Texes E-4 Bilingual - Domain I - Esl

Front 1

Additive Education Program/Two-way dual language immersion

Back 1

Adds a language rather than replace one. Monolingual L1 speakers and monolingual L2 speakers learn from each other. Maintains cultural identity. Maintains L1 through graduation.

Front 2

Significance of Coral Way Elementary in Miami

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Two-way dual language school: all students are instructed in Spanish (40%) and English (60%)

Front 3

LPAC

Back 3

Language Proficiency Assessment Committee: Identifies, Assesses, and Places English Language Learners in the proper educational program and at the correct level for each individual student.

Front 4

Steps in LPAC

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1) Parent fills out Home Language Survey.
2) Student is tested using State Approved Oral Language Proficiency test. (Differ from district to district).
3) Parents given results and student identified as LEP and placed in bilingual or ESL program.

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Texas Education Code, Chapter 29, Subchapter B

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Mandates that all LEP students be provided with bilingual or ESL program to ensure educational equality

Front 6

LEP

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Limited English Proficiency

Front 7

Ralph Yarborough

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Texas senator who introduced the Bilingual Education Act of 1968 (actually introduced in 1967). Go Ralph!

Front 8

Lau v. Nichols

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1974 - Chinese-American students in CA argued that not having language accommodations was a violation of the Civil Rights Act.

Front 9

Brown vs. Board of Education

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1954 - Overruled Plessy v. Ferguson (1896) and determined that "separate but equal" is unconstitutional.

Front 10

Bilingual Education Act of 1968

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Provided federal funds for language programs for LEP students. Encouraged English instruction and multicultural awareness. Did not require bilingual programs.

Front 11

How did WWI affect bilingual education?

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Fear about loyalty of non-English speakers prompted most states to adopt English-only instruction laws

Front 12

First 3 States to Adopt Bilingual Education

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1) Ohio 1839, German-English.
2) Louisiana 1847, French-English.
3) New Mexico 1850, Spanish English

Front 13

Early Exit Bilingual/Transitional Bilingual Education (TBE)

Back 13

1. Most common form.
2. Instruction in 2 languages.
3. L1 to build literacy skills and academic concepts - then transition to English.
4. L1 in academic content areas.
5. Goal= early transition to English only.
6. L1 phased out by Grade 3. Does not aim for full bilingualism.
7. In Texas, start at PreK

Front 14

Developmental bilingual education (DBE)/Late-exit bilingual education

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1. Enrichment Program, provides instruction in English and the students’ native language.
2. Target group: English language learners.
3. Begin program at PreK & Continue through elementary and beyond.
4. L1 used to build literacy skills and academic concepts before transition to English.
5. Transition to English-only by Grade 5

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Bilingual Teachers are advocates for English Language Learners students (ELLs) by:

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knowing bilingual history, legal issues, current legislation (both state and federal), and global issues.

Front 16

ESL Self-contained Program

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Usually elementary level, Teacher ESL certified, students spend major part of the day with ESL teacher, Second language strategies used, Homogeneous (LEP) or Heterogeneous (LEP/Non-LEP) grouping in a class. Usually most effective.

Front 17

ESL Team Teaching Program

Back 17

Predominantly at upper elementary level, One or more ESL certified teachers, Team—each teacher assigned different content areas and/or Language Arts, Sheltered instructional strategies used, Homogeneous (LEP) or Heterogeneous (LEP/Non-LEP) grouping in a class

Front 18

ESL Class Period Program

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Generally used at secondary level, Teacher ESL certified, Sheltered English strategies used, Students receive course credit for class, Students may be grouped for instruction according to level of proficiency in English

Front 19

ESL English Immersion Program

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Immersion provides context to form new language, Instruction is enriched with visuals and manipulatives

Front 20

ESL Pull-Out Program

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ELL stays in regular classroom, ELL is “pulled out” for a portion of the day to receive ESL instruction, Amount of time spent in ESL classroom based on level of proficiency in English (Beginner, Intermediate, Advanced), Level of academic competence factor in determining amount of ESL support

Front 21

ESL Resource Center

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Variation of “Pull-Out” design, Students meet at a central location, Provides for pooling of resources—materials and staff, Taught by an ESL certified teacher, Uses L2 learning strategies, Especially useful for recent immigrants.

Front 22

"Submersion"

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Is not ESL nor a program. It offers no support to the English Language Learner (ELL), Student is left to “sink” or “swim”

Front 23

Language Acquisition Theory: BEHAVIORIST

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Focus on linguistic observable behavior and the relationships or associations between those responses.

Effective language behavior is the production of correct responses to stimuli.

