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![]() Language Acquisition Quiz |
![]() Language Acquisition |
![]() Language Acquisition Cont |
![]() Class of 2008 ELLs by Educational Service Districts |
![]() Road to the ESL Endorsement: |
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1 | Language Acquisition Quiz. 1. The | 18 | give tests… All students in grades 1-12 |
process of acquiring a second language is | must be assessed within ten days of | ||
more similar to the process of acquiring | attendance. Exception: Children entering | ||
the first language than it is different. | kindergarten may be tested either after | ||
Agree 2. Oral fluency in English is a | May 1st of the spring prior to enrollment, | ||
strong indicator that an English language | or within ten days of attendance. | ||
learner (ELL) will succeed in the | 19 | What test is she talking about? | |
classroom. Disagree 3. Once a student has | Potential ELLs are assessed with the | ||
learned the language of instruction, | State-approved WLPT-II placement test. | ||
English, his problems in the classroom are | Students scoring below the transitional | ||
largely over and he should be able to | level are eligible for TBIP program | ||
handle academic assignments with little | services. Students who score at the | ||
difficulty. Disagree 4. Placing a child | Transitional Level are not eligible for | ||
learning English in a mainstream classroom | program services. . | ||
will ensure that he/she will spend enough | 20 | Once a student has been determined | |
time in English to learn the language | eligible for TBIP is a parent’s/guardian’s | ||
quickly. Disagree 5. An initial “silent | consent required before services are | ||
period” can benefit the ELL because it | provided? NO. Neither parent/guardian | ||
allows him/her an opportunity to process | consent nor signatures are required for | ||
and decode the new language. Agree . | TBIP services. BUT, if TBIP services are | ||
2 | Language Acquisition. Misconceptions: | declined, then documentation with a | |
Young children do not necessarily learn | signature is required. Must we test | ||
another language quicker than adults, it | students on the WLPT whose parents have | ||
depends on their prior knowledge of their | waived TBIP services? Yes, testing the | ||
first language, how much time is spent in | student on the WLPT is still required, | ||
learning the new language, and how the | based on federal guidelines. . | ||
person learns. (For example, living in the | 21 | How long can she talk about a test… Is | |
country versus taking a class.) If English | an annual assessment required for | ||
learners do not understand or participate, | continued eligibility in the TBIP? WAC | ||
they are not necessarily considered in | 392-160-015 (5) Yes. Each district must | ||
need of special education. | annually assess eligible TBIP students | ||
3 | Language Acquisition. Basic | with the WLPT-II until they reach the | |
Interpersonal Communications Skills (BICS) | Transitional Level and exit the program. | ||
“Playground English” - relies heavily | 10. Can a district choose to administer | ||
on nonlinguistic cues and context - serves | the WLPT-II to any student it feels would | ||
purposes that are primarily social rather | benefit from this test? NO. The WLPT-II is | ||
than intellectual. | ONLY for students who are currently | ||
4 | Language Acquisition Cont. | eligible for the TBIP or Native American | |
Cognitive-Academic Language Proficiency | students who qualify for services under | ||
(CALP) “Classroom English” - proficiency | Title III. | ||
required for abstract, analytical thinking | 22 | Finally…a new topic… Districts shall | |
- children need CALP when writing a | communicate, whenever feasible, with | ||
journal entry describing what they have | parents of students in the bilingual | ||
learned. | program, or alternative instruction | ||
5 | Silence -It is normal for students | program in a language they can understand | |
to have a “silent period” when learning | (WAC 392-160-010). School districts are | ||
English as another language. -It is a | not required to use the home language | ||
common misconception to believe students | survey (HLS) or the Parent Notification | ||
do not understand when they do not | Forms provided by the State, however, ALL | ||
participate. -According to Stephen | information contained on the | ||
Krashen, “When they begin to speak they | State-provided form must be included in | ||
are not beginning their acquisition. They | the form used by the school district . | ||
are showing off their competence.” | 23 | EXIT CRITERIA. How does a student exit | |
(Crawford, 191). | the TBIP? Students must be assessed | ||
6 | Issues English language learners bring | annually with the Washington Language | |
to the classroom. Social Concerns | Proficiency Test (WLPT-II) and meet the | ||
-Getting along with peers | exit criteria established by the state. Is | ||
-Understanding peers and teacher | the WLPT-II the only assessment that can | ||
-Cultural differences Pull-out Issues | be used to exit students from the program? | ||
-Working on English takes away from | YES, the WLPT-II is the only assessment | ||
classroom content -Acquiring English | that can be used to exit students from | ||
but nothing to make connection with | program services. | ||
Overall Question -How will English | 24 | WHAT IF THREE YEARS ISN”T ENOUGH TIME? | |
learners understand their new language if | Must a district exit a student at the end | ||
they do not have a strong comprehensive | of 540-days. NO. If a student has not met | ||
background in their first language? | the exit criteria as determined by the | ||
-There is no way to make that connection. | State, she or he can continue in the | ||
7 | Now here is a little experiment… | program. Documentation must support the | |
http://www.youtube.com/watch?v=Y_Qdv8xC_f0 | continued service inclusive of a review of | ||
So here is a little experiment….. | the current program for that student. Are | ||
