Corinne Urbas's Public Library

Study after study has demonstrated that there is a strong and positive
correlation between literacy in the native language and learning English (New
York State Education Department, 2000; Clay, 1993) and that the degree of
children's native language proficiency is a strong predictor of their English
language development (Snow, Burns, & Griffin, 1998). Literacy in a child's
native language establishes a knowledge, concept and skills base that transfers
from native language reading to reading in a second language (Collier &
Thomas, 1992; Cummins, 1989; Escamilla, 1987; Rodríguez, 1988).

Toilet Paper Icebreaker


Level: Any Level


This activity is used as a "getting to know you", icebreaker on the first day
of class.





1. Teacher takes the toilet paper roll and takes several squares of toilet
   paper, then hands the roll of toilet paper to a student. The teacher tells the
   student to take some, more than three.
   
2. After everybody in the class has some paper, we count the squares we have,
   then we have to tell that many things about ourselves, in English.



This activity works well with substitute teachers also.




The toilet paper is such an attention getter.




Submitted by: Linda LeBlanc <!--etlcesl=-#-=cablelynx.com-->




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


Section 1. Definitions and Terms


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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: