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ESL School-Year Kickoff Training: Day 1

General overview of goals, norms and schedule for our time together; introduction to ELs; basic information on second-language acquisition; and some features of ESL instruction
by

James Kindle

on 25 October 2016

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Transcript of ESL School-Year Kickoff Training: Day 1

ESL: The Big Picture

What is an EL?
Important acronyms
ELs in the U.S. and Minnesota
Variety within ELs
Meet your EL "teammate"
What is SLA?
The English Language, in 10 mins.
First vs. Second Language Acquisition
Stages of SLA
Factors impacting SLA
English language levels
Sociolinguistics factors of English
What is ESL instruction?
Triple A of ESL
ESL program models
Revisiting ESL teammate
Wrap-Up and Reflection
'13 TC ESL CM training, Day 1
Overview
Goals and norms for our time together
Introductions
About me
About you
Schedule
How we're feeling
Knowledge and questions
Group Goals and Norms
Schedule
Today: ESL: The Big Picture
Overview (30 mins)
What is an EL? (40 min.)
What is SLA? (2.5 hours)
What is ESL instruction? (3 min.)
Tuesday: What the WIDA?
Wednesday: Long-term planning
Thursday: Daily planning and assessing
Introductions
About Me
Name: James Kindle
Hometown: Riverton, WY
College: ASU (journalism BA); Hamline (MAT ESL candidate)
Experience: 4 years teaching ESL with students K-8; summer spent CMA; National Board Teacher candidate
Two truths and a lie:
I have been to 5 different continents
I am terrified of sinkholes
I read excellently upside down
About You
How We're Feeling
Human Likert Scale and Fold
Line up in order of comfort level
Fold in half and discuss why you feel comfortable or uncomfortable with this task with your partner
Knowledge and Questions
KWLS Chart
On chart, fill out knowledge you already have about ESL instruction under the K, and questions you hope to have answered over the next 4 days under the W.
Use your Likert scale to help you.
Goals
I can identify major features of ESL instruction and the WIDA framework.
I can analyze components of holistic, culturally responsive ESL instruction.
I can describe goals for my students and steps I will take early in the year to get them there (via long-term planning, unit planning, and daily planning and assessing).
Norms
Everyone gets to speak
Stay engaged, or stop me
Be solutions oriented
I don't think you're children (but I'm going to treat you like them)
Important Acronyms
Terms for students
EL: English learner
ELL: English language learner
CLD: Culturally and linguistically diverse student
LEP: Limited English Proficient (government designation)
Other
L1: First language
L2: Second language
ELD: English language development
ELP: English language proficiency
Multilingual: MPS EL Dept.
ELs in the U.S. & Minnesota
U.S.
Largest growing population within U.S. schools
Primary first language: Spanish, Chinese, Vietnamese, French/Creole
Minnesota
~60,000 ELs speaking ~200 different languages
Primary languages: Spanish, Hmong, Somali
English Language, abbrev.
History:
Old English: Started as variety of dialects of Anglo-Saxon tribes of Great Britain (influenced by Celts and Romans); one dialect begins to dominate (Beowulf)
Old Norse invasion: Germanic influence on grammar and vocabulary
Middle English: Norman invasion: Latin (French) influence on vocabulary, borrower language (Chaucer)
Modern English: Latin Renaissance (Shakespeare) continuing through Britain/U.S. world power colonization and hegemony
Today: Most speakers as first or other language (not most L1 speakers), most common lingua franca, most common Internet language
Key takeaways
English highly influenced by Germanic and Latin languages (in vocabulary, alphabet, and structure)
Speakers L1 can impact L2 development
Highly important worldwide
Variety within ELs
Both immigrant students and U.S. born students
Refugee students
Migrant students
SIFE/SLIFE
Undocumented students
"Dual eligible" students
Your EL teammate
Student will be the lens through which you view the work we do over the next four days
Based on a real student, though key details might have been changed
Representative of the students you will work with this school year
Stages of SLA
Pre-production/Silent period
3-6 months (not all go through this stage)
Student receiving a lot of language
Give opportunities for non-verbal responses or highly guided language use; focus on most common vocabulary
Production
6 months
Speech: short phrases of one or two words
Memorized chunks of language
Focus on highly supported, interactive tasks
Speech Emergence
Communicate with simple questions and phrases
Often make grammatical errors
Focus on vocabulary development, promoting academic languages use
Early Fluency
More complicated sentence structures
Able to share facts and opinions
Focus on supported grade-level work
Advanced Fluency
5-10 years
Native-level fluency
Grade level standards based work
Factors that impact SLA
Age
Younger students can mimic first language acquisition
Older students can utilize metalinguistic skills
Critical Period Hypothesize: Idea that after a certain age (around puberty) native-like English is impossible
Personality/Affective filter
Anxious, introverted learners struggle
Outgoing, willing-to-make mistakes learners do best
Motivation
Extrinsic: Learn English to get a job
Intrinsic: Learn English to be a fuller person
L1 and L2 relatedness
Strategy knowledge/use
L1 experience
More experiences discussed in L1, literacy in L1, and parent literacy help
Language Levels
Phonetics/Phonology
Sounds in a language and relationship between sounds and letters
"ph"=/f/ sound, English having no trilled r
Morphology
Smallest meaning-carrying units of a language
"dogs" (2); unplugged (3)
Syntax
Organization of words in discourse
"I see the cat": Subject-verb-article-object
Semantics
Meaning of words and phrases
Define "dog"; define "dog-eat-dog world"
Pragmatics
Ability to use language functionally and socially
Saying "What's up?" at a job interview
Sociolinguistic features
Register: Level of formality of the setting for the language (and resulting standard language use)
Talking with friends vs. giving a speech
Genre: The purpose of the language being used
Scientific explanation vs. business letter
Topic: The focus of the language being used
Social roles/audience: Relationship between communicator and receiver
Code switching: Ability to move between different registers in different situations
Triple A of ESL instruction
Access to content
ESL teachers provide scaffolds (and help classroom/content teachers provide scaffolds) so ELs understand content.
Acquisition of English language
ESL teachers focus on both content and language in lessons to ensure students are acquiring academic English.
Advocacy for ELs and families
ESL teachers advocate for policies and programs that support families and value multilingualism and multiculturalism.
ESL Program Models
ESL
Self-contained
Pull-Out
Push-in sheltered
SIOP
Transitional Bilingual Instruction
Developmental Bilingual Instruction
Two-way Immersion
Newcomer programs
Show on poster, your model's
Features
Strengths
Weaknesses

Language Profile of EL Teammate
-Using what you've learned today, create a profile for your EL teammate
-Identify students'
Assets
Challenges
Instructional Areas of Focus
Questions you would like to have answered about them
-Be prepared to share your discoveries
Wrap-Up
Revisit Likert scale
Where has our comfort changed?
Where is it still the same?
Revisit KWLS; add new questions and learnings
Full transcript