Curriculum Design For LEP Linguistic And Academic Success

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Curriculum Design For LEP Linguistic And Academic
Success

• Tomasita Ortiz. Director Multilingual Student
  Education Services

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The Presentation Reflects the Longitudinal
Research Done By

• Dr. Wayne Thomas and Dr. Virginia Collier
• 1995-2001

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Curriculum Non-negotiable Components

• Language Development
• Cognitive Development
• Academic Development
• Social and Cultural Process
• Research-Based Practices for LEP

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The Prism Model
Language Development
Social and Cultural Processes
Cognitive Development
Academic Development
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Connecting ALL Components for a Balanced
Curriculum
Academic Development
Language Development
Cognitive Development
Social and Cultural Process
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Connecting ALL Components for a Balanced
Curriculum

• Creates linguistic and academic success for LEP
• Ensures that LEP have the opportunity to achieve
  expected gains needed for gap closure

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What do the Components Really Mean?
Power
Integration
Success!
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Social and Cultural ProcessesThe Heart of the
Curriculum

• Learning Perspectives are a reflection of who we
  are
• Family, community and life experiences have a
  profound effect on our beliefs and behaviors

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Reflective Questions to Address the Social
Cultural Component

• Where are my students from?
• Cultural and behavioral patterns, beliefs and
  traditions
• Sharing of cultural experiences, stories and
  customs
• What is their family like?
• Social economic status, neighborhood and community

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Reflective Questions to Address the Social
Cultural Component

• What can I do to accommodate my students?
• Cultural and linguistic integration
• Second Language Acquisition Research
• Dr. Stephen Krashen
• Classroom nurturing environment, visual support,
  first and second language-rich environment
• Understanding the importance of the silent
  period

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Language Development Component

• First and second language development are
  interdependent for Language Enriched Pupils.
• Oral language and literacy development in the
  native language support cognitive development in
  additional languages.

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Reflective Questions to Address the Language
Development Component

• What languages do my students speak?
• Home Language Surveys
• Review of the LEP Educational Plan
• Interview parents
• What do I know about the languages my students
  speak?
• Learn about the main characteristics of the
  languages spoken by the students
• What is the level of proficiency my students have
  in their native language?
• Review LEP Educational plan
• Interview parents
• Review educational records from their country, if
  available
• Review available assessment data
• Have them read a grade leel text in their native
  language
• Have them write in their native language

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Reflective Questions to Address the Language
Development Component

• Do I understand the differences between Basic
  Interpersonal Communicative Skills (BICS)
  proficiency and Cognitive Academic Language
  Proficiency (CALP)?
• Research done by Jim Cummins
• Do I understand the implications of implementing
  strategies in both proficiency areas to achieve
  gap closure for LEP in my classroom?

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Reflective Questions to Address the Language
Development Component

• What are the literacy practices of my students
  and their family members?
• Language surveys
• Home visits
• Parent conferences

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Academic Development Component

• Second language acquisition standards (ESOL
  National Standards) must be part of academic
  language content (Math, Science, Social Studies)
  if students are to achieve Cognitive Academic
  Language Proficiency (CALP).

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Reflective Questions to Address the Academic
Development Component

• What knowledge do my LEP have in each content
  area class in their native language?
• What knowledge do my LEP have in each content
  area class in the English language?
• Use authentic assessment, portfolios
• Review prior educational records, if available
• Interview parents
• Review LEP Educational Plan

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Reflective Questions to Address the Academic
Development Component

• Is academic knowledge being measured in the
  native language?
• Is academic knowledge being measured in the
  English language?
• Review Crystal Reports
• What is being measured?
• Are data being used to drive instructional
  practices in the classroom?

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Reflective Questions to Address the Academic
Development Component

• Are content and language objectives integrated in
  content instruction classes?
• Evidence of National ESL Standards and Sunshine
  State Standards in lesson plans
• Facilitate the collaboration between content area
  teachers and ESOL teachers to support
  professional practices.

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Cognitive Development

• Language Enriched Pupils need cognitively
  challenging instruction and explicit modeling of
  cognitive strategies in order to become truly
  proficient (attaining CALP) in the second
  language.

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Reflective Questions to Address the Cognitive
Development Component

• Is the instruction in the classroom challenging
  with emphasis in the use higher order thinking
  skills?
• Integrate the Cognitive Academic Language
  Learning Approach (CALLA) in daily instruction.
• Integrate scaffolding strategies in daily
  instruction.

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Reflective Questions to Address the Cognitive
Development Component

• Are all teachers in my school aware of the
  strategies specific to Language Enriched Pupils?
• Are the strategies evident in daily instruction
  to ensure comprehensible instruction and gap
  closure?

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Language as an Language as
a Associative Function
Cognitive Function

• Basic Interpersonal Communicative
• Skills Proficiency
• Social Language
• Playground language
• Language processing and
• production does not require
• as much cognitive processing in the
• second language
• The brain focuses on ideas
• Familiar topics are discussed
• in the native language
• The language learners
• schema fits the experiential,
• conceptual knowledge,

• Cognitive Academic Language
• Proficiency
• Classroom academic language
• Language processing and
• production requires abstract
• processing in the second
• language
• The brain focuses on ideas and
• production at the same time
• Speeches and oral reports in a
• language the students do not
• know well enough
• The language learners schema
• does not fit the experiential,
• conceptual knowledge, linguistic,
• and cultural context of the

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Final Reflection

• What will impact the linguistic and academic
  success of the children you serve?
• Participating in specialized training in current
  best practices for LEP
• Coaching and mentoring from experts in the field
• Being a reflective teacher
• Using data to drive instruction
• Taking advantage of available resources
• Establishing a collaborative partnership between
  ESOL and content area teachers
• Honoring the linguistic and cultural backgrounds
  of all students in the classroom

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You have the power to develop a rising star!

• FOR
• Resources, current research, best practices,
  conferences, links and compliance updates, go to
  www.sll.ocps.net
• Specialized training in current best practices
  for LEP, go to http//signmeup.ocps.net
• Required ESOL training for content area teachers
  and ESOL teachers, go to
• http//signmeup.ocps.net