Features of Effective Language Programs

EDS 352A7 October 2013

Tonight’s Outcomes

• Discuss language program models for linguistic minority students and mainstream English students (readings)

• Identify the requirements for teachers in each of these settings

• Identify the diversity of students in bilingual programs (typologies of ELs) and issues they may be facing

• Understand requirements for Home-School-Community Project

Tonight’s Activities

• Jigsaw reading responses– Expert groups– Mixed groups

• Requirements for Program Types• Literature activity• Typologies of English Learners• Assignment overview• For next week

Reading Response #1: Jigsaw Reading Group Assignments:• Lindholm-Leary & Genessee (Alternative Programs):

– Group 1: read pp. 323-346– Group 2: read pp. 346- 367

• CA World Language (Foreign Language) Framework– Group 3: read pp. 4-36

• Short & Boysen (Newcomer Programs): – Group 4: read Executive Summary and Chapter 3

For each of the assigned readings, record notes in the following categories.– Who do the programs serve?– What are the program goals?– What are the main features of the program(s) you read about?– How does the information compare with what you have already learned through

readings, observations and/or experiences?– What were the most interesting features in your opinion? Why?

Upload your notes (about 1 page) to Ted.ucsd.edu and bring a copy to class for discussion.

The Program Placement Process

• Parent/guardian completes Home Language Survey upon student’s first enrollment– If Language(s) = English = English Only (EO)– If Language(s) Other Than English (LOTE) = Tested on CELDT

• CELDT Results– Full English Proficient (FEP) OR English Learner (EL)

• Reclassification – CELDT Proficiency– Academic Achievement

• Continued monitoring of students who have been reclassified as full English proficient (R-FEP)

CA Credential RequirementsType of Instruction Students Type of Credential

Mainstream English or SEI/Newcomer, K-12 (ELD + SDAIE)

English Learners (including R-FEP) + EO

MS or SS with CLAD or SB 2042

Alternative (Bilingual), K-12(ELD + SDAIE + Primary Language Instruction)

English Learners (may also include EO & FEP/R-FEP)

MS/SS or Education Specialist with BCLAD or SB 2042 + BLA

World Language (Secondary Single Subject)

EO or FEP/R-FEP SS in World Language: X

World Language (Elementary Immersion)

EO or FEP/R-FEP Usually BLA or SS: World Language Preferred; MS or SS regular ed credential

World Language: English(Secondary Single Subject)

English Learners SS World Language: English Language Development*

Self-Contained DHH Classroom

Deaf & Hard of Hearing Education Specialist: DHH

* In development

BLA & SS: World Language Requirements

Language Culture Pedagogy

Bilingual Authorization

Program or CSET: LOTE III

Program or CSET: LOTE V

Program or CSET: LOTE IV

World Language Preliminary SS

CSET: LOTE I & III CSET: LOTE II Methods course

World Language: SS added to Preliminary MS credential

CSET: LOTE I & III CSET: LOTE II Methods course

Typologies of English Learners (Olsen)

• Accelerated, College Bound

• Newly Arrived, in the ESL Sequence

• Underschooled (Sometimes referred to as “Students with Interrupted Formal Education” or SIFE)

• Long-Term English Learners (LTEL)

Looking closer

• As many as 80-91% of EL’s in US secondary schools were born in the US and have been in US schools since kindergarten. They may have command of oral English proficiency in conversational settings but lack academic language.

• 9-20% of the EL population in US secondary schools are newcomers or refugees, and the majority of them are SIFE (2 or more years of interrupted education).

Across all CA districts59% of secondary school ELs are long term

(103,635 in sample)

Trends in California schools2000-2010

• Large increase of students in mainstream placement (no services)

• Large reduction in primary language instruction (from 12% to 5%)

• Approximately one in ten with ELD only• The majority in Structured English Immersion/

ELD plus SDAIE – large increase (from 35% to 55%)

Comparison between EL groups over time

Facts & Resources About English Learners

• http://www.cde.ca.gov/ds/sd/cb/cefelfacts.asp

• EDS 352A Resources Page