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Module 11: Implementing Best Practices for EL Instruction in Inclusive Classrooms Note : You are encouraged to download the Study Guide to document your responses. If you plan to print the Krashen’s Hypothesis of Second Language Acquisition and Learning: Stages Characteristics Time Frame Students are able to Preproduction Students have very few oral skills and may only respond nonverbally by pointing, gesturing, nodding, or drawing 0-6 months Observe, listen, locate, label, match, show, classify, categorize Early production Students listen with greater understanding and can produce a limited number of words, phrases, and simple sentences 6 months – 1 year Name, recall, draw, list, record, point out, underline, organize Speech emergence Students have better comprehension and produce simple sentences. Makes grammar/ pronunciation errors 1-3 years Tell, describe, restate, compare, question, map, dramatize Intermediate fluency Students demonstrate increased levels of accuracy and correctness and are able to express thoughts and feelings 3-5 years Create, contrast, predict, express, report, evaluate, explain Advanced fluency Students produce language utilizing varied grammatical structures and vocab, comparable to native speakers of the same age 5-7 years Infer, hypothesize, outline, rewrite, assess, critique, summarize Hypothesis Description Acquisition The Acquisition-Learning Hypothesis states that there is a distinction between language acquisition and language learning. In language acquisition, the student acquires language unconsciously . This is similar to when a child picks up their first language. On the other hand, language learning happens when the student is consciously discovering and learning the rules and grammatical structures of the language. Monitor Monitor Hypothesis states that the learner is consciously learning the

grammar rules and functions of a language rather than its meaning.  The second language learner has sufficient time at their disposal.  They focus on form or think about correctness.  They know the rule Input learners progress in their knowledge of the language when they comprehend language input that is slightly more advanced than their current level. Affective Filter language acquisition can be affected by emotional factors. If the affective filter is higher, then the student is less likely to learn the language. Therefore, the learning environment for the student must be positive and stress-free so that the student is open for input. Natural Order language learners learn grammatical structures in a fixed and universal way . There is a sense of predictability to this kind of learning, which is similar to how a speaker learns their first language - language is acquired in a particular order, and that this order does not change between learners, and is not affected by explicit instruction. BICS and CALP:  According to Jim Cummins’s theories, what is the difference between BICS and CALP? BICS can take 1-2 years and is the social language “hi how are you, I’m fine”. CALP can take 5-7 years and is content language that helps them to be successful in their class. It is the academic language pro.  What are examples of BICS? “What is your name, my name is nancy, nice to meet you” E Ls can typically use context clues in understanding BICS and may have more background knowledge about the topics  What are examples of CALP? “homeostasis is a complex biological process” Models of Content and Language Instruction for English Learners: Program Models Characteristics English Immersion  Focused on developing English proficiency  English is the language of instruction  Small class sizes allow for more interaction and targeting of instruction  Students are in an all-EL classroom where they receive English and content instruction  Often used by schools to serve a student population with many different languages  ELs are in socially isolated classrooms without much interaction with other students  Content instruction runs the risk of being not as academically rigorous as

ones delivered to non-ELs by content specialists (Honigsfeld & Dove, 2010). English as a Second Language (ESL)  Focus on developing English proficiency  English is the language of instruction  ELs are pulled out of content classes for a period of time to receive language instruction  Pull-out causes students to miss out on content instruction  Small class sizes allow for more interaction and targeting of instruction  Language specialists push into the content class to provide assistance to ELs  Often used by schools to serve a student population with many different languages Sheltered Immersion  Focus on integrating language and content instruction  Goals are to develop mastery of academic language and facilitate engagement with grade-level content  ELs learn alongside their English-proficient peers  English is the language of instruction but use of home languages is encouraged and allowed  Content and language specialists co-plan and co-teach to deliver content and develop academic language Transitional Bilingualism  Focus on English language proficiency  Goal is to prepare students for English-only classes  English and home language are used during instruction  Home language instruction gradually phased out when ELs develop English proficiency  Teachers must be proficient in both languages  Often used by schools with a large group of students speaking the same language . Dual Language  Focus on developing biliterate, bilingual students  Asset-model of language acquisition while retaining and extending proficiency in home language  All students learn in one language during one part of the day or particular classes and then switch later in the day  Often used by schools with a large group students speaking the same language .

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Standards-Based Instruction for English Learners:  What is the WIDA Consortium? an organization that develops and maintains English language proficiency standards used by a majority of states across the United States  List the six WIDA language proficiency levels. Entering, Emerging, Developing, Expanding, Bridging, and Reaching Strategies to Support Content and Language Skills for English Learners:  Describe the four recommended practices and strategies that can be effective for ELs. 1. Teach a set of academic vocabulary words intensively across several days using a variety of instructional activities 2. Integrate oral and written English language instruction into content-area teaching 3. Provide regular, structured opportunities to develop written language skills 4. Provide small-group instructional intervention to students struggling in areas of literacy and English language development. Informal Assessment for English Learners:  How can the use of informal assessment assist students who are English learners? provide a more well-rounded picture of their skills, abilities, and ongoing progress. Having this data will make it easier when questions of program placement, special services, and grading arise. Strategies to Support Academic Language Development of English Learners:  List some examples of linguistic accommodations that can be useful when teaching ELs.  Sentence stems, paragraph frames, word banks, alternate texts, reduced choices/answers, chunk matching questions Key Terms BICS CALPS English Immersion Program Model English as a Second Language Program Model Sheltered Immersion Program

Transitional Bilingualism Program Model Dual Language Program Model WIDA Consortium

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