SCHOOLING & CURRICULUM

Filipino American Education Institute

Dr. Doris Christopher –UH ManoaSheri Livingston – Kalakaua

MiddleJuly 1, 2010

Part I. Schooling Background

Educational Needs of Filipino Immigrant Students

- Chattergy & Ongteco article – 1991 (from homework).

– Group work

Part IIConceptual Background

• BICS: Basic Interpersonal Communication Skills– Social language used in everyday

interactions;– playground language

• CALP: Cognitive Academic Language Proficiency– Language used in schooling

How long?

• 2 years = Conversational English (BICS)

• 4 - 7 years = Academic English (CALP): – for bilingually* schooled students achieving on

grade level in L1 to reach on grade level* in L2 (English).

• 5 - 7 years = immigrants schooled all in the L2 – but who have had 2 - 5 years of schooling on grade

level in the home country

• 7 – 10 years = With no L1 instruction, schooled all in L2 P. 35 – 37 Thomas & Collier

Impacts

• Bilingually* schooled students: – Can sustain their gains in L2 (English)

as they move through secondary school.

• But, ELLs schooled all in L2: – tend to go back down in achievement as

they reach the upper grades (compared to native English speakers)

• P. 35 – 37 Thomas & Collier

Impacts

• At first, ELLs in grades K-3 (schooled all in L2) make dramatic gains!

• can mislead admin & teachers to assume that this will continue.

P. 35 – 37 Thomas & Collier

How does this happen?

• True = ELLs in all program types achieve significant gains each year.

• But ELLs schooled all in L2 may gain 6-8 months (out of 10-month academic yr) as they reach middle and high school

• native English speakers gain 10 of the 10 months.

• The gap becomes wider each academic year. P. 35 – 37 Thomas & Collier

WHY? (Does it take so long?)

• Yes, language acquisition is a complex process that is also developmental

But the main reason?

• Native English speakers are not standing still waiting for ELLs to catch up with them. Thomas & Collier, p. 41

Non -Predictors of academic achievement in L2

• Generalized socioeconomic status (SES)– is bound up with & not separable from

others: • family aspirations/hopes• previous SES in home country• amount of parents’ formal schooling

• Parents’ level of proficiency in English

Predictors of academic achievement in L2

Powerful predictors:• The amount of formal schooling in L1

– The most powerful predictor

• Parental education level [some data to support this]

• School program!

Type of L2 Instruction

• Teach the English language AND the full curriculum in the L2– Through ESL content, or– Sheltered academic instruction– In a socially supportive environment– Challenge ELLs to work at age-

appropriate level through L2• Make material meaningful for their

level of proficiency in L2 Thomas & Collier, p. 51

CALP:What is Academic Language

Proficiency? •Knowledge of

academic language: – complex

syntax– academic

vocabulary– a complex

discourse style

•Knowledge of specialized subject matter:– the content of

subjects such as•algebra•history •literature, etc.

Academic Language: Used in school and the

professions • In school:

– the language of story problems in math

– social studies– science texts,

and so on

• Outside of school:– the language

of business and finance

– science – politics

Some Factors that Influence Literacy

• L1 literacy in ELLs transfers to L2 literacy

• If not literate in L1: – then ELLs will take longer to achieve

literacy in their L2 (English)– Proficiency in academic language can

then take 7-10 years

Homework Link

• Principle #2:

•Fluency in everyday conversation is not sufficient to ensure access to academic texts and tasks (NWREL 2008)

Homework Link Cont’d. - Academic English:

• Is more complex• Has specific vocabulary• Has different syntactical forms

– use of passive voice & the conditional

• Is less dependent on context– which gives fewer clues to meaning

• Relies on very precise references

Good Instruction - By Itself

• Does not provide ELLs with the language development they need to build proficiency (NWREL, 2008, p. 7)

• Therefore: working successfully with ELLs is not ‘just good teaching’

ELLs Need

• Comprehensible input

• information conveyed in a manner so that ELLs can understand most of it even if not every word (Krashen 1981)

• Modifications and supports

• Which depend on:– language

proficiency– literacy background– prior level of

education

Stages of Language Acquisition

• Handout: ‘Chart of Stages and Strategies’– Silent/Receptive– Early Production– Speech Emergence– Intermediate/Advanced Proficiency

• Handout: ‘CALLA: Academic Language Functions’

Part III: Scaffolded Reading Experiences [SRE] -

Introduction• An SRE is a set of activities for

– prereading, – during-reading, and – postreading

• specifically designed to assist ELLs in successfully reading, understanding, and learning from a particular selection. (Fitzgerald & Graves, 2004, p. 15)

SRE Re-defined

Analyzing, preparing, and implementing a successful reading experience for ELLs,

no matter what the content area,

by creating prereading, during reading, and post reading activities.

