Second Language Acquisition

Versus Special Education

Eligibility

Second Language Acquisition

Versus Special Education

Eligibility

Angie Clement & Jamie DiCarlo

April 2011

Angie Clement & Jamie DiCarlo

April 2011

Learning the Complex English Phonetic CodeLearning the Complex English Phonetic Code

ENGLISH SPANISHOnly 40% phonetic (60% of the language has no predictable pattern)

Syllabic. Predictable. Learned through consonant/vowel chunking.

Learners may need to learn a dialect and a formal register in school that are different from those they encounter in their daily lives. This involves acquiring speech patterns that may differ significantly from those they are familiar with and value as members of a particular social group or speech community. -Center for Applied Linguistics, 2000

A Second Language….A Second Language….

Several factors related to students' first and second languages shape their second language learning. These factors include the linguistic distance between the two languages, students' level of proficiency in the native language and their knowledge of the second language, the dialect of the native language spoken by the students (i.e., whether it is standard or nonstandard), the relative status of the students' language in the community, and societal attitudes toward the students' native language. -Center for Applied Linguistics, 2000

Several factors related to students' first and second languages shape their second language learning. These factors include the linguistic distance between the two languages, students' level of proficiency in the native language and their knowledge of the second language, the dialect of the native language spoken by the students (i.e., whether it is standard or nonstandard), the relative status of the students' language in the community, and societal attitudes toward the students' native language. -Center for Applied Linguistics, 2000

Acquisition of a Second Language

Acquisition of a Second Language

It takes four to ten years to fully acquire proficiency in a second language.*

There are five systematic levels of acquisition.

*Some research states 7-10 years.

It takes four to ten years to fully acquire proficiency in a second language.*

There are five systematic levels of acquisition.

*Some research states 7-10 years.

Stage One: The Silent Period

Stage One: The Silent Period

True silent period; could last up to six months Students may have up to 500 words in their receptive

language vocabulary, but are not yet speaking. Some students will parrot language, (not really producing

own language). Will often listen attentively, not necessarily understanding

all concepts- but some Students respond to visuals. Can understand and duplicate gestures and movements to

show comprehension (Total Physical Response method useful even at this early

stage) Teachers can focus instruction on building a receptive

vocabulary. Teachers can focus instruction on listening comprehension. Students need A LOT of repetition. Students will begin to respond with “yes” and “no” or

nodding. This is genuine progress in the areas of confidence and

receptive language.

True silent period; could last up to six months Students may have up to 500 words in their receptive

language vocabulary, but are not yet speaking. Some students will parrot language, (not really producing

own language). Will often listen attentively, not necessarily understanding

all concepts- but some Students respond to visuals. Can understand and duplicate gestures and movements to

show comprehension (Total Physical Response method useful even at this early

stage) Teachers can focus instruction on building a receptive

vocabulary. Teachers can focus instruction on listening comprehension. Students need A LOT of repetition. Students will begin to respond with “yes” and “no” or

nodding. This is genuine progress in the areas of confidence and

receptive language.

Stage Two: Early Production

Stage Two: Early Production

This stage could generally last up to six months. Students have developed about 1,000 words in their receptive and active

vocabularies. Students generally speak in one and two word phrases and sometimes

chunk language- using it appropriately or inappropriately. (example: instead of “May I go to the bathroom?” it could be “go bathroom?” )

Usually teachers can probe for simple answers in this stage: who, what, where, and yes or no type questions

Active suggestions for teachers in this stage include: Ask yes/no and either/or questions Accept short responses of 1-2 words Provide opportunities for students to participate in whole class

activities.**especially those involving minimal use of oral language and

more -active physical or hands on participation

Use picture cues and representations in daily instruction Provide listening activities with repetition Simplify content and material to be used Focus on key vocabulary and concepts At elementary level, use simple books with predictable text Support instruction with graphic organizers, charts and graphs Foster writing through labeling and short sentences Scaffold writing instruction

This stage could generally last up to six months. Students have developed about 1,000 words in their receptive and active

vocabularies. Students generally speak in one and two word phrases and sometimes

chunk language- using it appropriately or inappropriately. (example: instead of “May I go to the bathroom?” it could be “go bathroom?” )

Usually teachers can probe for simple answers in this stage: who, what, where, and yes or no type questions

