Edu 220 Midterm Exam Flashcards

The landmark U.S. Supreme Court decision Lau v. Nichols (1974) has significantly impacted the education of ELL students. Based on the Civil Rights Act of 1964, the court ruled that ELL students were not being given an equal educational opportunity merely by providing them with books, teachers, and curriculum. Schools were mandated to provide special language assistance so that schooling would be understandable for ELL students.

See Lesson 1 Assignment for further explanation

Lawsuit filed on behalf of Chinese American Students San Francisco, California claiming violation of civil rights. students felt that it was their right under the Civil Rights Act of 1964 to receive specialized instruction based on their lack of ability to proficiently speak English. This was argued by the supreme court, and led to schools being required to provide special instruction for students who are not proficient in English, bilingual education programs and currently Structured English Immersion programs.

After the passing of Proposition 227 in California, its author, Ron Unz, came to Arizona. While he was working with advocates for English-only education, the movement gained momentum in the summer of 2000, not long before the November 7 election that same year. To the delight of English-only proponents, and to the dismay of advocates for bilingual education, Proposition 203 PDF passed. Not long after, it officially became law.

See Lesson 1 Assignment for further explanation

Prop 203, English Only, all materials in Eng., Immersion for limited time, parents can apply for a waiver under certain circumstances. Native language can only be used for clarification - not instruction

1 year

In 1992, Flores v. State of Arizona was filed. This case alleged that the state of Arizona was not providing enough funding for ELL programs, and it resulted in the Flores Consent Decree.

Among other things, the consent order called for teachers to receive more training pertaining specifically to these students. By August of 2009, certified teachers needed either 4 credit hours (if certified prior to August 2006) or 6 credit hours (if certified after August of 2006) of training.

See Lesson 1 Assignment for further explanation

Flores V. AZ - filed in 1992 alleging violation of Equal Education Act, and stated that the legislature's failure to adequately provide LEP programs and the lack of ability to meet EEOA standards was a violation of civil rights of Limited English Proficient (LEP) students.

Know your students. As educators, teachers must understand who their students are and the best programs and methods to teach them.

Understand language development. Educators need to understand the factors affecting language development.

Make lessons comprehensible. Students need to understand lessons in order to progress academically.

Encourage interaction. Students need many opportunities to use language purposefully.

Appeal to varying learning styles. Teachers need to respond to students in culturally sensitive ways and to encourage learning style flexibility.

Provide effective feedback. Teachers need to give students culturally responsive feedback.

Test fairly. Pedagogical assessment procedures need to be culturally sensitive and fair.

Encourage minority parent participation. Minority parent participation needs to be an integral part of student learning.

Appreciate cultural diversity. Educators need to appreciate the cultural background of students and its impact on learning.

Incorporate students' language and cultures. Languages and cultures of students in the school besides the dominant culture should be incorporated into the curriculum.

Reduce prejudice. Educators need to implement policies, procedures, and activities that are explicitly designed to reduce prejudice.

When Arizona voters passed a ballot initiative in 2000 that required all English language learners to be educated through structured English immersion (SEI), the idea seemed simple enough: Teach students the English language quickly so they can do better in school. But as other states, districts, and schools that have contemplated an SEI program have learned, the devil is in the details. As it turns out, the simple goal to "teach English quickly" frequently evokes legal wrangling, emotion, and plain old demagoguery.

Few people would disagree that English language proficiency is necessary for academic success in U.S. schools. Less clear, however, is the optimal pathway for helping language-minority students master English. Conflicting ideologies, competing academic theories, and multiple metrics for comparing different approaches have rendered many schools, districts, and educators paralyzed by confusion. Bill Holden, principal of a California elementary school in which ELLs are three-fourths of the student population, told me, "At a certain point there were just so many mixed messages and contradictory directives and policies that we didn't really know what to do."

When a school district selects a specific ESL program and/or BLE program and/or SEI program (some districts have SEI, ESL and BLE programs) to instruct ELL students, the district must consider the state and local policies. On what basis does a district choose the best program for its population? Some factors to consider are the use (if any) of the primary language and whether to have an enrichment or remedial approach to instruction. In Arizona, students are placed in a regular education classroom with a teacher who is endorsed in SEI (mandated as of August 2009). Very few bilingual programs are in Arizona schools, and are by parental permission only.

ESL is mainly focused on English language, very expensive, and ineffective. However, most chosen method.. Main problem is missing class time, and not having much time to interact with specialized materials in core subjects.BLE - two types, maintenance/late exit, and early exit. These programs have two focuses: English, or native language. Maintentance=Native, takes longer; Early exit/transitional=focus on EnglishSEI: Sheltered Instruction integrates language and content while infusing sociocultural awareness. Teachers scaffold instruction to aid student comprehension of content topics and objectives by adjusting their speech and instructional tasks and by providing appropriate background information and experiences

This approach mainstreams non-English speakers. Students in this type of program are forced to either learn English with no additional help or resources, or sink! This can be extremely difficult, as many of these students are experiencing culture shock at the same time that they are trying to learn English.

