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ESL strategies for Math/Science teachers

Workshop presentation
by

Hannah Mueller

on 20 April 2013

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Transcript of ESL strategies for Math/Science teachers

Presented by Hannah Mueller Teaching students who are English Language Learners for science and math teachers Objectives and Expectations Let's transition to a classroom... (Psst! Switch to Powerpoint!) Think-Pair-Share
How did you feel during the presentation?
What could you understand? What couldn't you understand?
What was helpful for you to understand the lecture?
Share your answers with the rest of the participants. Thank you for your participation! Oral to Written Transition What is it like to be in a classroom where you can't understand what the teacher is saying? Conversational language does not always mean a student can write!
Basic Interpersonal Communication Skills (BICS) vs. Cognitive Academic Language Proficiency (CALP) (Cummins, 1999)
Conversational language is more based in Anglo-Saxon while Academic Language is based mostly in Greek and Latin (Corson, 1997)
These are referenced from a textbook that I'll talk about at the end. So how do we help students with oral to written transition? Reading, reading, reading!
Include writing in your assignments, but don't focus too much on grammar and sentence structure unless you explicitly say otherwise
Remember! Even though we teach math and science, we are writing teachers too! Discussion Get in a group with your content area (math, biology, etc.)
What can you do in your classroom to encourage reading?
How can you integrate reading into your classroom?
Have you seen any examples in classrooms you've observed that integrated reading? Cross Content Words There are content words in your discipline (such as photosynthesis or binomial), but there are also words that cross disciplines
These are words that usually have recognizable roots, such as port (portable, export, import, etc.)
http://www.uefap.com/vocab/select/awl.htm
Other Examples: Conversion, scale, product, reaction, etc. How to use Cross-Content Words in your classroom Overview Introduction: What is it like being a student who is learning a second language?
Suggestions
Oral to Written transitions
Cross-Content Words
Culture and Worldview
SIOP Model and Modeling
Resources for you and your students
Closure Teacher candidates will discuss different tools they can use to help their students learning English.
Teacher candidates will be able to apply different tools and adapt them as necessary.
I expect everyone to be respectful of others' opinions.
I expect everyone to be open to these tools, and use them if needed. SO WHAT?? http://news.msn.com/us/education-outlook-bleak-for-students-learning-english-in-us#tscptme)' Word Walls
Four Square definitions
Concept Map
Include a language objective as well as a content objective
For example: SWBAT write three sentences using cause and effect; SWBAT will be able to write a word problem about derivatives. Now you try it! Try one of the previous vocabulary tool with the vocab list from the lesson in Chinese!
Nucleus
Endoplasmic Reticulum
Mitochondria
Cell Membrane
If you have time, use a word from your discipline! Culture and Worldview Iceberg Theory of Culture
A students' first language will affect their development in English. This can be both good and bad.
Get to know your students! The better you know your students the better you can try and integrate their culture into your class! How do you get to know your students? Discussion Is this new information for you? If not, who told you/where did you hear this?

How can you apply a students' culture to your teaching? (Note: this can be a difficult question, but I believe it can be done!!!) The Sheltered Instruction Observation Protocol (SIOP) model There are 6 features with SIOP
*Lesson Preparation
*Building Background
*Comprehensible Input
Strategies
Interaction
Practice and Application
Lesson Delivery
Review and Assessment Resources for all! Your ESL teachers! I promise they would love to help you if you need it!
"Making Content Comprehensible for English Learners: The SIOP Model" (Jana Echevarria, MaryEllen Vogt, Deborah J. Short)
This is a good introductory textbook for the SIOP model
Also a good book is "The SIOP Model for Teaching Science to English Learners", by the same authors. Not as extensive as the first book but this one focuses more on science.
"Learner English: A teacher's guide to interference and other problems" (Michael Swan and Bernard Smith)
On the linguistic side of most of its descriptions, but makes for a good starting compare/contrast of English and other languages.
The INTERNET! If you need a bilingual vocabulary list, I've had relatively good success searching just on Google. CLOSURE Do you have any questions???

Do you think you can use these tools and resources that we talked about today?
If so, which ones were helpful?
If not, why do you think these aren't helpful? What would be helpful to you as an educator?

Remember, even though many of us want to teach middle school or high school, we can get a wide variety of students learning English. THANK YOU VERY MUCH FOR YOUR ATTENTION!!! If you still have questions, feel free to ask! What does "cross-content vocabulary" mean to you? Discussion How does this compare with how you write lesson plans? Also... "Academic Language for English Language Learners and Struggling Readers: How to Help Students Succeed Across Content Areas" (Yvonne S. Freeman and David E. Freeman)
This is a fantastic resource for content teachers! It has both research, activity ideas, as well as other advice.
If you are interested in more linguistic books for non-linguists, I have a few textbooks with me I can pass around.
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