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Transcript of Bilingual Education
ELL: English Language Learners, emergent bilinguals
LEP: Limited English proficient
LOTE: Language other than English
"Students between the ages of 3-21 and are enrolled in elementary or secondary education, often born outside of the US or speaking a language other than English in their homes, and not having sufficient master of English to meet state standards and excel in an English
Bilingual Learner Populations
460 Languages are spoken in the U.S.
6 most representative languages of ELL's :
Spanish is the most spoken language of ELL's
(Flachi,Garcia,Kleifgen pg. 13)
As defined by the Federal government:
Deaf students are bilingual learners too!
English is a second language to native ASL users.
Many Deaf learners may have Deaf parents that use ASL as a primary language.
Deaf culture is important to families and individuals.
The Holcomb Family:
5 Generations in Deaf Education
Communicating Without a Common Language
1 Deaf Teacher
3 "Deaf Students"
Interpreter (ASL > Eng)
We need: One volunteer with no knowledge of ASL)
What did you notice that was different than a mainstream class?
How did you feel?
Are you aware of accommodations for bilingual learners and their families?
Do you think bilingual students should have more opportunities to learn the curriculum in there native language?
July 28, 2014
Immigration and School Language Policies
School Language Policies
What language policies are implemented in schools?
NYC Department of Education
How can we make this information more accessible?
-The Captain will throw the 1st ball
-Every person must catch and throw a ball.
-No person is to be left out and no person is to receive the ball twice.
-Each person must "catch” a ball.
-Each person must “throw” a ball.
This exercise shows how people send and receive information.
One must have eye contact to send and receive information.
The weights and sizes of the balls symbolize how WORDS are light or heavy.
There are many ways to say I Love You and how it (the message) is said can relate to how it is (the message) received.
How can a teacher become more mindful of bilingual students or students from an immigrant family?
In what ways do you see this happening in bilingual education?
"Children of Immigrants Increase to One in Five School-Age Children"
(Capps, et al., 2005)
"...children of immigrants make up a relatively small share (16 percent) of those enrolled in pre-kindergarten, suggesting substantial under- enrollment."
"...lowest rates of early education enrollment tend to be among children from lower-income families and those whose parents have less formal education and more limited English skills.
(Capps, et al., 2005)
What factors may be contributing to these statistics?
How does this game relate to bilingual learners and children of immigrants?
Connection to Deaf Education
1. Teachers/students should use there everyday voice when talking to a Deaf person through an interpreter.
2. The role of the interpreter is to sign what is being said and voice what is being signed.
How can teachers use these resources to improve communication with families?
What philosophies of education would be most accommodating for ELL's?