ELLs 101

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Information about ELLs 101

Published on July 22, 2014

Author: admills

Source: slideshare.net


What’s it like to be an English language learner? Through listening and comprehension exercises that simulate what ELLs experience in the classroom participants will learn how to understand the position of the English Language Learner in the classroom. Teachers will be better able to appreciate the unique situation of ELLs and respond appropriately in the classroom through the use of English language development tools such as Performance Indicators and the WIDA Can-Do descriptors.

Culturally and Linguistically Responsive Instruction Beth Garner July 2014 bgarner.dr@lee.k12.nc.us

On a sticky note, write one or two things that you know (K) about or from working with English Language Learners (ELLs). Turn to a partner and share what you have written on your sticky note. Group share out (& place on board) On another sticky note, write one or two things that you want (W) to learn about working with English Language Learners.

https://www.youtube.com/watch?v=p7Aj mK77BWM (Play at 2:30) Graphic Organizer Flow Chart

•What does your graphic organizer look like? •Did you recognize any words? •Would you like to listen to the video again? •Would you like to work with a partner? How do you feel?

https://www.youtube.com/watch?v=p7Aj mK77BWM (start at 3:35) This time, complete a Cause and Effect graphic organizer!

•What were some of the cause and effect relationships that you came up with? •What made the difference? •If you weren’t allowed to use English (for most of us, our L1 – first language), could you have completed this activity? How? How do you feel now?

BICS (Basic Interpersonal Communication Skills) Vs. CALP (Cognitive Academic Language Proficiency) Jim Cummins (1984)

This is English, right? Content classes often have their own academic language which is increasingly more difficult as students progress through school. What strategies are you using? What kind of help would you like?

Was this frustrating? If so, why? What strategies did you use to help you? What did you need to know to successfully complete this activity?

Background Knowledge Vocabulary Connections Academic Language

Countries, Languages & Cultures

Countries US Born Mexico El Salvador Honduras Vietnam Puerto Rico Philippines Guatemala China Azerbaijan Colombia

Language Spanish Vietnamese Tagalog/Filipino Chinese

Differences in Teacher/Student and Student/Student Interaction Related to the Individualism vs. Collectivism Dimension COLLECTIVIST SOCIETIES INDIVIDUALIST SOCIETIES  Positive association in society with whatever is rooted in tradition  The young should learn; adults cannot accept student role  Students expect to learn how to do  Individual students will only speak up in class when called upon personally by the teacher  Individuals will only speak up in small groups  Large classes split socially into smaller, cohesive subgroups based on particularist criteria (e.g. ethnic affiliation)  Formal harmony in learning situations should be maintained at all times  Neither the teacher nor any student should ever be made to lose face  Education is a way of gaining prestige in one’s social environment and of joining a higher status group  Diploma certificates are important and displayed on walls  Acquiring certificates, even through illegal means (cheating, corruption) is more important than acquiring competence  Teachers are expected to give preferential treatment to some students (e.g. based on ethnic affiliation or on recommendation by an influential person From: Hofstede, G. (1986). Cultural Differences in Teaching and Learning. International Journal of Intercultural Relations, 10, p. 312  Positive association in society with whatever is “new”  One is never too old to learn; “permanent education”  Students expect to learn how to learn  Individual students will speak up in class in response to a general invitation by the teacher  Individuals will speak up in large groups  Subgroupings in class vary from one situation to the next based on universalist criteria (e.g. the task at hand)  Confrontation in learning situations can be salutary; conflicts can be brought into the open  Face-consciousness is weak  Education is a way of improving one’s economic worth and self-respect based on ability and competence.  Diploma certificates have little symbolic value  Acquiring competence is more important than acquiring certificates  Teachers are expected to be strictly impartial.

Individualism │ │ │ │ │ │ │ │ │ │ │ │ │ │ │ │ │ │ │ Collectivism USA 91 Australia 90 Great Britain 89 Canada 80 Italy 76 France, Sweden 71 Germany 67 Israel 54 Spain 51 India 48 Argentina, Japan 46 Iran 41 Arab countries 38 Philippines 32 Mexico 30 East Africa 27 Singapore, Thailand 20 West Africa 20 South Korea 18 Costa Rica 15 Indonesia, Pakistan 14 Guatemala 6 Adapted from: Rothstein-Fisch, C. 2003. Bridging Cultures: Teacher Education Module. Mahwah, NJ: Lawrence Erlbaum Associates, Inc., Publishers

Ten Differences Between Collectivist & Individualist Societies Individualism Collectivism  Everyone is supposed to take care of him- or herself and his or her immediate family only  “I” consciousness  Right of privacy  Speaking one’s mind is healthy  Others classified as individuals  Personal opinion expected: one person one vote  Transgression of norms leads to guilt feelings  Languages in which the word “I” is indispensable  Purpose of education is learning how to learn  Task prevails over relationship From: Hofstede, G. (2012). Dimensionalizing cultures: The Hofstede model in context. Samovar, L., Porter, R., & McDaniel, E. (eds.). Intercultural Communication. Boston, MA:Wadsworth Cengage Learning. p. 26.  People are born into extended families or clans which protect them in exchange for loyalty  “We” – consciousness  Stress on belonging  Harmony should always be maintained  Others classified as in-group or out-group  Opinions and votes predetermined by in-group  Transgression of norms leads to shame feelings  Languages in which the “I” word is avoided  Purpose of education is learning how to do  Relationship prevails over task

Talk to a shoulder buddy about what this means for our classrooms and for you as an educator. Stand and Share

Value the student, their culture and their language How can we do that?  Get to know the student  Human capital (not deficits); funds of knowledge  Incorporate the familiar when possible and appropriate  Other suggestions? Use WIDA Can-Do Descriptors

Make use of proven strategies Small groups Wait Time (time to think & respond) Think Pair Share Stand and share KWL charts TPR (Total Physical Response) Songs/Music Other suggestions?

On the remaining sticky note, write 1 or 2 things that you learned (L) Any questions? Post “W” & “L” on chart.

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