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English Language Learners: Language, Culture and Diversity

ELL Presentation for Lewis University

Christina Sylvester

on 24 February 2015

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Transcript of English Language Learners: Language, Culture and Diversity

By the end of this session I will:
The English Language Proficiency Standards
English Language Learners:
Summary Overview and Administrator Perspective

Understand relevant trends, assessments and best practice strategies in ESL education
Understand the implications of managing an ESL program as an administrator
Increase cultural competency and cultural awareness
The language of LANGUAGE ARTS
The language of MATHEMATICS
The language of SCIENCE
The language of SOCIAL STUDIES
WIDA: World-Class Instructional Design and Assessment
Levels of Language Proficiency (as measured by ACCESS)
Listening, Speaking, Reading, Writing

Remember, a student can "display" different levels of language proficiency withing BICS and CALPS and within each of the language skill areas
SIOP - Sheltered Instruction Observation Protocol
Student Placement
Characteristics of an ESL Classroom
Getting to Know You...
A little about me
A little about you
Thank you and Feedback
The Iceberg of Language
BICS - Basic Interpersonal Communication Skills
CALPS - Cognitive Academic
Language Proficiency Skills
Academic Language.
Language of deep
This is conversational language. Language on the surface.
The ACCESS test is an annually administered assessment that measures language proficiency on a scale of 1-6
Administered in January
Assesses all 4 language domains: listening, speaking, reading, and writing
Scores are used to place students in ESL levels the following school year
How does a student qualify for language services?
Upon registering in a district, all students are required to take a home language survey as mandated by the state
If students are exposed to a second langauge they must take an assessment called WAPT
Scores on this assessment range from 1-6
Below 4.8 qualifies students for services
Parents can waive services at any time
Alphabet Soup
L1 -
L2 -
Bilingual/ESL Certified Teachers
Small class size
Differentiation, Scaffolding, Hands-On, Collaborative
SIOP strategies
Illinois CCSS and WIDA Language Standards
Content AND Language Learning Targets every day
High expectations and rigor
Culturally-rich environment
Language Proficiency from entering to developing
Students from various languge backgrounds
Language is continuously being taught
Students with a great variety of academic background and learning abilities
Same social, emotional, academic challenges or gifts
Bilingual Program at BMS
TPI (Transitional Program of Instruction)
135 Students
Students learning 2nd, 3rd, and 4th language
Approximately 80% are Spanish-speaking
16 different countries and as many languages are represented
Countries Represented
Puerto Rico
Saudi Arabia
The Cultural Competency Game
You have each been given a "label" that everyone can see - except you
When given the "go" sign, you need to get up and ask people about yourself. People will answer you with a "yes" or "no" answer.
Move around. Ask multiple people questions until you guess correctly who you are.
When you know who you are, put your sign to the front of your body
What types of questions did you ask?
What types of answers did you give?
How did you feel during this game?
What implications does this have for our work?
Tools for increasing cultural competency
Be aware of your own biases
Actively listen
Read about other cultures
Spend time with people from other cultures
Immerse yourself in culture -- take on the role of "other"
Culturegrams - http://online.culturegrams.com
login - cpellremote
password - library
A scientifically validated model of sheltered instruction designed to make grade-level academic content understandable for English learners while at the same time developing their English Langauge. The protocol and lesson planning guide ensure that teachers are consistently implementing practices known to be effective for English Learners .
Sweet or Salty?
A poet
An Economist
A Nutritionist
A Historian
Discuss how your language use changed depending on the focus.
Leaders as Advocates for ELLs
How do we make them feel welcomed?

How do we alienate them?

How do our beliefs mold what happens or doesn't in the classroom?
"There are hundreds of languages spoken in the world, but a smile speaks them all."
Full transcript