How??

• consider your students

• the text they are reading

• what you want them to gain from their reading

• Create a range of options that you prepare (for pre-, during, & post)

• To help them read• To help them

reach your objectives

Components for SREs

• See component list – (handout)

Part IV: SRE Concept #1

•Activating background knowledge

differs from

•Building background knowledge. [Principle #4, 2008 NWREL p. 22]

SRE Concept #1 - Example

• Please read silently:

“An ontological viewpoint does not negate the influence of otherness in the conception

of self.”

SRE Concept #1

• Was that sentence easy or difficult to understand?

• Why? [Discuss with a partner]

• Reasons:– complex structure (use of negatives) – unknown or difficult topic– unknown vocabulary

Activate, or Build?

• Activating background knowledge:

• If a word is already known in the L1, then translating it, or giving the meaning, is

• putting a new label on an already-understood concept. – [Vocabulary work]

Activate, or, Build

• Building background knowledge:• If the concept or idea is new, then

giving a new label [vocabulary work] is not enough.

• You have to teach the concept AND provide the label.

SRE Concept #2:Length of SREs

• Not all SREs must be long or extensive.

• Structure of SREs – handouts– ‘Waves’ example– ‘The Girl Who Struck Out Babe

Ruth’ example

SRE Concept #3: Literacy Skills

• SREs do not teach emergent literacy skills

• They do support, or scaffold, the reading experience for ELLs to help them access understanding via activities that include:

• Prereading• During reading• Post-reading

SRE Concept #4: Make Your Instructional Delivery

Comprehensible

• Handout: ‘Top Ten Things Teachers Can Do’

• Add non-verbal cues to convey meaning through:– dramatization– gesture– pictures– graphic organizers– concrete objects (Peregoy & Boyle, p. 126)

Make Your Instructional Delivery Comprehensible – Cont’d.

• Verbal strategies:– paraphrase– repeat key vocabulary in context – summarize main points– repeat information– review frequently– avoid idioms and slang– enunciate clearly without raising your

voice. (Peregoy & Boyle, p. 126; Reed & Railsback, 2003, pg. 31-32)

SRE Concept #5: Use all 4 language skills

• Incorporate listening, speaking, reading, and writing into an SRE as much as possible

• These language skills interact and support each other.

• Oral and written language are intertwined in our day-to-day lives. (Peregoy & Boyle, p. 119)

SRE Concept #5 Four Skills Cont’d. Listening and Reading

• Are receptive* skills, but not passive• Listeners and readers actively take

the speakers’ words and recreate the message to comprehend it.

• Thus, when you assist students with listening comprehension --

• you are assisting them with reading comprehension. (Peregoy & Boyle, p. 119)

SRE Concept #5 Four Skills Cont’d.

Speaking and Writing

• are productive uses of language• The speaker (or writer) must create

the message for an audience. • Thus, when you assist students with

spoken composition --• you are assisting them with written

composition. (Peregoy & Boyle, p. 119)

SRE Concept #6: Pre-reading

• (Presenters will model this shortly)

SRE Concept #7:During Reading

• (See list of Components handout)

SRE Concept #8:Post-Reading

• Involves ELLs in processing the material in some way.

• Not all reading selections are meant to be ‘digested’, but

• some sort of postreading experience is often appropriate.

• Trip analogy: Do you take a trip and promptly forget about it?

• Or, do you keep the memory alive and scrapbook it, organize slides, a video, or photos to share? (Fitzgerald & Graves, p. 207)

Post-Reading

• Postreading activities allow students to re-live the reading experience:– discover new insights to take – explore ways to act on those discoveries– extend ideas– explore new ways of thinking, doing,

seeing– to invent and create– build bridges to other experiences,

whether those take place in their lives or in other texts (Fitzgerald & Graves, p. 207)

Post-Reading

• Students do more than recall what they have read and demonstrate understanding. They also:

• “apply, analyze, synthesize, evaluate, and elaborate the information and ideas created through reading the text, and,

• connect the information and ideas to their prior knowledge,

• to other things they’ve read, • to information and ideas they already have,

and• to the world in which they live.” (Fitzgerald & Graves, p. 206)

Part V. Modeling an SRE: Prereading

• Using a content lesson• Materials to use:

– Guidesheet for analysis of content lesson: • assumed prior knowledge • language components

– CALLA for strategies & content areas– NWREL 2008 for content areas– Knowledge taxonomy verb list and

sentence stems

Vocabulary

• Some types:–Content-specific –General academic vocabulary–Idioms–Compound words

