Academic Vocabulary Instruction for ELLs

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Academic Vocabulary Instruction for ELLs

• Presented by Marcia Gaudet SFSD ELL
  Instructional Coach

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How do we teach academic vocabulary to ELs?
Lets start with the question How do children
develop a second language?

• Language theory says
• Children develop a second language the same
• intuitive way they develop their first
  language, through social interaction with their
  caregivers through comprehensible input in the
  case of
• the classroom, with their teachers.
• The clear, visual methods you use are just
  what they need!

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What is the timeframe for acquiring a second
language? 3 types of students!

• No prior literacy
• Literacy in L1
• Literacy study of English

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Sociolinguistic Development Level 6
Advanced Fluency Abstract
language more accessible
May
need help with college essays Level 5 Advanced
Fluency 5 7 years Decontextualized,
abstract vocab SD Exits ELs Level
4 4.8
Composite Intermediate Fluency 3 - 5 years
12,000 receptive words
4.0 Read/Write
3 - 5 years to
attain Level 3

Often quiet,
dont Speech Emergence 1 - 3 years
7,000 receptive words
ask questions
2-3 years to
attain Level 2
1,000 receptive words Early Production 6 months
to 1 year Level 1
Pre-Production 0-6 months
1-2 receptive words
Note In America 6 year olds in English speaking
homes have 10,000 to 24,000 words of English in
1st grade when learning to read.
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BICS CALP

• BICS - basic interpersonal communication skills
  (social language)
• 1 to 2 years to acquire, context embedded
• CALP - cognitive academic language proficiency
  (academic language)
• 5 to 7 years, context reduced
• To facilitate language learning we must re-embed
  lessons in context and make the language
  accessible and comprehensible to all our
  learners.

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Examples of BICS CALP

• BICSSocial Language
• Listening Follows general classroom directions
• Speaking Converses easily about social
  situations with peers and teachers. May speak
  English without an accent.
• Reading may decode reading material with ease,
  but may not comprehend what is read.
• Writing Can fill out school forms. Can find and
  copy the answers to questions in textbooks.

• CALPAcademic English
• Listening Can follow specific directions for
  academic tasks.
• Speaking Expresses reasons for opinions. Asks
  for clarification during academic tasks.
• Reading Reads academic materials with good
  comprehension.
• Writing Can write an essay supporting a point of
  view.

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Age Rate of Acquisition of Academic Language
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What are the implications for the classroom?

• The implications of research the best language
  lessons may be those in which real communication
  takes place, in which an acquirer understands
  what the speaker is trying to say.
• Similarly, a reading passage is appropriate for a
  student if he or she understands the message.
• Finally, the teacher-talk that surrounds the
  exercises may be far more valuable then the
  exercise itself.
• We teach language best when we use it for what it
  was designed for communication. -Stephen D
  Krashen

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How we serve ELLs in the SFSD
Level 4,5, 6 ELL Regular Content Classrooms
Level 2 3 ELL Regular Classrooms Content
Level 1 ELL Immersion Centers Elem
Pull-out/Push-in MS,HS - Sheltered
SFSD Serving 1800 ELLs 270 Level 1 Immersion
Programs 1300 2s 3s
S.I.O.P. training is coming!
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Nurture Ways we are less like people
Nurture
Individual Unique Experiences, Insights,
reflections ACCULTURATION The adaptation to a
new Culture language, etc. ENCULTURATION How we
learn to interpret the world-culture of
caregivers language, beliefs, tastes, humor,
behavior, etc. THE BASICS OF BEING HUMAN Things
all are born with Sensory abilities, linguistic
wiring, genetic biological heritage, innate
abilities, etc.
Ways we are less like people.
Ways we are more like people.
Nature
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Acculturation - the process of adaptation
and integration into a new cultural environment
(Collier).
OR the chaos of moving between
cultures! Home culture.School culture
3rd Culture Kids!
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Lasts about 1 year
Unpacking your mind
The better you leave the better you enter.
Transition
Entering
Leaving
Chaos
Unsettling
Statuslesness Anxiety
Resettling
Preparation Celebration Denial
Observation Introduction Vulnerability
Engagement
Re-Engagement
Settled
Settled
Commitment Status Intimacy
Commitment Status Intimacy
The Transition Experience
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Everyone goes through acculturation when they
move whether it is someone moving from the US
to another country or from another country to the
US!
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Cycle of Culture Shock

