Dr. Virginia P. RojasDr. Virginia P. RojasASCD FacultyASCD Faculty

Fall 2013Fall 2013

English Learners In English Learners In International Schools International Schools

1.1. Younger children are Younger children are better at languages than better at languages than older children. older children.

2. Parents and teachers should 2. Parents and teachers should correct each and all mistakes correct each and all mistakes children make with language. children make with language.

3. It takes two years to 3. It takes two years to become fully proficient in become fully proficient in another language. another language.

Myth or Not?Myth or Not?

4. Parents should 4. Parents should notnot maintain maintain the home language if they the home language if they want their children to want their children to acquire English. acquire English. 5. Children should only study 5. Children should only study oneone language at a time in language at a time in order not be confused. order not be confused.

6. 6. It is important for schools to It is important for schools to limit the number of English limit the number of English learners in an English-learners in an English-language school. language school.

Myth or Not?Myth or Not?

7. 7. Parents should invest in Parents should invest in after-school English tutors in after-school English tutors in order to accelerate language order to accelerate language acquisition. acquisition. 8. Students who are ‘weak’ in 8. Students who are ‘weak’ in English should be separated English should be separated from those who are ‘strong’. from those who are ‘strong’.

9. 9. Parents and teachers Parents and teachers should have different should have different expectations for English expectations for English learners than for native learners than for native speakers. speakers.

Myth or Not?Myth or Not?

10. 10. All languages but English All languages but English should be forbidden on should be forbidden on international-school international-school campuses. campuses.

Myth or Not?Myth or Not?

English Proficiency & English Proficiency & Biligualism Biligualism

1 2 3 4 1 2 3 4 5 6 5 6

1.1. Instruction Instruction intentionallyintentionally provides opportunities for provides opportunities for practicing practicing language language features features of each discipline. of each discipline.

2. Home languages and 2. Home languages and cultures are regarded as cultures are regarded as assets.assets. 3. Instruction is 3. Instruction is linguistically linguistically and academically rigorous and academically rigorous (i.e. standards aligned).(i.e. standards aligned).

Six Key Principles for ELL Six Key Principles for ELL Instruction Instruction

©©Language, Literacy & Learning in the Content Language, Literacy & Learning in the Content Areas, http:/ell.stanford.edu Areas, http:/ell.stanford.edu

4. Instruction is designed to 4. Instruction is designed to meet the meet the different needs of different needs of each learner. each learner. 5. Instruction is designed to 5. Instruction is designed to support all learners’ to support all learners’ to progressprogress in speaking, reading in speaking, reading & writing academic language. & writing academic language. 6. Learners’ academic 6. Learners’ academic language is monitored language is monitored systematically to ensure systematically to ensure growth. growth.

Six Key Principles for ELL Six Key Principles for ELL Instruction Instruction

©©Language, Literacy & Learning in the Content Language, Literacy & Learning in the Content Areas, http:/ell.stanford.edu Areas, http:/ell.stanford.edu

1. 1. Maintain your mother Maintain your mother tongue.tongue.2.2. Give “wait time” Give “wait time” (5-7)(5-7)..

3. 3. Make time for ‘school’ Make time for ‘school’ discussionsdiscussions. . 4. 4. Be informed Be informed (+)(+)..

5. 5. Plan bilingualism Plan bilingualism (www.multilingual-(www.multilingual-

matters.com)matters.com)..

What can What can parentsparents do to do to help ?help ?

QuestionsQuestions … …