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  • NCTE - Elementary English Language Learner

    Books for me!

    www.ncte.org/elemell - Preview

    TESOL on 2008-07-28 and saved by 4 people

    • NCTE Position Paper on the Role of English Teachers in
      Educating English Language Learners (ELLs)




      This position paper, created by the NCTE ELL Task
      Force, addresses the knowledge and skills mainstream teachers need to have in
      order to develop effective curricula that engage English language learners,
      develop their academic skills, and help them negotiate their identities as
      bilingual learners. More specifically, this paper addresses the language and
      literacy needs of these learners as they participate and learn in English-medium
      classes.       NCTE Consultants Specializiing
      in Working with
    • ELL educators Pat Rigg and Virginia Allen offer a
      collection on how to integrate new students of English into classroom
      communities, elements of quality ELL programs, language acquisition through
      children’s literature, content area activities, and more. Read
      a sample chapter.

  • Fostering Academic Success for English Language Learners

    www.wested.org/...definitions.htm - Preview

    on 2008-07-28 and saved by 2 people

      • Fostering Academic Success
        for English Language Learners:
        What Do We Know?
        by Robert Linquanti

        Section 1. Definitions and Terms


        «« back to
        main

        At least part of the difficulty in
        productively discussing the education of language-minority students has to do
        with shifting, vague, or inconsistent definitions of the children, instructional
        methods, and programs involved. The following, drawn from several sources, is an
        attempt to define the most commonly used terms. Inevitably, some forced choices
        of definition or categorization are made, and these are noted. Also note that
        different instructional methods may be used in different programs.


        Types of students, defined by language background and English language
        proficiency:
        • English only (EO): Students who speak English as a native language
          and do not speak any other language.


        • Language-minority (LM): Students from homes where the primary
          language spoken is not English. LM students may be limited or fluent English
          proficient (see below).


        • Limited English proficient (LEP), or English language learner (ELL):
          Language minority students whose difficulty comprehending, speaking, reading or
          writing English affects their school performance in English.1


        • Fluent English proficient (FEP): Language minority students who have
          been assessed as able to comprehend, speak, read and write English such that
          they can function in a mainstream English classroom without any special language
          services or accommodations. In California, two distinctions are commonly
          made:
        • Initially fluent English proficient (I-FEP): Language-minority
          students initially assessed as not LEP and therefore requiring no special
          language services or accommodations
        • Redesignated fluent English proficient (R-FEP): Language-minority
          students initially assessed as LEP who have achieved fluent English proficiency
          (according to local performance criteria) and been reclassified as such.
        • Native-language instruction: Use of English learner’s primary
          language to provide lessons in core academic subjects or reading and other
          language arts; usually implies that instruction is delivered by a classroom
          teacher (who may or may not be a native-speaker).


        • Native-language support: Use of English learner’s primary language to
          translate unfamiliar vocabulary or otherwise clarify lessons taught in English;
          often provided by a native-speaking classroom aide, but may be provided by
          teacher.


        • English as a Second Language (ESL)/ English Language Development
          (ELD):           Any of various approaches to teaching the English language to
          non-native speakers. As broadly defined in the 1997 TESOL standards, instruction
          aims to teach students to communicate in social settings, engage in academic
          tasks, and use language in socially and culturally appropriate ways. Three
          classic sub-divisions of ESL instructional emphasis are:

          • Grammar-based ESL: Instruction in English that teaches about
            the language: its structure, functions, and vocabulary, typically stressing
            rules, drills, and error correction.


          • Communication-based ESL: Instruction in English that emphasizes
            using the language skillfully in meaningful contexts; less emphasis on
            error-correction in early stages, and more on providing understandable input to
            encourage communicative engagement and lowered resistance to
            risk-taking.


          • Content-based ESL: Instruction in English that attempts to develop
            language skills and prepare students to study grade-level material in English.
            Emphasis is still on language, but augmented with measured introduction of
            academic subject matter content, vocabulary and beginning
            concepts
          • Sheltered English Instruction (in California, often called
            "Specially Designed Academic Instruction in English" or SDAIE):             Teaching of
            grade-level subject matter in English in ways that are comprehensible and engage
            students academically, while also promoting English language development.
            Designed for English learners who have reached at least intermediate
            proficiency and who possess basic literacy skills.             Method requires
            significant teacher skill in ELD and subject-specific pedagogies; clearly
            defined language and content objectives; modified curriculum, supplementary
            materials, and alternative assessments. Often used as a bridge between primary
            language instruction and placement in mainstream classroom.

           


          Program Models:

  • LEARNS English Language Learners Resources

    tips for working with ELL's

    www.nwrel.org/...index.html - Preview

    on 2008-07-29





    • Tips for Working with English Language Learners

      Watch
      your language.       Speak simply and clearly. Use short, complete sentences
      in a normal tone of voice. Use actions and illustrations to reinforce oral
      statements. Visual aids, prompts, and facial expressions help to convey meaning.
      Pointing to the bookshelf while saying, "Please choose a book," or picking up a
      pencil while saying, "Let's draw a picture of that," are more helpful than
      merely repeating commands. Avoid using slang or figures of speech; they often
      confuse learners.
      Model correct usage. When English language
      learners make a mistake or say something that sounds awkward, they are trying to
      apply what they know about their first language to English. Respect the struggle
      inherent in learning a new language. For example, a student from Mexico may say,
      "I lost the bus," instead of "I missed the bus." In this case, the student is
      translating directly from Spanish, "Perdi el autobus."
      Value the
      culture of the learner.       Start by asking your students to teach you about
      the language and customs of their country of origin. Then try learning a few
      words in their language.
      Ask for help. The number of languages
      spoken in the United States is astounding. You may be able to find interpreters
      who can give you more information about the culture and language of the students
      you tutor. Intercultural institutes in the community can help you with cultural
      issues. In addition, International Language Banks at some International Refugee
      Centers have interpreters who may be able to assist you. Also check with social
      service organizations in your community that may deal with immigration issues.
      The state bar association should have a list of interpreters able to deal with
      legal issues.
      Encourage conversation. Meaningful interaction
      will speed progress. Activities like drama and sports create opportunities for
      students to interact with fellow students in meaningful ways. Tutoring sessions
      can take place anywhere-in a field, in the gym, in a park. Push back from your
      desks and move around.
      Think of learning a new language as a
      process.       Many English language learners may seem fluent socially, but
      they may experience more confusion when tackling complicated academic tasks.
      (That's where you can help!) Have your students make and keep a language journal
      to track their efforts to use language in new ways.

       
       

  • Six Steps to ELL Lesson Design

    Jo and Scott use step by step design to modify lesson plans for ELLs.

    edweb.sdsu.edu/...index.html - Preview

    ell lesson plans group on 2008-07-29 and saved by 7 people

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