• Fascination
• Finds the new interesting and exciting.
• Listens to the new sounds, intonations, and
  rhythms of the new language.
• Tries doing/saying things in the new
  culture/language that are interesting.
• Tries out new activities, words and attitudes
  with a lot of enthusiasm.

• Adjustment/Recovery
• Basic needs met routine established
• Improvement in transition language skills
• More positive experiences with new culture.
• May experience stress in home culture.

• Disenchantment
• Encounters Problems.
• -At First Basic Needs.
• -Later More Complex problems.
• Misunderstandings Related to language, customs,
  mannerisms occur.

• Mental Isolation
• Misses home culture.
• Feels like outsider in new.
• May limit or avoid all contact with new culture.
• Spends more or all of ones time with own
  cultural group.

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Cognition Culture
Culture

• The concept of things that particular people use
  as models of perceiving, relating, and
  interpreting their environment.
• The process by which individuals perceive, relate
  to, and interpret their environment.
• Therefore Any effort to assess or provide
• intervention with cognitive development
• must be done within the cultural context.

Cognition
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Acculturation - the process of adaptation
and integration into a new cultural environment
(Collier).

• ELL students go through many phases of
  development as they are with us
• Looking at these phases and the reasons for them
  can
• help us to better understand accommodate for
  the needs
• created by these factors.
• Take a minute and share with a partner, an
• experience you have personally had as a new
  person in a
• new culture a new food you have tried, a
  lesson learned
• the hard way, a wrong assumption you made,
  etc.

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Common Side Effects of Acculturation Process

• Heightened Anxiety
• Confusion in Locus of Control
• Withdrawal
• Silence/unresponsiveness
• Response Fatigue
• Code-switching
• Distractibility
• Resistance to Change
• Disorientation
• Stress Related Behaviors

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Acculturation can also be referred to as Culture
Shock

• These are NORMAL side effects of acculturation
  NOT indications of disabilities.
• The appropriate intervention for these is to
  treat the impact of culture shock, which is not
  a disability.

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Terms you will hear

• ELL - English Language Learner
• LEP - Limited English Proficiency
• ESL - English as a second language
• ENL - English as a new language
• TESOL - Teachers of English to
  speakers of other languages

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Who are ELLs?

• Who are ELL students in South Dakota?
• Refugee students - placed through the UN
• Secondary refugee students (no financial
  help)
• Students who are immigrating on other types of
  visas Ethiopia - Diversity visa, Mexico, etc.
• Students born in the USA whose home language is
  other than English
• International students who have been adopted!
• Students who are children of visiting
  professionals and higher ed students (studying at
  Augustana, etc.)

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Where do ELLs come from?

• In the SFSD there are over 50 language groups
• There is no Me without You - by Melissa Greene -
  Crisis in Ethiopia
• At the Immersion Center we are now seeing
  students from
• Iraq, Yemen (Arabic)
• Somalia,Kenya,Tanzania,Congo,Ethiopia, Burundi
• Burma, Thailand
• Mexico, Guatemala

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What do I need to know to be effective with
ELLs?

• 1. If you speak English, you have what they need!
• Speak clearly, not too fast, explain
  idioms
• 2. Hands on learning, visuals, props, etc.
• Marzanos Nonlinguistic
  Representation, context embedded
• 3. Remember 90 of communication with
• ELLs is nonverbal - they see feel
  everything!
• They need to feel safe and that they
  belong in order for their
• brains to learn.

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Nonlinguistic RepresentationKey Ideas

• Words alone cannot convey meaning to ELLs.
• Nonlinguistic representation help ELLs.
• Nonlinguistic representations include real
  objects, pictures, pictorgraphs, diagrams,
  physical models, video clips, recorded sounds,
  gestures, and movement.
• Seeing is remembering.