8 | Overall ELL Population in Washington. | all students in the TBIP required to take | |
8. | the WASL? YES. All TBIP students must | ||
9 | Entry Grade for ELL Population. 9. | participate in all WASL tests scheduled | |
10 | ELIGIBLE ELLs IN CLASS OF 2008. Of the | for their grades regardless of the number | |
1,980 ELLs enrolled as 11th graders in | of years they have been in the U.S. The | ||
April 2007, 73% (1,441) have been in | only exception is students who are in | ||
program for three or more years. By | their first year of enrollment in U.S. | ||
September 2007, of the 1,980 ELLs: 1836 | schools. These students are not required | ||
were enrolled 78 had dropped out 60 had | to participate in reading or writing | ||
transferred out of state 6 had completed | tests, Information about the WASL can be | ||
high school. 10. | found at the following website: | ||
11 | Class of 2008 ELLs by Educational | http://www.k12.wa.us/assessment/TestAdmini | |
Service Districts. Distribution of 1,980 | tration.aspx. 24. | ||
ELLs in Class of 2008 by ESD. 12.4%. | 25 | ESL Models. Submersion: aka "Sink | |
10.9%. 1.2%. 2.5%. 37.2%. 2.3%. 14.5%. | or Swim" -Student placed into a | ||
11.7%. 7.4%. 11. | mainstream classroom. -Not given any | ||
12 | WASHINGTON STATE PUBLIC SCHOOLS. The | translation, learning resources or teacher | |
Spokane public school districts in 2007 | assistance. -The student is to learn for | ||
serve more than 1,000 ELLs, out of a total | themself -Ultimately suffering | ||
district size of 29,000 students speaking | academically and socially. - This method | ||
predominantly Russian, Spanish, and | is illegal in the United States. | ||
Marshallese. Puget Sound, in contrast, | 26 | ESL Models Cont. ESL Pullout: | |
during the 2005–2006 school year, 23 | "Submersion plus ESL" -One of | ||
percent of Seattle students were | the most popular practiced models -90-100% | ||
classified as ELLs, compared with 9 | of instruction will be in English, WITHOUT | ||
percent nationally. Of these students, | translation -For 30-45 min. a day, the ELL | ||
approximately 25 percent spoke Spanish, | student will be pulled out of the | ||
followed by Vietnamese, Cantonese, Tagalog | classroom for tailored instruction, | ||
and Somali. 12. | missing out on learning in the mainstream | ||
13 | Federal and State Funds For ELLS | classroom. -Tailored instruction is | |
2006-07 School Year. State TBIP. Federal | provided by certified ESL teachers. -ELL | ||
Title III. Local Funds. $61.6 million. | student still suffers academically, not | ||
$9.2 million. Unknown. 13. | realistic to become fluent with this | ||
14 | State policy as of February 2008: . | little amount of assistance. | |
WAC 392-160-010 requires that districts | 27 | ESL Models Cont. Two-Way Bilingual | |
“Shall make available to each eligible | Education : "Dual Immersion" | ||
student a transitional bilingual | -ELL students in early grades are taught | ||
instruction program, or if the use of two | in their first language 90% of the time, | ||
languages is not practicable as provided | and 10% English. -As they progress through | ||
in WAC 392-160-040, an alternative | their grades, a 50/50 model is adopted, | ||
instructional program.”. | 50% English/50% Native language -ELL and | ||
15 | In plain English: . The official state | native English speakers are taught | |
policy is to provide a three year, | literacy and subjects in both languages. | ||
transitional bilingual education program | 28 | ESL Models Cont. Two-Way Bilingual | |
to its ELL children. The state understands | Education : "Dual Immersion Cont: | ||
this isn’t always possible so each | -Provided with peer tutoring -Teachers are | ||
district can apply to use an alternate | certified in Bilingual Education | ||
instruction program (AIP) to teach their | -Involvement of parents -Goal is to have | ||
ELLs. There are four main grounds by which | students become biliterate. | ||
a school district can apply to use an AIP. | 29 | Road to the ESL Endorsement: Choose | |
16 | The district, despite their best | one of the following: T&L 333 | |
effort, cannot find instructional | Introduction to English as a Second | ||
materials in the student’s first language. | Language (3) T&L 510 Theoretical | ||
There are just too many students in the | Foundations of Bilingual/ESL Education | ||
program to be able to teach them all using | (3). T&L 339/549 Communicating in | ||
the three tear, TBE model. Being in a | Diverse Classrooms (3). T&L 401/501 | ||
bilingual classroom would actually harm | Practicum in Bilingual/ESL Education (2). | ||
the child academically. Bilingual teachers | T&L 409/509 Curriculum and Assessment | ||
cannot be found, 16. | for Bilingual/ ESL Education (3). T&L | ||
17 | How do we know who is an ELL anyway? | 414/514 Methods and Materials for | |
Every school district is responsible for | Bilingual/ESL Education (3). | ||
having written procedures for the | 30 | T&L 504 Linguistics for Teachers | |
identification of each student's primary | (3) T&L 516 Computer Assisted Language | ||
language and for determining which | Learning (3) T&L 522 Topics for | ||
students with a primary language other | Education (3) Anth 350 Speech, Thought, | ||
than English are eligible for TBIP. Such | and Culture (3) Anth 355 Language in | ||
procedures shall include: A home language | History (3) Anth 450 Descriptive | ||
survey completed by the student’s | Linguistics (3) Engl 454 History of the | ||
parent(s) or guardian(s) which identifies | English Language (3) Engl 443 Problems in | ||
the primary language other than English; | English Linguistics: Syntax and Phonology | ||
Exception: An emancipated youth may | (3) Engl 458 Topics in Sociolinguistics | ||
complete the HLS. Provisions for testing | and Psycholinguistics (3). Elective | ||
students for program eligibility; | Course, chose one from the following: | ||
18 | So you can’t be an educator and not | ||
Language AcquisitionQuiz.ppt |
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