Active suggestions for teachers in this stage include: Ask yes/no and either/or questions Accept short responses of 1-2 words Provide opportunities for students to participate in whole class

activities.**especially those involving minimal use of oral language and

more -active physical or hands on participation

Use picture cues and representations in daily instruction Provide listening activities with repetition Simplify content and material to be used Focus on key vocabulary and concepts At elementary level, use simple books with predictable text Support instruction with graphic organizers, charts and graphs Foster writing through labeling and short sentences Scaffold writing instruction

Stage Three: Speech Emergence

Stage Three: Speech Emergence

This stage generally lasts up to one year. Students have developed approximately 3,000 words in their repertoire. Students use short phrases and simple sentences to communicate. Students are more eager to work with peers. Read some text more independently, especially when supported with pictures May begin to ask questions in a clearer capacity: “May/Can I go to the bathroom?” Students begin to produce longer sentences when articulating themselves orally.

Often times, students will make grammatical errors that interfere with his or her oral proficiency/communication.

Active suggestions for teachers in this stage include: Sound out stories phonetically Read short, modified text in content areas Use word banks daily in graphic organizers and on varied assignments, as

appropriate. Elicit student interactions and responses related to reading and interpreting

basic information from charts and graphs Match vocabulary words to definitions Promote use of flashcards for content vocabulary- keep it simple Choral reading, reader theatre, memorization Write and illustrate riddles Compose brief stories based on personal experience* *Base as much as you can on the student’s personal experience-it is key.

Personal experience = confidence! Dialogue through a student/teacher and teacher/student journal—with minimal

to no editing. Teach by illustrating it the correct way in your response as the teacher.

This stage generally lasts up to one year. Students have developed approximately 3,000 words in their repertoire. Students use short phrases and simple sentences to communicate. Students are more eager to work with peers. Read some text more independently, especially when supported with pictures May begin to ask questions in a clearer capacity: “May/Can I go to the bathroom?” Students begin to produce longer sentences when articulating themselves orally.

Often times, students will make grammatical errors that interfere with his or her oral proficiency/communication.

Active suggestions for teachers in this stage include: Sound out stories phonetically Read short, modified text in content areas Use word banks daily in graphic organizers and on varied assignments, as

appropriate. Elicit student interactions and responses related to reading and interpreting

basic information from charts and graphs Match vocabulary words to definitions Promote use of flashcards for content vocabulary- keep it simple Choral reading, reader theatre, memorization Write and illustrate riddles Compose brief stories based on personal experience* *Base as much as you can on the student’s personal experience-it is key.

Personal experience = confidence! Dialogue through a student/teacher and teacher/student journal—with minimal

to no editing. Teach by illustrating it the correct way in your response as the teacher.

Stage Four: Intermediate Fluency

Stage Four: Intermediate Fluency

This stage generally lasts up to one year. Students have an active vocabulary of around 6,000 words. Students are beginning to use a more complex vocabulary in

oral and written expression. Willingness to express thoughts and opinions. Students speak

in greater length. Students ask for clarification and ask content-based questions

at this stage. Work in grade level math and science with generally minimal

support Comprehension of English Literature and Social Studies is

increasing Students can transfer academic strategies from their native

language to English. Active suggestions for teachers in this stage include:

-Assist in developing strategies to synthesize information.-In relationship to writing assignments, at this stage it still

is not recommended to take points off for grammatical errors. As students increase the amount they want to share/write grading against grammatical errors should not occur, as it could stifle them.

This stage generally lasts up to one year. Students have an active vocabulary of around 6,000 words. Students are beginning to use a more complex vocabulary in

oral and written expression. Willingness to express thoughts and opinions. Students speak

in greater length. Students ask for clarification and ask content-based questions

at this stage. Work in grade level math and science with generally minimal

support Comprehension of English Literature and Social Studies is

increasing Students can transfer academic strategies from their native

language to English. Active suggestions for teachers in this stage include:

-Assist in developing strategies to synthesize information.-In relationship to writing assignments, at this stage it still

is not recommended to take points off for grammatical errors. As students increase the amount they want to share/write grading against grammatical errors should not occur, as it could stifle them.

It takes four to ten years total to acquire full acquisition of a second language,

(the total includes each of the above stages plus this stage).

Most ELL students at this stage have been exited from ESL support.

At the beginning of this final stage in the acquisition process, classroom teachers may still need to provide extended support and cues in content areas such as History and Social Studies.

Additional support in writing is also common for this stage.

