English Learners

by Susan Pan

Workshop Overview

Who are English Learners?

English Learners are students who speak a home language other than English and who are not yet proficient in English.

How are English Learners identified?

Students are identified through a standardized, statewide process. The process begins with a Home Language Survey that is filled out during registration. The home language survey consists of the following three questions:

What is the primary language spoken in the home, regardless of the language spoken by the student?
What is the language most often spoken by the student?
What is the language the student first acquired?

When any one of the three questions state a language other than English, the student must then be assessed with an English language proficiency test to determine English learner status.

Students in CT are assessed with the LAS Links Placement 2nd Edition that matches their grade level. Any student scoring Not Proficient or Approaching Proficient is identified as an EL; if Proficient, the student is not identified as EL. Kindergartners only may be identified using the preLAS 2000 English version instead of the LAS Links Placement test

Flowchart of English Learner Identification

What does the research say?

Second Language Acquisition(SLA) is the process of learning a new language. SLA has five stages. There is a pre-production stage, early production, speech emergence, and intermediate fluency and advanced fluency. These stages are similar to language acquisition. Language learning is gradual but the amount of time spent in each stage depends on the learner. Numerous of factors can contribute to how long one stays in a stage. For example, level of formal education, family background, length of time spent in the country, personality, and affective filter. Krashens (1982) states the affective Filter is the effect of emotions on learning. Students must be confortable to learn language.

Other research about English Learners:

Research by Cummins (Celce Murcia, 2014) show that it may take 1-2 years to develop BICS ,which is social langauge and it may take between 5-10 years to develop CALP, which is academic language.

Krashen and Terrell (1983) believe that ELLs should learn language at a comfortable rate.

Marzano and Pickering (2006) found that repeated practice with new vocabulary serves a vital role in the retention and use of words.

CALP (Cognitive/ Academic Language Proficiency): This is academic English. CALP is the language ability required for academic achievement in a context-reduced environment

BICS (Basic Interpersonal Communication Skills): This is social language. This is referred to as "playground English", "survival English", or "social language." It is the basic language ability required for face-to-face communication where linguistic interactions are embedded. BICS is much more easily and quickly acquired than academic language (Cognitive Academic Language Proficiency, or CALP), but is not sufficient to meet the cognitive and linguistic demands of an academic classroom.

Affective Filter: The affective filter describes a learner's attitudes that affect the relative success of second language acquisition. Negative feelings such as lack of motivation, lack of self-confidence and learning anxiety act as filters that hinder and obstruct language learning. Students should be comfortable when learning a language.

English as a Second Language (ESL): A program of techniques, methodology and special curriculum designed to teach ELL students English language skills, which may include listening, speaking, reading, writing, study skills, content vocabulary, and cultural orientation. ESL instruction is usually in English with little use of native language. Other names can include: English for speakers of other languages (ESOL), English language development (ELD), English as a new language (ENL), English language learner (ELL) instruction, English learner (EL) instruction, Limited English Proficient (LEP)*

English Language Learner (ELL): English language learners (ELLs) are students who are in the process of learning English. ELLs can also be called English learners (ELs), Dual-language learners, Bilingual/multilingual students

LAS Links: Language Assessment Scales Links is the language proficiency test used in CT.

English Learner(EL): English Learner

English Language Proficiency (ELP): In order to master academic language, English learners must develop proficiency in the four domains of language: speaking, reading, listening, writing.

TESOL (Teaching English to Speakers of Other Languages): This typically refers to the profession of teachers who instruct English Language Learners.

ESOL: English to Speakers of other languages

Comprehensible Input: supports necessary to make language understandable.

L1: Refers to the first language.

L2: Refers to the second language.

Scaffolds: Additional support to help ELs bridge the gap and gain a better understanding.

SIOP: Sheltered Instrucional Observational Protocol. A method to provide material that is comprehensible to English Language Learners.

Strategies for teaching ELs

Watch this short video for another perspective of an English Learner.

