PEACE IN A DIVERSE CLASSROOM
Published on Nov 28, 2015
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MORE DECKS TO EXPLORE
PRESENTATION OUTLINE
DEMOGRAPHICS
- 10% of total population in American schools
- 61% growth rate compared to 4% overall
- some states have reached 300% growth rate
- teacher education has not kept pace
Photo by tncountryfan
BELIEFS
- range from professional to personal
- are the foundation for action in the classroom
- shape objectives, goals, curriculum & instructional methods
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Beliefs are difficult to change
Yet, beliefs cannot be examined or challenged unless exposed
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Myths and Misconceptions
Understanding ELs can increase peace in the classroom
Photo by Minneapolis Institute of Arts
All immigrants are ELs
1 in 4 students (12.5 mil) are children of immigrants
only 5.3 million are classified EL
Why?
Many ELs are born in the U.S.
Unclassified status as EL
only 5.3 million are classified EL
Why?
Many ELs are born in the U.S.
Unclassified status as EL
Photo by kabl1992
ELs who are immigrants are undocumented
Roughly 1.1 to 1.4 mil are undocumented out of the 12.5 mil children in public schools.
Plyler v. Doe (1982): asserts right to education regardless of immigration status
FERPA laws: protects information contained in school files that might provide evidence of documentation status
Plyler v. Doe (1982): asserts right to education regardless of immigration status
FERPA laws: protects information contained in school files that might provide evidence of documentation status
Photo by DreamActivist
ELs must speak English to do well in academics
ELs come to the classroom with a wide range of knowledge and abilities in their own native language, English, and other academic subjects.
factors: schooling experiences in home country, language(s) spoken at home, aptitude, and motivation
priority: infuse rich, academic language with grade level content area exposure
equip content area teachers with knowledge, skills and understandings about SLA, academic language, and scaffolding
Lau v. Nichols (1974) found that schools must provide English instruction without compromising academic progress.
factors: schooling experiences in home country, language(s) spoken at home, aptitude, and motivation
priority: infuse rich, academic language with grade level content area exposure
equip content area teachers with knowledge, skills and understandings about SLA, academic language, and scaffolding
Lau v. Nichols (1974) found that schools must provide English instruction without compromising academic progress.
Photo by pennstatenews
The ESOL teacher has sole responsibility for EL success
The role of the ESOL teacher is shifting to that of advocate and coach
Sheltered instruction practices are keeping ELs in the mainstream classroom setting more and more
All teachers should consider themselves to some degree language teachers
Sheltered instruction practices are keeping ELs in the mainstream classroom setting more and more
All teachers should consider themselves to some degree language teachers
Photo by Leo Reynolds
It takes 1 - 2 years to acquire an L2
BICS (Basic Interpersonal Communication Skills) vs. CALP (Cognitive Academic Language Proficiency)
Photo by Philip Oyarzo
ELs need minimum level of proficiency to be mainstreamed
While many teachers do say they would welcome ELs into their classes, they also say they would prefer a minimum attainment of English upon entry.
In fact, with proper attention to academic language and expectations of each proficiency level, students can be immersed in a content area classroom successfully.
The WIDA Can-Do Descriptors is a good place to start in understanding what you can reasonably expect each level of EL to be able to do in each domain: listening, speaking, reading and writing
In fact, with proper attention to academic language and expectations of each proficiency level, students can be immersed in a content area classroom successfully.
The WIDA Can-Do Descriptors is a good place to start in understanding what you can reasonably expect each level of EL to be able to do in each domain: listening, speaking, reading and writing
Photo by hjl
ELs should speak only English in school
Lack of understanding of the benefits of dual language exposure and the impact of native language on both learning a 2nd language and learning content area material
Exposure and interaction in target language does not automatically lead to acquisition
Complexities of academic English
Paucity of interactions in mainstream classrooms
Exposure and interaction in target language does not automatically lead to acquisition
Complexities of academic English
Paucity of interactions in mainstream classrooms
Photo by daryl.williams
ELs learn English in the same way and at the same rate
Assumption based in the notion that there is a trajectory of first language learning and that all ELs follow that path and have similar learning needs.
Considerations:
amount of formal education
fluency in native language
schooling experience differences among 1st and 1.5 generation students
Considerations:
amount of formal education
fluency in native language
schooling experience differences among 1st and 1.5 generation students
Photo by angusf
Good teaching for native speakers is good teaching for ELs
State and national standards are used to determine appropriate instruction and assessment for all students.
However, there is a wide range of linguistic needs of ELs in the mainstream classroom
A priority for ELs is a focus on the academic language of the content area and scaffolded supports to enhance their understandings
SIOP: Research-based set of practices for teachers to use when working with ELs
However, there is a wide range of linguistic needs of ELs in the mainstream classroom
A priority for ELs is a focus on the academic language of the content area and scaffolded supports to enhance their understandings
SIOP: Research-based set of practices for teachers to use when working with ELs
Photo by Old Shoe Woman
Effective instruction for ELs means non-verbal support
Visuals and realia are important, but they do not constitute effective instruction for ELs in its entirety.
SIOP Features:
Lesson Preparation
Building Background knowledge
Comprehensible input
Instructional and learning strategies
Attention to modes of interaction
Opportunities for practice and application
Lesson delivery and pacing
Review and Assessment
SIOP Features:
Lesson Preparation
Building Background knowledge
Comprehensible input
Instructional and learning strategies
Attention to modes of interaction
Opportunities for practice and application
Lesson delivery and pacing
Review and Assessment
Photo by smudie
Exposing myths is an act of advocacy for ELs
a crucial step toward the goal of peace in the classroom
Photo by Stuck in Customs
