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English Language Learners

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Title: English Language Learners


1
English Language Learners
  • What you need to know before you test.

2
Myths 2nd Language Acquisition
  • Bilingual education delays, if not prevents, LEP
    students form learning English.
  • LEP students have more oral-language special
    education deficits.
  • All bilingual education programs are the same
    therefore if they are in bilingual ed they cannot
    be described as having lack of educational
    opportunity.
  • You only have to test a child in their native
    language if when they cant talk to you in
    English or if they are in bilingual ed/ESOL.

3
Some Stats
  • 16 of LEP students scored above the state norm
    on English reading measures
  • 30 of LEP students scores above the state norm
    when tested in reading in their own language
  • 8.7 of LEP students in grades 7 to 12 had been
    retained.
  • Dropout rates
  • 24.2 non-English spoken at home
  • 9.6 English spoken at home
  • 17.6 Students with SLD

4
What are we asking?
  • To what degree is the second-language learner's
    academic difficulty or failure due to an inherent
    disability versus pedagogically induced factors?

5
LEP Instructional Programs
  • ESL/ ESOL (no native language instruction
  • Content-Based ESL/ Sheltered English
  • Pullout ESL
  • Bilingual Education (some native language
    instruction)
  • Transitional/ Early-Exit Bilingual Education
  • Maintenance/ Late-Exit/ Developmental Bilingual
    Education
  • Two-Way/ Dual-Language Bilingual Education

6
ESL/ESOLContent-Based ESL
  • AKA Sheltered English
  • Instruction is in English only.
  • Class is made up of all different language
    groups.
  • Total Physical Response is main method of
    teaching.
  • Student spends from 50-100 of the day in this
    type of classroom.

7
ESL/ESOLPullout ESL
  • Similar to Content-Based ESL
  • Differences from Content-Based ESL
  • Focus is not on teaching academic materials in
    English, but to just teach English.
  • Students leave their classroom and receive
    separate instruction elsewhere.
  • Usually less than 50 of the day is spent in the
    pullout classroom.

8
Bilingual EducationTransitional/ Early-Exit
  • Primarily comprised of students from the same
    language group.
  • Usually last for 2-4 years.
  • Initially use L1 as foundation and transition to
    L2
  • Use both L1 and L2 from the very beginning.
  • L1 is used mostly for language arts.
  • Teach L2 at the expense of L1.

9
Bilingual EducationMaintenance/ Late-Exit
  • Primarily comprised of students from the same
    language group.
  • Usually last for 4-6 years.
  • Use L1 for longer time and for more than just
    language arts.
  • L1 is taught as well as L2, thus L2 is not lost.

10
Bilingual EducationTwo-Way/ Dual Language
  • English as L1 or another language as L1 are
    placed together (goal 50/50).
  • The goal is for both English as L1 and other
    language as L1 will be bilingual in both
    languages.
  • Program provided for at least 4-6 years (usually
    starts at Kindergarten).
  • Instruction is taught (goal is usually 50/50) in
    both L1 and L2.

11
Research for Bilingual Education
  • Small scale (low number of subjects) research
    tends to have different findings (pro and con)
    for success of bilingual education.
  • The only large scale study that did not find
    positive results for bilingual education (over
    ESOL) had serious methodological problems.
  • One thing to note, even amongst the larger scale
    studies, Thomas and Collier (1997) was the first
    to measure students longitudinal success.

12
Group Project Discuss Findings on Page 67
  • Discuss the findings from this study with one
    another (note One-way program is a maintenance
    program).
  • A principal at a school where you work is asking
    about bilingual education. He heard that sink
    or swim was best. Practice exactly how you
    might tell him about the findings in this (and
    other) studies without offending him. He is a
    busy man and only has a minute for you to talk to
    him in the hall.
  • Present this to the class.

13
Group Project Exclusionary Clause
  • A child has been referred for a special education
    evaluation who speaks Korean as his native
    language.
  • He started this school in 2nd grade and is now in
    5th grade. He has received only ESL Pull-Out
    instruction.
  • Discuss the issue of lack of educational
    opportunity in talking about exclusionary
    clauses prior to eligibility determination for
    SLD.

14
Language Acquisition in Terms of Years
  • It takes 12 years for students to acquire L1.
  • Birth to Age 5 Develop BICS
  • Age 5 to Age 12 Develop CALP
  • It takes 4-7 years for a English-only child to
    get CALP in L2
  • ELL in bilingual education program
  • It takes 2-3 years to develop BICS in L2
  • It takes 5-7 years to develop CALP in L2
  • ELL in traditional program
  • May obtain CALP in L2 in 7-10, but many never do.

