Second Language Second Language AcquisitionAcquisition

English Language Learners English Language Learners (ELLs) in the classroom.(ELLs) in the classroom.

Students Are StudentsStudents Are Students

• Are your English speaking students Are your English speaking students all the same?all the same?

• What makes them different?What makes them different?• What do you do to help them?What do you do to help them?• Are ELL students different from Are ELL students different from

these students?these students?

ELL Students Have:ELL Students Have:

• Knowledge in their native language (L1).Knowledge in their native language (L1).• CultureCulture• HistoryHistory• PridePride• FamilyFamily• ExperiencesExperiences• Likes and dislikesLikes and dislikes• PersonalityPersonality

• GeographyGeography• Family Family • CultureCulture• HistoryHistory• Identity Identity • EconomyEconomy• EducationEducation• Medical HistoryMedical History

• Cumulative FoldersCumulative Folders• Student Information Student Information

sheetssheets• Home language Home language

surveysurvey• ESL testingESL testing• Conversations with Conversations with

studentstudent• Conversations with Conversations with

parentsparents

Where do they Where do they come from?come from?

How do I find out?How do I find out?

If You Can’t CommunicateIf You Can’t Communicate

SmileUse action

DemonstrateGet your meaning across

Right now Body Language Right now Body Language is Everythingis Everything

• Why is she upset?Why is she upset?• Why is he yelling?Why is he yelling?• What did I do?What did I do?• He’s not happy with me.He’s not happy with me.

• Smiling shows them you care.Smiling shows them you care.• Interact with them.Interact with them.• Act out things so they can get Act out things so they can get

meaning better.meaning better.• Demonstrate what you want or are Demonstrate what you want or are

saying.saying.• Use props and hands on items.Use props and hands on items.

Second Language Acquisition Second Language Acquisition StagesStages

• Pre-Productions/Comprehension Pre-Productions/Comprehension Stage Stage

• Early Production StageEarly Production Stage• Speech Emergent StageSpeech Emergent Stage• Intermediate Fluency StageIntermediate Fluency Stage• Advanced StageAdvanced Stage

Pre-Production/Comprehension Pre-Production/Comprehension StageStage

• Students use gestures and actionsStudents use gestures and actions• Build receptive vocabularyBuild receptive vocabulary• Refine listening skillsRefine listening skills• SILENT PERIODSILENT PERIOD• Think of an infant: would Think of an infant: would

You make a 1-3 year oldYou make a 1-3 year old

Write an essay paper?Write an essay paper?

Early ProductionEarly Production

• Students use yes or no and one or two word Students use yes or no and one or two word answersanswers

• Can list words or use short phrasesCan list words or use short phrases• Continue to expand vocabularyContinue to expand vocabulary• Use chunked phrases “I don’t know” “You Use chunked phrases “I don’t know” “You

rock man!” rock man!” • Doesn’t mean fluencyDoesn’t mean fluency• Think of toddlersThink of toddlers: would : would You put a 3 year old inYou put a 3 year old in 77thth grade social studies? grade social studies?

BICS vs. CALPBICS vs. CALP

BBasicasic IInterpersonalnterpersonal CCommunication ommunication SSkillskills

CCognitive ognitive AAcademiccademic LLanguageanguage PProficiencyroficiency

1-3 years needed 1-3 years needed to acquire in a to acquire in a second languagesecond language

At least 5 years At least 5 years needed to acquire needed to acquire in a second in a second languagelanguage

NC allows 2 years before a new student is require to take state mandated test.