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Maisha ya kipepeo

• Demale anajaalia ya wazima kwamba alikuwa yai
  mbolea na wa kiume.
• Hatches ya yai katika vidogo larba.
• Ya larva anakula na kukua kiasi kubwa. The larva
  inaona yenyewe na aina twig na nje ngumu shell.
• A kikamilifu-grown wazima kipepeo anaibuka kutoka
  chrysalis.
•  Wazima kuishi kwa muda mfupi tu. Wao hawawezi
  kula wao kunywa tu kupitia stra yao kama cirkel
  proboscis. Watakuwa kuruka, mate, na kuzaliana.

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Kipepeo Lifecycle Metamorphosis ya Butterfly ya
Rouanez
wote yai
yai
Yai hatches katika larva vidogo (kiwavi)
kiwavi ya kula na kukua kiasi kubwa
Watu wazima wa kike aliandika kwamba alikuwa yai
fertilzed na wa kiume
kiwavi ya kujishikiza jani la na aina ngumu nje
shell
Kijani Pupa
A butterfly kikamilifu mzima anaibuka kutoka
chrystalis ya
Ndani ya Chrysalis mabadiliko ya kiwavi katika
kipepeo
Watu wazima kuishi kwa muda mfupi tu
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Marzanos 6 Steps for Effective Vocabulary
Instruction

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• 1. The teacher provides a description,
  explanation, or example of the new term. Research
  shows that just giving students a definition does
  not appear to be a useful instructional tool,
  particularly in the initial stages of learning a
  new word. Therefore, the teacher uses
  conversational descriptions, explanations, and
  examples when talking about the word with
  students.
• Question What does this look like with ELL
  students? Talk with an elbow partner

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Marzanos 6 Steps for Effective Vocabulary
Instruction

• 2.  Students restate the explanation of the new
  term in their own words.
• After the discussion that takes place in Step 1,
  students restate in their own words what the
  teacher has presented about the new vocabulary
  word.
• Question What does this look like with ELL
  students? Talk with an elbow partner

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Marzanos 6 Steps for Effective Vocabulary
Instruction

• 3. Students create a nonlinguistic representation
  of the term.
• These representations can be in the form of
  graphic organizers, pictures, or pictographs.

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Marzanos 6 Steps for Effective Vocabulary
Instruction

• 4. Students periodically do activities that help
  them add to their knowledge of vocabulary terms.
• These activities should allow students to
  interact with vocabulary terms in a variety of
  ways comparing terms, classifying terms,
  generating metaphors using terms, generating
  analogies using terms, revising initial
  descriptions of nonlinguistic representations of
  terms and using understanding of roots and
  affixes to deepen knowledge of terms.

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Marzanos 6 Steps for Effective Vocabulary
Instruction

• 5. Periodically students are asked to discuss the
  terms with one another.
• Students should occasionally discuss their
  vocabulary terms in small groups.

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Marzanos 6 Steps for Effective Vocabulary
Instruction

• 6. Periodically students are involved in games
  that allow them to play with the terms.
• There are lots of vocabulary games that kids
  can play to help build connections between terms.
• Talk with a partner What kinds of games have
  you used for this purpose? Smart Board
  Activities? Share with us!

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Marzanos 6 Steps for Effective Vocabulary
Instruction

• 1. The teacher provides a description,
  explanation, or example of the new term.
• 2. Students restate the explanation of the new
  term in their own words.
• 3. Students create a nonlinguistic representation
  of the term.
• 4. Students periodically do activities that help
  them add to their knowledge of vocabulary terms.
• 5. Periodically students are asked to discuss the
  terms with one another.
• 6. Periodically students are involved in games
  that allow them to play with the terms.

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Additional Resources can be found

• On the WIDA Website
• Can Do Descriptors for language levels
• on the SFSD Website (2 places)
• 1. Document Library ELL Handbook
• 2. Click on Staff
• Instructional Resources Wikki,
• ELL
• Cultural links, ELL Working File info, Collier,
  etc!