Program in which instruction is initially provided in the student's native speaking language as well as in English. Instruction encompasses reading, writing, speaking, and comprehension of the English language. The main goal of these programs is the development of the student's English language proficiency through the use of the native language combined with English. The goal is to keep students on grade level material and slowly transition them until they are ready to perform in an English-only classroom. Currently in Arizona, bilingual programs are outlawed unless a waiver is signed by a group of parents, and the district accepts the conditions of the waiver. To qualify for the waiver, ELL students must be over age 10, have special individual needs, or already be fluent in English.

The amount of primary language usage is a factor in selecting a bilingual education program for instruction of ELL students. The two types of BLE programs are defined by the length of time students are enrolled in the program. A transitional bilingual program, sometimes called "early exit," uses the primary language as instruction for only 2-3 years.

This type of program is used most often and has been demonstrated through research to be least effective, since ELL students do not have an opportunity to fully develop concepts in their first language. Maintenance bilingual programs, sometimes called developmental or "late exit," on the other hand, focus on instruction using the primary language through fifth or sixth grade. The goal of the maintenance program is to maintain both languages and to develop balanced bilinguals. Due to political controversy over the term maintenance, the program name has been changed to developmental in some areas (Echevarria & Graves, 2009, p. 36). Other names for developmental BLE programs are dual language and two-way bilingual.

Development of English using the student's native language combined with English. This program instructs in both the native language and English at first.

1. Maintenance/ late exit, focused on maintaing original language and developing English.2. Transitional/early exit, uses primary language for only 2-3 years, is the least effective model

This method includes pulling the ESL student out of the mainstream classroom for a brief period of instruction with an ESL teacher. The focus of instruction during the pull-out time is the English language, and the student is given some help in other curricular areas (i.e., math, reading, science, etc.). English is the primary language of instruction in this model. Many schools with small populations of ESL students use this model in accordance with Proposition 203. Programs such as these have both positive and negative effects on students. Much depends on how well the ESL teacher works and communicates with the mainstream teacher.

Here are some questions to consider regarding this type of program:

-What are the ESL students missing in the mainstream class during this pull-out time?

-Is the type of instruction they are getting during that short period of time beneficial?

You may be surprised to know that the ESL pull-out model is the least effective and most often selected model used to serve ELL students across the United States. According to Echevarria and Graves (2009), it is also the most expensive model, since it requires the hiring of additional, endorsed teachers. The textbook authors further say that special education teachers and researchers in this field have learned that the pull-out model causes problems such as students feeling stigmatized, difficulties with generalization of material covered in the pull-out setting to the regular classroom setting, etc. According to the textbook, research in the field is indicating the same negative results. Inclusion models that promote team teaching between the SEI/ESL teacher and the regular education teacher allow students to access the regular education curriculum and to benefit from the rich language models available in the regular classroom program. Current trends to have general education teachers SEI/ESL- or BLE- endorsed also allow the ELL students to stay within the classroom and to benefit from the school's curriculum.

Removes the student from the main class for brief periods of time for instruction with an ESL instructor. The main focus of this program is the English language where the student is given help in other curricular areas such as math, reading, and science. The primary instruction is given in English

Special programs where instruction is conducted in English for students of limited English-speaking ability. These programs stress the development of speaking, listening, reading, and writing skills as quickly as possible to mainstream students into the regular classroom. These programs stress immersion in the English language through the use of methods and strategies appropriate for teaching non-English speakers.

An approach to teaching that allows students more time for receiving English language support while they learn content subjects. Rather than a pull-out system, SEI is an example of an inclusion model. With an SEI model, all students are placed in the same classroom. English Language Learners (ELL) are taught side-by-side with native speakers of English. Rather than a sink or swim model, SEI means that the teacher must provide some structure for the students while teaching academics and the English language.

All the instruction is in English and the teacher is trained in using strategies that support language acquisition while teaching content; however, the classroom is made up of students with limited English proficiency only: hence the term sheltered.

Programs are sometimes developed with the goal of fixing a perceived problem with a certain group of students. This type of program is called remedial; if used with ELL students, this approach could lead to less access to the regular education curriculum. An academic enrichment focus for all students, on the other hand, allows ELL students to be respected for their linguistic and cultural contributions to the classroom.