Strategies for ELs can include:

realia: making the connection of word and meaning through authentic materials that can be touched and manipulated. Example: Teaching the vocabulary word "moist". You can provide student with a moist paper towel and a dry paper towel to teach the concept of moist. There is a real life manipulative to use to make a connection and to learn the word.
TPR (Total Physical Response): method of teaching language or vocabulary concepts by using physical movement. It is best to be used for vocabulary words that are tied to an action.
SIOP (Sheltered Instruction Observational Protocol)
Modeling
Increased wait time
verbal and written directions
Anchor charts
Encouraging use of Native Language at home
access and build background knowledge

Differentiation and Supports

Ways to differentiate:
- small group instruction, varied homework, varied journal prompts, multiple intelligences, independent study, tiered lessons, sentence starters, performance based assessments, jigsaw, think/pair/share, questioning techniques
Sensory Supports:
- Manipulatives
- Physical Activities
- Videos
- Models
Graphic Supports:
- sentences starters/frames
- graphic organizers
- charts
- tables
- graphs
- timelines
- number lines
- photographts/pictures
- illustrations and diagrams
Interactive Supports
- peers or partners
- triads or small groups
- whole groups
- cooperative group structures
- Use of L1
- Mentors

Sample Sentence Starter:

Assessments

The English Language Proficiecy test is called the LAS Links (Language Assessment Scales). The assessment is used k-12 and is given annually. The test assesses the four language domains:Speaking, Listening, Reading and Writing. For students to exit the ESOL program, one must score a 4 (proficient) or a 5 (above proficienct) in the reading, writing and overall score.

Proficiency Levels

English Language proficiency levels are determined by the LAS Links assessment that is given annually. Possible scores are 1-Beginning, 2-Early Intermediate, 3-Intermediate, 4-Proficient, 5 Above proficient. There is a total of 5 scores given. One for each of the following subgroups: speaking, listening, reading, writing, and overall score.

Characteristics of each language proficiency level

Understands very little English
● Stage lasts six months to one year, typically
May not talk at all; “silent period”
Is learning to understand basic conversation & instructions
such as “hello, how are you?, sit down, line up, etc.”
Is beginning to speak in one and two word phrases
May have cultural conflicts or misunderstandings

● Follows most basic directions

● Can respond with one or two word answers

● Stage typically lasts six months to one year

● Uses English vocabulary that is still very limited

● Probably understands more than he/she can express

● May have cultural conflicts or misunderstandings

● Understands most conversational English vocabulary, but not necessarily academic vocabulary

● Speaks in simple sentences and has some incorrect grammar usage

● Stage lasts one year to two years, typically

● May not understand spoken or written English with
complicated sentence patterns

● May not understand many idioms and homonyms

● May not grasp underlying meanings in a story
because of vocabulary

● Approaching the use of fluent sentences using standard grammar

● May have difficulty understanding content-area materials where a high degree of literacy is required

● Has limited understanding of less commonly used words, idioms, and homonyms

● May have reading and writing skills below those of native English speaking students

● May not grasp underlying subtle meanings and nuances in a story because of vocabulary

● Stages 4 and 5 typically last three to five years

Resources

www.colorincolorado.org To learn more resources and strategies for English Learners. This website includes resources for teachers and parents.

omniglot.com To learn more about languages.

http://www.crec.org/docs/4339/RESC_Alliance_Desk_Cards_Revised_2.pdf More strategies for English Learners.

References

Celce-Murcia, M., Brinton, D. M., & Snow, M. A. (2014). Teaching English as a second or foreign language.

Boston: Heinle Cengage Learning.

Colorín Colorado. (2009). Retrieved November 28, 2020, from https://www.colorincolorado.org/

Cook, V. (2017). Second language learning and language teaching. New York: Routledge.

Echevarría, J., & Graves, A. W. (2015). Sheltered content instruction: Teaching English language learners

with diverse abilities. Boston: Pearson.

English Learners (EL). (n.d.). Retrieved November 28, 2020, from

https://portal.ct.gov/SDE/English-Learners/English-Learners

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