Intermediate Fluency Intermediate Fluency StageStage

• Students engage in conversationsStudents engage in conversations• Produce connected narrativesProduce connected narratives• Vocabulary is improvingVocabulary is improving

Speech Emergent StageSpeech Emergent Stage

• Students speech production improvesStudents speech production improves• Use longer phrases and complete Use longer phrases and complete

sentencessentences• Use wide range of vocabularyUse wide range of vocabulary• Oral ‘hallway’ language Oral ‘hallway’ language doesn’t mean fluencydoesn’t mean fluency• Think of an early Think of an early elementary studentelementary student

Advanced StageAdvanced Stage

• Students communicates orally and Students communicates orally and in writing in connected and unified in writing in connected and unified paragraphs about most situationsparagraphs about most situations

• Still need support, not completely Still need support, not completely fluentfluent

How to teach themHow to teach them

• Teach content and English Teach content and English separately separately

• Maximize exposure to vocabularyMaximize exposure to vocabulary• New words are learned with 30-50 New words are learned with 30-50

repetitionsrepetitions• Use Realia, picturesUse Realia, pictures

Steps In a LessonSteps In a Lesson

• Access Prior Knowledge Access Prior Knowledge • Pre teachPre teach• ReviewReview• RepeatRepeat

Alternate AssessmentsAlternate Assessments

• Decide if assessment is on Decide if assessment is on contentcontent or or qualityquality

• Allow verbal assessmentAllow verbal assessment• Allow group work and circulate, Allow group work and circulate,

listening to conversations.listening to conversations.• Give a list of products and allow Give a list of products and allow

students to choosestudents to choose

Differentiated scoringDifferentiated scoring

• Look at how well the student Look at how well the student understands the lesson not his/her understands the lesson not his/her command of the languagecommand of the language

• How accurate the answer is, not the How accurate the answer is, not the EnglishEnglish

• Have the student demonstrate his/her Have the student demonstrate his/her processes for reaching an answerprocesses for reaching an answer

PerformancePerformance Assessment of Assessment of Speaking and ReadingSpeaking and Reading

• Reading with partners Reading with partners • Retelling stories Retelling stories • Role playing Role playing • Giving descriptions or instructions using visual or written Giving descriptions or instructions using visual or written

prompts prompts • Oral reporting to the whole class Oral reporting to the whole class • Telling a story by using a sequence of three or more pictures Telling a story by using a sequence of three or more pictures • Completing dialogue or conversation through written prompts Completing dialogue or conversation through written prompts • Debating, either one-on-one or taking turns in small groups Debating, either one-on-one or taking turns in small groups • Brainstorming Brainstorming • Completing incomplete stories Completing incomplete stories • Playing games Playing games

Beginning and Beginning and Intermediate ELLsIntermediate ELLs

• Assess no more than three items at Assess no more than three items at a time a time

i.e. 1) Respond to ‘what’ and i.e. 1) Respond to ‘what’ and ‘where’ questions.‘where’ questions.

2) Ask for or respond to 2) Ask for or respond to clarificationclarification

3) Read simple text and or 3) Read simple text and or numbers.numbers.

Portfolio AssessmentPortfolio Assessment

• Show samples of student’s work.Show samples of student’s work.• Show improvement over the course of time.Show improvement over the course of time.• Can be used as alternative assessment and in Can be used as alternative assessment and in

parent conferences .parent conferences .• Have student decide some entries in the Have student decide some entries in the

portfolio and take ownership of his/her portfolio and take ownership of his/her progress.progress.

• Show works in progress as well as completed Show works in progress as well as completed products.products.

Examples for PortfoliosExamples for Portfolios

• Samples of written student work, such as Samples of written student work, such as stories, completed forms, exercise sheets, and stories, completed forms, exercise sheets, and descriptions descriptions

• Drawings representing student content Drawings representing student content knowledge and proficiencies knowledge and proficiencies

• Tapes of oral work, such as role-playing, Tapes of oral work, such as role-playing, presentations, or an oral account of a trip presentations, or an oral account of a trip

• Teacher descriptions of student Teacher descriptions of student accomplishments, such as performance on oral accomplishments, such as performance on oral tasks tasks

• Formal test data, checklists, and rating sheets Formal test data, checklists, and rating sheets

Use Portfolios to:Use Portfolios to:

• Allow student to take ownership of Allow student to take ownership of progressprogress

• Set goals with studentSet goals with student• Meet the ELLs needs and goalsMeet the ELLs needs and goals• Have student and/or class set Have student and/or class set

rubrics for projectsrubrics for projects