The Silent/Receptive or Pre-emergent Stage

This stage can last from 10 hours to six months. Students often have up to 500 "receptive" words (words they can understand, but may not be comfortable using) and can understand new words that are made comprehensible to them. This stage often involves a silent period during which students may not speak, but can respond using a variety of strategies including pointing to an object, picture, or person; performing an act, such as standing up or closing a door; gesturing or nodding; or responding with a simple yes or no. Teachers should not force students to speak until they are ready to do so. Teachers should also provide ample listening opportunities, create a language rich classroom, use physical movement, and create high context for reading.

The Early Production or Emergent Stage

The early production stage can last an additional six months after the initial stage. Students have usually developed close to 1,000 receptive/active words (that is, words they are able to understand and use). During this stage, students can usually speak in one- or two-word phrases and can demonstrate comprehension of new material by giving short answers to simple yes/no, either/or, or who/what/where questions. They can reproduce what they hear and recognize words in isolation. Teachers should continue to provide listening opportunities with rich context and have students label, manipulate, and evaluate pictures and objects.

The Speech Emergence or Basic Stage

This stage can last up to another year. Students usually have developed approximately 3,000 words and can use short phrases and simple sentences to communicate. Students begin to use dialogue, can ask simple questions such as "Can I go to the restroom?" and are also able to answer simple questions. Students may produce longer sentences, but often with grammatical errors that can interfere with their communication. They may be able to learn the big ideas in content areas and begin to acquire grammatical elements. Teachers should start asking open-ended questions and have students describe personal experience.

The Intermediate Language Proficiency Stage

Intermediate proficiency may take up to another year after speech emergence. Students have typically developed close to 6,000 words and are beginning to make complex statements, state opinions, ask for clarification, share their thoughts, and speak at greater length. They may be able to engage in conversation and produce sequential narrative. Teachers should structure group discussions, provide a variety of realistic writing opportunities, and provide reading opportunities with a variety of genres.

The Advanced Language Proficiency Stage

Gaining advanced proficiency in a second language can typically take from five to seven years. By this stage, students have developed some specialized content-area vocabulary and can participate fully in grade-level classroom activities if given occasional extra support. Students can speak English using grammar and vocabulary comparable to that of same-age native speakers.

Learners acquire language by "intaking" and understanding language that is a "little beyond" their current level of competence

Think of "I +1" as discussed in video clip

This, of course, all depends on the proficiency of the student, and it takes experience working with ELL students to find that "magic level" that is slightly above their current level of understanding. This method works and, if you practice, it will soon become second nature. Providing consistent, comprehensible input requires a constant familiarity with the ability level of students in order to provide a level of input that is just beyond their current level.

Stephen Krashen’s theory was based on “comprehensible input.” This type of instruction is best applied in a sheltered instruction classroom. It stated to teach on content that the student has already mastered, plus just a little bit more. This way, the student is not getting too much unknown content all at once. This would make the student feel overwhelmed, and result in nothing being learned because everything is going, “in one ear and out the other.” His theory is useful because it builds on top of knowledge that is already grasped. Just as in any situation, one cannot complete step five unless the first four steps have already been done. The teacher can utilize this theory in a few ways. First, using the “I + 1” method of reviewing the current level and adding one more concept or idea, can help these ELL students. Further, by having the students encouraged to participate in class no matter the answer given. Even if the answer is not exactly what the teacher had anticipated, it is taken in and expounded upon in order to be relevant to the subject matter. This also gives the ELL student confidence in participating again in the future.

Jim Cummins’ theory, was broken into conversational and academic language proficiency. Basic Interpersonal Communication Skills (BICS), is the social language that people use. It is not academic language, but more of how to get by outside of the classroom. It identifies one’s needs rather than the grammatical syntax of the language. From asking, “Where is the bathroom,” to “May I borrow a pencil,” each is part of the conversational side of language in Cummins’ theory. Alternatively, Cognitive Academic Language Proficiency (CALP) is the educational side of learning a second language. Rather than being able to learn from peers, this type needs assistance from a trained teacher. The teacher will bring context from past experiences into the current lesson to link the information in the student’s mind. This information is repeated profusely to engrain the information into the student’s brain.

Multicultural education is controversial even though it is based on the need to prepare all children, minority and majority, to participate equally in a culturally pluralistic society.

Encourage cooperative learning, use strong mental images, feeling of belonging, make them a specialist in their culture

Directly impact a child's learning within the classroom. A child's first cultural experiences come from the home during the critical period of birth to 5 years old. Once a child enters formal education, many cultural aspects have already been learned.

Refers to shifting from one language to another. This shift occurs more rapidly in children than in adults. In addition, research shows that children acquire language at a rate much faster than adults do.

Relating to culture, this means that children will speak the new language, resulting in acculturation before their parents. It takes one to two years to acquire social language, and academic language is acquired in five to seven years. During this process, some variations of the old and new languages may come into play.

