Empowering Language Learners: Embracing Diversity in Education
This resource delves into the value of students' languages and cultures in education, emphasizing the importance of linguistic diversity and inclusive teaching practices. Explore the components of English Learner Education programs, and discover strategies to support English Learners effectively. Gain insights on incorporating students' experiences into teaching, fostering an enriching educational environment.
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English Language Learner PD: What can our ELs and FELs teach us? December 9, 2016 Christine McDowell & Alyssa McClorey Timoh
What are our beliefs and values? Students languages and cultures are valuable resources to be tapped and incorporated into schooling. Students develop language proficiency in listening, speaking, reading, and writing interdependently, but at different rates and in different ways. Students' development of social, instructional, and academic content language, a complex and long-term process, is the foundation for their success in school and beyond. All students, regardless of cultural and linguistic backgrounds, have a right to equal education opportunities. Adapted and borrowed from: WIDA s Principles of Language Development
And one more... All teachers are language teachers. Each subject has a specific vocabulary and requires language both as a tool for understanding the subject and for communicating ideas...Teachers need to provide support for students who are working in a language of instruction that is not their best language. The Diploma Programme. From Principles to Practice. 2009. p 38
Session Objectives Understand components of the English Language Education program at Sturgis. Analyze cultural and linguistic diversity in the Sturgis community. Listen to students who represent the cultural and linguistic diversity at Sturgis, and identify how we might incorporate their experiences into our teaching and learning.
What are the components of the English Learner Education (ELE) Program? Identifying English Learners (ELs) and Former English Learners (FELs) Monitoring and supporting FELs Sheltered English Immersion (SEI) for ELs English as a Second Language (ESL) Sheltered Content Instruction (SCI) SEI endorsement and support
Warm Up Question What are the languages and cultures represented in our classrooms here at Sturgis?
*based on 2016 Home Language Survey
Other languages spoken by our 9th grade students families* Tagalog Hindi Swahili Indonesian Italian Japanese Greek Nepali Kazakh *based on 2016 Home Language Survey
Additional comments from HLS* *HLS - Home Language Survey 13% fluent in German. Learning French DESE HLS can be found here
Statewide special population trends over the past decade. p. 8 of Charter School Enrollment Data Annual Report, 2016
Data from Barnstable High and Barnstable Intermediate Barnstable Intermediate School Barnstable High School Title % of the School % of the District Title % of the School % of the District First Language not English 5.1 8.2 First Language not English 4.8 8.2 English Language Learner 4.8 8.2 English Language Learner 4.9 8.2 Sturgis Charter Public School Title % of the School First Language not English 13%* of 9th graders * based on home language surveys English Language Learner .001 of entire school
Think about a lesson/unit you have taught or are planning to teach... What 1-2 values and/or beliefs that are reflected in this lesson/unit? What are 1-2 instructional strategies that are part of this lesson/unit?
Dwight and Leighton 1 Dwight with Ms Lynch
Luiz and Tamar 2 - What is the hardest thing about coming to CC, the States, Sturgis?
Ludjy 2 Dwight 2 Dwight 3 - US States
Copy of Ludjy 1 Copy of Ludjy 5
Copy of S 2 Copy of S 1
Copy of Ludjy 3 Copy of Ludjy 3 Luiz reflecting on teacher's speaking quickly
Share out What values and beliefs are being expressed? What is being said, explicitly or implicitly, about instruction and learning?
Application Work in groups of three with people in your department. Each participant describes the lesson he/she was thinking about before the video. What is already being done in these lessons/units that responds to what was expressed in the videos? What could be added, changed, or modified in these lessons/units in order to address what is expressed in the videos?
Until I am free to write bilingually and to switch codes without having always to translate, while I still have to speak English or Spanish when I would rather speak spanglish, and as long as I have to accommodate the English speakers rather than having them accommodate me, my tongue will be illegitimate. Gloria Anzald a
What Sheltered English Immersion (SEI) looks like SEI promotes use of techniques and strategies for making grade-level content comprehensible for ELs while promoting their English language development. Echevarria and Graves Features of SEI: The SEI teacher co-plans with the ESL teacher Language and literacy development is integrated with subject-area content Language objectives are included in lesson/curriculum planning and assessments Explicit language instruction (such as word formation, patterns of sentences, and paragraph structure).
SEI endorsement Ways to obtain the endorsement: Starting on July 1, 2016, any core academic teacher (CAT) who is assigned an English learner must either have an SEI Endorsement, or must earn one within one year of the date of the assignment. 603 CMR 14.07 (3). Pass the SEI MTEL Take a 45 hour course (and pass it) Have an ESL license Have the appropriate college coursework
How Alyssa and Christine can help: Support teachers in getting SEI endorsed Co-plan with teachers and help develop effective SEI strategies for the classroom Work with teachers and counselors to support ELs and FELs Help communicate with families who speak languages other than English Thank you!
Any Questions? Please help us plan more PD by providing us with feedback. There is a google.form survey in your inbox. Thank you!
I think we should leave the slides after this for reference later but we shouldnt use them in the presentation.
Sheltered English Immersion (SEI) Program for EL students Sturgis has one student classified as EL Student is Level 3.5 out of 6 according to WIDA testing EL Class Sheltered Content Instruction Student receives 1 block of EL instruction per day according to MA state requirements EL teacher pushes into 4 of student s classes throughout the week to help support instruction. This class focused on reading, writing, speaking and listening, and vocabulary Teachers and EL department started meeting weekly to discuss access to the curriculum and language objectives for EL students and all students. Standards for instruction are WIDA ELD and Common Core
SEI MTEL QUIZ What is this symbol and how do you pronounce it? / / What is orthography? On ballot question #2 in 2002, what did Massachusetts voters vote on? General Laws Chapter 71A as amended by Chapter 386 of the Acts of 2002 [Ballot Question 2] What does the acronym SLIFE stand for?
Outreach Interpreters available at the four evening info sessions and when families contact school Translated application Trilingual flyers sent to 8th graders Sturgis website can be viewed in Portuguese and Spanish Translated brochures brought to community centers, churches, and language classes Ideas for what else we can/should be doing? Translated Facebook posts
Identifying EL Students 1. Incoming student forms Application Transfer of records form Home language survey Students files 2. Screener test/language proficiency test 3. State database review in October
Monitoring Former English Learners (FELs) Sturgis Data: How do we monitor our FELs? According to MA requirements, students are monitored for 4 years after they have been classified as FEL. Meet with student/counselor Notify or meet with student s teachers if necessary Observe students in classes at least 2 times per year West has 3 students who are monitored as FELs. Ask teachers to complete a monitoring form each term East has 3 students who are monitored as FELs. Work with teachers and counselors to support students if needed At both schools we have a total of 13 students who were English learners
Statewide special population trends over the past decade.
Relationships Learn about your students' individual cultures. Adapt your teaching to the way your students learn. Develop a connection with the most challenging students. Curriculum Teach in a way students can understand. Use student-centered stories, vocabulary, and examples. Incorporate relatable aspects of students' lives. Delivery Establish an interactive dialogue to engage all students. Stay within your comfort zone and don't come off as "fake." Continually interact with students and provide frequent feedback. Use frequent questioning as a vehicle to keep students involved.
Copy of S 3 Advice for students transitioning from Sturgis to College
Dwight 4 Luiz and Tamae 5
