Parents and guardians of ELLs are often unfamiliar with the U.S. education system and do not realize that they and the student(s) have rights.

Schools are responsible for conducting orientation programs that inform all concerned of their education rights.

Page 37: Nyu Pte Overview Of Ells Oct2009

-the high 4-year English Language Learner (ELL) dropout rate (June 2007): 29.4% statewide,

-the low 4-year ELL graduation rate (June 2007): 25.2% statewide; 23.5% in NYC.

http://www.thenyic.org/templates/documentFinder.asp?did=932

Page 38: Nyu Pte Overview Of Ells Oct2009

None of the current identification tools assess academic ability.

Extremely high drop-out rate for ELLs in secondary school

How long does it take to learn English? To learn Academic English?

NCLB & NYC/NYS policies regarding testing/assessment of ELLs

Page 39: Nyu Pte Overview Of Ells Oct2009

Dual Language Program

50% Instruction in Native Language of ELLs50% Instruction in English

Students of the native language are taught alongside English-speaking students so that all students become bicultural and fluent in both languages.

Page 40: Nyu Pte Overview Of Ells Oct2009

Parents of students who have beenidentified as ELLs have the right tochoose the type of program they want

to place the ELL(s):

Transitional bilingualDual LanguageFree-standing ESL program

Page 41: Nyu Pte Overview Of Ells Oct2009

Transitional Bilingual Education (TBE)

Language and subject matter taught in the student’s native language

Intensive instruction in English as Second Language

Page 42: Nyu Pte Overview Of Ells Oct2009

Freestanding English as Second Language

Program

All language and subject matter (content area) instruction in English

Use specific instructional (ESL) strategies Support in native language may be

available

Page 43: Nyu Pte Overview Of Ells Oct2009

Push In and Pull out Models

Push In Class: ESL teacher works with Ells in the content

class to help further their comprehension of the content introduced by the teacher.

Pull out Class: ESL teacher takes a group of ELLs out of the

content class and works with them to develop their understanding of the concepts discussed in class or to improve their English.

Page 44: Nyu Pte Overview Of Ells Oct2009

“Issue Brief,” National Center for Education Statistics, August 2004.

http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2004035

New York City’s English Language Learners: Demographicshttp://schools.nyc.gov/NR/rdonlyres/3A4EC4C-14BD-49C4-B2E6-8EDF5D873BE4/42968/2008_DemoReportFINAL.pdf

Commissioner’s Regulations, Part 154http://www.emsc.nysed.gov/biling/nysregshtml.htm

Walqui, Aida (2000). Access and Engagement. Mchenry, IL: CAL/Delta.

Page 45: Nyu Pte Overview Of Ells Oct2009

Board of Education. (2002). Statistical Summary. New York: New York City Board of Education.

DeCapua, A., & Wintergerst, A. C. (2004). Crossing cultures in the language classroom. Ann Arbor: University of Michigan Press.

DeCapua, A., Smathers, W., & Tang, L. F. (2009). Meeting the needs of students with limited or interrupted schooling: A guide for educators. Ann Arbor: University of Michigan Press.

Page 46: Nyu Pte Overview Of Ells Oct2009

Kadamus , J.A. (2004, January 28). Report on Building Capacity to Improve the Performance of Limited English Proficient/ English Language Learners. Albany, NY: The State Education Department.

Mayor’s Task Force on Bilingual Education. (2002). Recommendations for Immediate Reform. New York: Office of the Mayor.

Page 47: Nyu Pte Overview Of Ells Oct2009

Tuite, A.(2009). Meeting the needs of English Language Learners in the New Century High Schools. Downloaded on June 5, 2009 from www.newvisions.org/schools/downloads/ellinfopak