It takes four to ten years total to acquire full acquisition of a second language,

(the total includes each of the above stages plus this stage).

Most ELL students at this stage have been exited from ESL support.

At the beginning of this final stage in the acquisition process, classroom teachers may still need to provide extended support and cues in content areas such as History and Social Studies.

Additional support in writing is also common for this stage.

Stage Five: Advanced Fluency (Cognitive Academic Language

Proficiency)

Stage Five: Advanced Fluency (Cognitive Academic Language

Proficiency)

Importance of Proficiency in L1

Importance of Proficiency in L1

The student's level of proficiency in the native language -- including not only oral language and literacy, but also metalinguistic development, training in formal and academic features of language use, and knowledge of rhetorical patterns and variations in genre and style -- affects acquisition of a second language.

The more academically sophisticated the student's native language knowledge and abilities, the easier it will be for that student to learn a second language. This helps explain why foreign exchange students tend to be successful in American high school classes: They already have high school level proficiency in their native language. -CAL, 2000

The student's level of proficiency in the native language -- including not only oral language and literacy, but also metalinguistic development, training in formal and academic features of language use, and knowledge of rhetorical patterns and variations in genre and style -- affects acquisition of a second language.

The more academically sophisticated the student's native language knowledge and abilities, the easier it will be for that student to learn a second language. This helps explain why foreign exchange students tend to be successful in American high school classes: They already have high school level proficiency in their native language. -CAL, 2000

Active learning in reading is:Active learning in reading is:

Focused: on particular learning outcomes but open to other learning opportunities

Cognitive: knowledge is constructed by the learners Metacognitive: the learner self-monitors and reflects on

learning Social: mediated by language and talk with others,

including the teacher and other learners Physical: physical responses (fine and gross motor) often

support engagement and learning Through repeated opportunities for active learning,

children reach milestones in reading that lead to reading success in the early grades.

Focused: on particular learning outcomes but open to other learning opportunities

Cognitive: knowledge is constructed by the learners Metacognitive: the learner self-monitors and reflects on

learning Social: mediated by language and talk with others,

including the teacher and other learners Physical: physical responses (fine and gross motor) often

support engagement and learning Through repeated opportunities for active learning,

children reach milestones in reading that lead to reading success in the early grades.

Reading: Five Foundations

Reading: Five Foundations

Phonemic Awareness- The ability to hear, decipher, and manipulate sounds in the English language. (Phonemic awareness focuses on sounds only.)

Phonics- Deals with the sound - symbol relationship. Students understand that each letter is a symbol that represents a sound. (Phonics focuses on letters and sounds.)

Fluency- Oral reading fluency is the ability to read with accuracy, speed, and proper expression.

Vocabulary- Refers to words known to communicate effectively.

Comprehension- Reading is built on the ability for students to understand what they read.

Phonemic Awareness- The ability to hear, decipher, and manipulate sounds in the English language. (Phonemic awareness focuses on sounds only.)

Phonics- Deals with the sound - symbol relationship. Students understand that each letter is a symbol that represents a sound. (Phonics focuses on letters and sounds.)

Fluency- Oral reading fluency is the ability to read with accuracy, speed, and proper expression.

Vocabulary- Refers to words known to communicate effectively.

Comprehension- Reading is built on the ability for students to understand what they read.

A Systematic and Sequential process is essential to both the leaning process and the

identification process

A Systematic and Sequential process is essential to both the leaning process and the

identification process

Phonemic awareness Phonics Vocabulary Syntax/Writing Reading Comprehension

Phonemic awareness Phonics Vocabulary Syntax/Writing Reading Comprehension

Programs and MaterialsPrograms and Materials

Phonemic Awareness - Lindamood Bell Phoneme Sequencing program

Phonics - Project Read, FUNdations, Wilson Reading System, Modern Curriculum Press Phonics Practice Readers

Vocabulary - Scholastic Guided Reading Sets

Reading Comprehension - Scholastic Guided Reading Sets.

Syntax/Writing - University of Kansas, SRA Language for Writing

Phonemic Awareness - Lindamood Bell Phoneme Sequencing program

Phonics - Project Read, FUNdations, Wilson Reading System, Modern Curriculum Press Phonics Practice Readers

Vocabulary - Scholastic Guided Reading Sets

Reading Comprehension - Scholastic Guided Reading Sets.

