Курсы английского
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Language Acquisition Quiz
Language Acquisition Quiz
Language Acquisition
Language Acquisition
Language Acquisition Cont
Language Acquisition Cont
Class of 2008 ELLs by Educational Service Districts
Class of 2008 ELLs by Educational Service Districts
Road to the ESL Endorsement:
Road to the ESL Endorsement:
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Language AcquisitionQuiz

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1Language Acquisition Quiz. 1. The 18give 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 19What 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 20Once 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
2Language 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 21How 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
3Language 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
4Language 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 22Finally…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
5Silence -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.” 23EXIT CRITERIA. How does a student exit
(Crawford, 191). the TBIP? Students must be assessed
6Issues 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 24WHAT 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
7Now 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
8Overall ELL Population in Washington. all students in the TBIP required to take
8. the WASL? YES. All TBIP students must
9Entry Grade for ELL Population. 9. participate in all WASL tests scheduled
10ELIGIBLE 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:
11Class 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%. 25ESL 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
12WASHINGTON 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, 26ESL 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
13Federal 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
14State policy as of February 2008: . little amount of assistance.
WAC 392-160-010 requires that districts 27ESL 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
15In 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 28ESL 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. 29Road to the ESL Endorsement: Choose
16The 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
17How 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 30T&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:
18So you can’t be an educator and not
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