15
Group Project
  • A child has been referred for behavioral problems
    in class (mostly inattention and not connecting
    to her classmates).
  • Examine the chart on page 71 and talk about
    behavior in terms of language acquisition.
  • What are some assessments or questions you might
    ask to differentiate between language acquisition
    and a psychological problem?

16
An ELL need to obtain CALP in L1 in order to get
CALP in L2
An ELL need to obtain CALP in L1 in order to get
CALP in L2
An ELL need to obtain CALP in L1 in order to get
CALP in L2
An ELL need to obtain CALP in L1 in order to get
CALP in L2
17
Quote Cummins (1984)
  • Minority language students are frequently
    transferred from bilingual to English-only
    classrooms when they have developed superficially
    fluent English communicative skills.

18
Myths Revisited 2nd Language Acquisition
  • Bilingual education delays, if not prevents, LEP
    students form learning English.
  • LEP students have more oral-language special
    education deficits.
  • All bilingual education programs are the same
    therefore if they are in bilingual ed they cannot
    be described as having lack of educational
    opportunity.
  • You only have to test a child in their native
    language if/ when they cant talk to you in
    English or if they are in bilingual ed/ ESOL.

19
Prereferral Considerations for Culturally and
Linguistically Diverse Students
  • Chapter 5

20
Prereferral Teams
  • Composition
  • At least one member who is knowledgeable about
    culture and language in educational instruction.
  • Perceptions of the team
  • Some teams are designed to provide interventions
    and suggestions with a final possibility of SPED
    services
  • Other teams are designed to be an unwelcome
    barrier necessary to overcome to get a child into
    SPED.

21
Special ed. was not devised to solve general
ed.s problems.
  • Special education is for children with GENUINE
    disabilities.
  • Special education is not a way to keep general
    educators from having to learn instructional
    strategies for
  • Slow-learners
  • Second language learners
  • Socially maladjusted learners
  • Prereferral teams should be a technique to help
    general education teachers learn these
    instructional strategies.

22
Why shouldnt SPED be the answer to all problems?
  • Hispanics in special education did not make the
    academic strides that those in bilingual
    education can.
  • Slow-learners placed in special education
    graduate at lower rates than those in general
    education (Kaznowski, 2003).
  • Children with mild disabilities do not perform as
    well when placed in pull-out programs than when
    they are able to remain in the general education
    classroom (School Psych Handbook)

23
Critical Factors in ELL Learning Environments
  • Instruction in L1.
  • Content-based instruction in L2 is provided.
  • Students are active learners.
  • Students language and culture are valued.
  • Interaction between ELL and English-only students
    occurs.
  • Bilingual education is an integral part of the
    school (and not just a tacked-on program).

24
Prereferral Team Impact
  • 90-92 of cases brought to the referral team were
    eventually referred for an evaluation
  • 70-74 of those evaluated were found eligible for
    SPED.
  • 85 of referred Hispanic students were found
    eligible for SPED.

25
Top 10 Reasons ELL students referred for SPED
  • Poor achievement
  • Behavioral problems
  • Oral language delays
  • Reading problems
  • Learning difficulties
  • Socio-emotional problems
  • Dx for particular disability condition
  • Written language
  • Poor attention span
  • Unable to follow or understand directions

26
Group Assignment
  • Look at the top 10 list again.
  • Discuss each of the ten reasons and describe how
    language acquisition may be a factor in each of
    these
  • Describe how you might assess or question to rule
    language acquisition out as the main problem (use
    the questions on form 5.1 as a guide).
  • Each group will present two of these from the
    list to the class.

27
So, when do you refer?
  • First, make sure that you have comprehensive
    (more than one source) information on the student
    and the students problems.
  • Second, make sure that prereferral interventions
    are appropriate for this childs cultural and
    linguistic needs.
  • Third, if you still question is this 2nd
    language acquisition or is this a disability?
    then a referral is probably appropriate.

28
Group Project
  • A Prereferral Team is meeting on a ten-year-old
    child who moved from Brazil when she was 7 years
    old. She has been in the same school the whole
    time.
  • What are some specific questions you would want
    to ask about this child prior to requesting an
    assessment?
  • What are some resources you might use to find out
    more about her culture and language? List at
    least three different resources.
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