Common Words, butContent-Specific Meanings

Math• Set• Table• Times• Plot

Science• Medium

Math Vocabulary:Variety for same operation

• The ‘+’ symbol can be referred to orally or in writing as:

• plus• added to • and• combine• sum• increased by

• Subtraction can be signaled by:

• subtract from• decreased by• less• minus• differ• less than

(Peregoy & Boyle, p. 135)

Other: Content-Specific vs General Academic Language

• Math content specific:– hypotenuse– parabola– numerator– denominator– addend– sum

• Math academic:– combine– describe

• Science example: (show vocab

for on the human nervous system Hiebert, best practices for ELLs, – page 5, slide 6

Other: Compound Words & Idioms

• [show E. H. Hiebert, “1c_Hiebert.pdf” on the 5 vocabularies of school– page 3, slide 3

Other: Phrasal Verbs

Examples• Look at• Look into• Look around• Look up• Look through• Look over• Look after

Meanings• See • Investigate• Search• Find (as in the dictionary)

• Scan• Examine; study• To take care of;

care for

Part VI: SREs & Curriculum analysis by participants

• Small group work on lessons• Participants analyze - using the

same materials we modeled• Participant reports

Reference List• Chamot, A. U. and O’Malley, J. M. (1994). The CALLA handbook: Implementing the

cognitive academic language learning approach. Reading, MA: Addison-Wesley.

• Chattergy, Virgie and Ongteco, Belen C. (1991). Educational needs of Filipino immigrant students. In J. Y. Okamura, A. R. Agbayani, and M. T. Kerkvliet (Eds.), The Filipino American Experience in Hawaii: In commemoration of the 85th anniversary of Filipino Immigration to Hawaii, pp. 142 – 152. Social Process in Hawaii, vol 33. Department of Sociology: University of Hawaii at Manoa.

• Cummins, J. (1984). The role of primary language development in promoting educational success for language minority students. In California State Department of Education, Sacramento Schooling and language minority students: A theoretical framework, pp 16 – 62. Washington, D.C.: Office of Bilingual Bicultural Education, Department of Education. ED 249 773. http://www.eric.ed.gov/ERICDocs

• Cummins, J. (1979) Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, 19, 121-129. ED 184 334 http://www.eric.ed.gov/ERICDocs

• Deussen, Theresa; Autio, Elizabeth; Miller, Bruce; Lockwood, Anne Turnbaugh; Stewart, Victoria. (2008). What teachers should know about instruction for English language learners: A report to Washington State. Portland, OR: Northwest Regional Educational Laboratory. http://educationnorthwest.org/resource/669

Reference List Cont’d. • Fitzgerald, J., & Graves, M. F. (2004). Scaffolding reading experiences for English

language learners. Norwood, MA: Christopher-Gordon.

• Hiebert, Elfrieda H. (June 5, 2008). Increasing the comprehension of English language learners: The fluency/vocabulary connection. Conference presentation. Conference title: Best Practices for ELLs: Building Academic Success. Hosted by New York Department of Education, the Office of English Language Learners. Retrieved "hiebert-best-practices-for-ell.pdf" on 5-12-10 from http://textproject.org/resources

• Hiebert, Elfrieda H. (October 6, 2008). Reading content-area texts: What's involved for English language learners. Conference presentation. Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE) conference title: ‘Math, Science, & Social Studies: A Focus on English Language Learners in Middle School’. Minneapolis, MN. Retrieved “1c_Hiebert.pdf” on 5-12-10 from http://www.cal.org/CREATE/events/CREATE2008/Hiebert.html

• Krashen, S. (1981). Second language acquisition and second language learning. Oxford: Pergamon Press.

• Krashen, Stephen D., & Brown, Clara Lee. (2007). What is academic language proficiency? Research Papers - Singapore Tertiary English Teachers Society (STETS), Review 6, 1-4. Retrieved April 13, 2010 from http://www.sdkrashen.com/articles/Krashen_Brown_ALP.pdf

Reference List Cont’d.• Krashen, S. & Terrell, T. D. (1993). The natural approach: Language acquisition in

the classroom. San Francisco, CA: The Alemany Press.

• Peregoy, S.F. & Boyle, O. (2008). Reading, writing and learning in ESL: A resource book for K-12 teachers (5th ed.). Boston: Pearson Education.

• Reed, B. & Railsback, J. (2003). Strategies and Resources for Mainstream Teachers of English Language Learners. Northwest Regional Educational Laboratory. http://educationnorthwest.org/webfm_send/459

• Thomas, W.P., & Collier, V. (1997). School effectiveness for language minority students. (NCBE Resource Collection Series No. 9). Washington, DC: National Clearinghouse for Bilingual Education. Retrieved April 18, 2003, from www.ncela.gwu.edu/ncbepubs/resource/effectivene