Syntax/Writing - University of Kansas, SRA Language for Writing

What is needed to progress…

What is needed to progress…

We all continue to acquire academic language- we all experience exposure to new academic vocabulary each new year. Using the vocabulary in context requires more advanced linguistic skills that are typically not acquired until a later stage of language acquisition.

We all continue to acquire academic language- we all experience exposure to new academic vocabulary each new year. Using the vocabulary in context requires more advanced linguistic skills that are typically not acquired until a later stage of language acquisition.

Visuals & Total Physical

Response

Visuals & Total Physical

Response The importance of utilizing visual supports and kinesthetic connections for ELL learners can not be emphasized enough.

Pictures, body language and gestures are universal across all languages.

The importance of utilizing visual supports and kinesthetic connections for ELL learners can not be emphasized enough.

Pictures, body language and gestures are universal across all languages.

RtI -Response to Intervention

RtI -Response to Intervention

Response to Intervention (RTI) is a multi-tiered approach to help struggling learners. Students' progress is closely monitored at each stage of intervention to determine the need for further research-based instruction and/or intervention in general education, in special education, or both.

Response to Intervention (RTI) is a multi-tiered approach to help struggling learners. Students' progress is closely monitored at each stage of intervention to determine the need for further research-based instruction and/or intervention in general education, in special education, or both.

Eligibility for Specific Learning Disability and ELL

Learners

Eligibility for Specific Learning Disability and ELL

Learners Our district utilizes eSped software

to document our Individualized Education Plans and Special Education evaluation results.

eSped is aligned with federal standards and mandates. Federal law requires that all of the following be considered BEFORE a child can be determined as eligible for special education services in the area of

SPECIFIC LEARNING DISABILITY.

Our district utilizes eSped software to document our Individualized Education Plans and Special Education evaluation results.

eSped is aligned with federal standards and mandates. Federal law requires that all of the following be considered BEFORE a child can be determined as eligible for special education services in the area of

SPECIFIC LEARNING DISABILITY.

SLD Eligibility & ELLs continued

SLD Eligibility & ELLs continued

The educational team must provide the following documentation in screens 13 and 29:

“Describe the previous and current intervention plans (core/Tier 1, supplemental/Tier 2 and intensive/Tier 3) including evidence that the intervention is scientifically based and was implemented with integrity.  Attach plan/evidence.”

The educational team must provide the following documentation in screens 13 and 29:

“Describe the previous and current intervention plans (core/Tier 1, supplemental/Tier 2 and intensive/Tier 3) including evidence that the intervention is scientifically based and was implemented with integrity.  Attach plan/evidence.”

SLD Eligibility & ELLs continued

SLD Eligibility & ELLs continued

The educational team must be able to rule out the following:

Lack of appropriate instruction in reading, including the essential components of reading instruction (Evidence Provided)

Limited English Proficiency

*If any of the above answers is "yes", the student is not eligible for services under IDEA and the team must complete the Eligibility Determination section accordingly. 

Cultural factors, Environmental or economic disadvantage

*If any of the boxes immediately above is checked "yes", the student cannot have a primary eligibility of specific learning disability and the team must complete the Eligibility Determination section accordingly.

The educational team must be able to rule out the following:

Lack of appropriate instruction in reading, including the essential components of reading instruction (Evidence Provided)

Limited English Proficiency

*If any of the above answers is "yes", the student is not eligible for services under IDEA and the team must complete the Eligibility Determination section accordingly. 

Cultural factors, Environmental or economic disadvantage

*If any of the boxes immediately above is checked "yes", the student cannot have a primary eligibility of specific learning disability and the team must complete the Eligibility Determination section accordingly.

ResourcesResources

http://www.cal.org/index.html

http://educationnorthwest.org/services/ell

Everything ESL- a great resource for teachers of ELLs- facilitated by Judi Haynes-

http://www.everythingesl.net/

http://www.cal.org/index.html

http://educationnorthwest.org/services/ell

Everything ESL- a great resource for teachers of ELLs- facilitated by Judi Haynes-

http://www.everythingesl.net/

Thank you for your time.

Angela Clement, Northwood Junior High Schoolaclement@nssd112.org

Jamie DiCarlo, Green Bay & Oak Terrace Schoolsjdicarlo@nssd112.org

Thank you for your time.

Angela Clement, Northwood Junior High Schoolaclement@nssd112.org

Jamie DiCarlo, Green Bay & Oak Terrace Schoolsjdicarlo@nssd112.org