Obvious aspects of one's culture, ones that are most evident

Ex: manner of dress, food, dance, etc

Deep culture, cannot be readily seen

Ex: value placed on education, importance of punctuality, notions of modesty, etc

Everyone wants everyone else to succeed

The individual is more concerned with succeeding over the whole

This stage is characterized by exhilaration, discovery, and anticipation. Perceptions are positive. Emotions include excitement and euphoria.

The novelty wears off, and the host culture begins to intrude on the visitor's life. This stage is characterized by confusion, self-blame, tension, frustration, loss, depression, and withdrawal. Physical symptoms such as headaches and stomach pains may occur.

The individual is likely to disregard both the similarities and the differences between the host culture and home culture. This stage is characterized by hostility, defensive behavior, feelings of vulnerability, rebellion, blame, and rejection of all that the host culture represents.

This is the hopeful stage. The person begins to establish an objective, balanced, and impartial view of the situation and experience. The person develops new sensitivity to the host culture and greater awareness of self and others. The person is less dependent on others and is more relaxed.

This stage aims to achieve the goal of a bicultural or multicultural identity. This stage is characterized by a sense of belonging, trust, and sensitivity to the host culture.

Anxiety

Sadness

Depression

Pain, despair, and disorganization

Anger, confusion, loneliness (i.e., no social/familial support)

Loss of appetite, changes in sleep patterns, tearfulness Lack of energy, loss of enjoyment in daily activities, withdrawal from others

Knowing that your students may be experiencing culture shock can help you to understand them better and may give you compassion when a student seems somewhat disoriented or "out of it" after he or she first arrives in the country (and possibly for some weeks or months to follow). Many a teacher has mistaken some of the signs of culture shock for a potential learning disability. Give the student time to adjust to his or her new country before even considering any additional issues that the student may be experiencing.

Affective is the social-emotional side of a child.

When you considered your own learning curve when developing a new skill as an adult, what affective issues did you experience? Frustration? Low self-esteem? Negative thoughts? This is exactly what English language learners experience.

Teachers must create a climate for learning that helps to support a student's affective domain.

Valuing Differences/Focusing on Content and Activities that are Meaningful to Students

Being aware of students' cultures and experiences that they bring to the classroom is not enough You must also incorporate these differences into classroom learning. Creating a classroom that respects and values differences will demonstrate to students that everyone is important in the classroom. When students feel supported emotionally and have a greater sense of belonging, they tend to work harder academically in the classroom.

Providing Reading and Writing Activities that Promote Success

Learning to read is a difficult task for English language learners as well as native speakers. Exposing children to print concepts as early as infancy helps children to experience reading in a positive way. The primary grades focus heavily on literacy skills, but what can a secondary teacher in social studies do to promote a positive climate?

Below are a few activities that a classroom teacher can implement at any grade level: Interactive journals

Writer's Workshop

Patterned reading and writing

Creating text for wordless books

Shared reading with predictable text

Literature conversation with read-alouds

Literature study with response journals

Providing Ample Practice and Careful Corrections

Practice, practice, practice...providing students with multiple experiences is necessary. New knowledge must be taught and modeled. Then, allow students to have many opportunities to work with this new information. A "get it or you're out" attitude is very stressful for students. If a classroom is set up for students to take risks without being penalized, students will be more motivated to learn and experiment with new information instead of being hesitant and unwilling to try.

Focusing on Relevant Background Knowledge

When students come to the classroom with varying experiences and knowledge, it is hard to find a common foundation from which to start a lesson. Many times, teachers find it necessary to provide a shared experience for the students and then build instruction upon that experience.

Building background occurs when a teacher makes connections between content and the students' life experiences.

Actively Involving Learners

Using Alternate Grouping Strategies

Instead of just teaching "to the class," consider creating lessons that utilize different learning structures such as partner sharing, peer tutoring, or cooperative learning groups of three or four students. When allowed to work in groups, students take control of their learning and involvement within a lesson. If a student is afraid to take the risk of sharing an answer in front of an entire class, he/she may find sharing within a smaller group to be much less intimidating. These grouping strategies also allow students of different cultural and academic backgrounds to work together valuing the uniqueness that each brings to the group.

Holding High Expectations for ALL Learners This is true of not only ELL students, but ALL students. If you, as the teacher, maintain high, realistic expectations for your students and provide opportunities appropriate for learning, students will succeed!

Require students to be challenged by vocabulary and sentence structure

Text with which students are familiar.

Allowing students to read at their independent level will provide them with a sense of success, which will help to create a positive outlook on the area of reading.

Text that is too difficult for students to read and understand without a lot of support