If a response is reinforced, it becomes habitual or conditioned

Front 24

Language Acquisition Theory: NATIVIST

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Language acquisition is innately determined;

Focus is on abstract rules

Approach offers a systematic description of the child’s language as either ruled-governed or operating out of parallel distributed processing capacities;

Concept of universal grammar UG

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3 Functional approaches to Language Acquisition

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1) The study of language now centers on the relationship of cognitive development to first language acquisition;

2) Language is seen as one manifestation of the cognitive and affective ability to deal with the world, with others, and with the self ;

3) Language must be understood from two stand points:
Form of language: abstract, formal, explicit rules proposed under the generative grammar.
The deeper functional level of meaning constructed from social interaction.

Front 26

Basic Interpersonal Communication Skills (BICS)

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Language skills needed in social situations. (Problems arise when teachers think a child is proficient in a language when they demonstrate good social English.)

Front 27

Cognitive Academic Language Proficiency (CALP)

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Formal academic learning. This includes listening, speaking, reading, and writing about subject area content material.

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Formal linguistics is:

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The study of the structures and processes of language, that is, how language works and is organized.

Front 29

Formal linguists study:

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The structures of different languages, and by identifying and studying the elements common among them, seek to discover the most efficient way to describe language in general.

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Linguistic instruction must include:

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Initiating frequent interaction with English speaking peers and materials for L1 and L2 acquisition and cognitive development

Front 31

Bilingual teachers must factor in:

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academic background, total time in U.S., language level, age, self-esteem, inhibition, motivation, environment, and literacy level of each student. (LPAC helps determine this)

Front 32

What drives curricular decisions?

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Assessment of strengths, needs and interests in students

Front 33

Why should teachers focus on student strengths?

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To build confidence and motivation as well as oral development.

Front 34

Why should teachers focus on student needs?

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Needs dictate what and how to teach students. They are diagnosed by both formal and informal means.

Front 35

Serna v. Portales

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First successful court case seeking support for bilingual education. Portales NM

Front 36

Why should teachers focus on student interests?

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Student interests should be as closely alighned with teach objectives as possible to promote ownership of learning.

Front 37

What is the state accountability assessment in Texas?

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TAKS - Texas Assessment of Knowledge and Skills. Offered in various subjects in both English and Spanish.

Front 38

Prior to instructing students, teachers should:

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Assess each child to determine his or her academic level.

Front 39

Transfer of learning is:

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the application of skills and knowledge learned in one context being applied to another context.

Front 40

We acquire a 2nd language by:

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Speaking that second language (we learn to read by reading). We must receive lots of comprehensible input in that language. Background helps.

Front 41

Authentic literature

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Narratives or expository texts written in the authors original language. Not controlled vocab or rewritten to achieve a particular readability formula. Provides a "real life" example of language and literature.

Front 42

Sheltered English approach

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Give instructions using simple sentences and with already established direction sentences. Speak at a normal rate, but lengthen pauses. Control vocabulary. Emphasize reading, writing, and thinking skills with activities like note take, report writing, reading, etc.

Front 43

Cooperative Learning

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The instructional use of small groups so that students work together to maximize their own and each others learning. Class members are organized into small groups after receiving instruction from the teacher. They then work through the assignment until all group members successfully understand and complete it.

Front 44

Aspira v. New York

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Consent decree due to Lau v. Nichols. Ruling handed down first mandated a city-wide assessment and identification of students and the implementation of bilingual ed.

Front 45

Rios v. Reed

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"Half-hearted" program being provided let to litigation. Ruling called for L1 instruction for content while developing English proficiency. NY, NY

Front 46

Castañeda v. Pickard

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Ruling to create quality programming (three-step process). Program implementation must be based on sound Research. Raymondville, TX.

Front 47

U.S. v. State of Texas

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TX ordered to offer bilingual education programs due to inferior schooling of Mex-Americans.

Front 48

Plyler v. Doe

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Undocumented children have a right to equal education (can't ask for SS#)

Front 49

OCR Memorandum of 1970

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Requires districts to offer appropriate instruction to address the needs of LMs.
Prohibits language as being reason for referral to special ed.

Front 50

Equal Educational Opportunities Act of 1974

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Prohibits states from receiving fed $ from denying educational opportunity to ppl based on color, race, sex or origin. Aplied to all schools (not just those receiving fed $)

Front 51

ESL Single teacher teaching:

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One teacher alternates the use of the languages across the disciplines. Teacher must be fully bilingual and guide the separate use of the two languages.

Front 52

Balanced ESL program (50/50 model):

Back 52

2nd most common in the US. Equal time spent using Spanish and English.

Front 53

Minority and majority language program (90/10 or 80/20 Model):

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Most popular program in the US. Majority of instruction is done in minority language (Spanish)