the international baccalaureate & english learners · baccalaureate (ib) program is closely...
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D E V E L O P I N G B I L I N G U A L , B I L I T E R A T E , & B I C U L T U R A L
S T U D E N T S
THE INTERNATIONAL BACCALAUREATE & ENGLISH
LEARNERS
THS IB WL Teacher/Chair
CPS WL PD Specialist
CPS ESL/Bilingual
Specialist
RHS Assistant Principal
HPHS WL Chair & EL Director
NWJH Principal
Language Matters Conference
Loyola University Chicago
November 15, 2014
PRESENTER: SANDRA ARREGUÍN
E N G L I S H L E A R N E R I N K I N D E R G A R T E N
PERSONAL EXPERIENCE
RA
ISE
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The philosophy of the International Baccalaureate (IB) program is closely aligned to that of additive models of bilingual education because both promote acquisition of another language. English Learner (EL) students have much to offer an IB program when their language development needs are met. Successful participation of ELs in IB will lead to positive growth for programs and schools. This presentation will focus on the IB program and EL students. Linguistically and culturally responsive practices that lead to bilingual, biliterate and bicultural students will be discussed. Additionally, student perspectives around this topic will be shared.
RIGGED GAME BY DYLAN GARITY
TURN & TALK
Question(s):
•How can our educational system
be perceived as a “rigged”
system for ELs?
•What from the performance
resonated with you the most?
TIME TO WRITE!
• Form groups of 3-4 people.
•Write the IB Mission Statement.
•Use the WORDLE and sentence
starters for support.
IB MISSION STATEMENT
• The International Baccalaureate aims to develop
inquiring, knowledgeable and caring young people who
help to create a better and more peaceful world
through intercultural understanding and respect.
• To this end the organization works with schools,
governments and international organizations to develop
challenging programmes of international education and rigorous assessment.
• These programmes encourage students across the world
to become active, compassionate and lifelong learners
who understand that other people, with their differences,
can also be right.
PARADIGM SHIFT: ENGL ISH LEARNERS ARE PERFECT CANDIDATES FOR
IB
KYBURG, R.M., HERTBERG-DAVIS, H., & CALLAHAN, C.M. (2007). ADVANCED PLACEMENT AND INTERNATIONAL BACCALAUREATE PROGRAMS: OPTIMAL LEARNING ENVIRONMENTS FOR TALENTED MINORITIES? JOURNAL OF ADVANCED ACADEMICS 18(2), 172-215.
• Diverse learners, including ELs, are successful in
flexible environments that consider individual
learning needs
• Critical components for the success of minority
students and ELs in AP and IB are:
• High Expectations
• Scaffolding
• Support
• Common School Vision
MAYER, A.P. (2008). EXPANDING OPPORTUNITIES FOR HIGH ACADEMIC ACHIEVEMENT: AN INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAM IN AN URBAN HIGH SCHOOL. JOURNAL OF ADVANCED ACADEMICS 19(2), 202-235.
“The more things you have in place to reach more kids—teachers who
are supportive… kids are excited…there is social connection—
you have a chance of drawing in more and more kids."
-John, Program Coordinator
Social Scaffolds
Academic Enrichment
Opportunities
Counseling
COCA, V., D. JOHNSON, AND T. KELLEY-KEMPLE (2012). WORKING TO MY POTENTIAL: THE POSTSECONDARY EXPERIENCES OF CPS STUDENTS IN THE INTERNATIONAL BACCALAUREATE PROGRAMME. CONSORTIUM ON CHICAGO SCHOOL RESEARCH, CHICAGO.
• IB DP students feel prepared for and do well in college
• IB DP students face the issue of low social capital and poor support
• IB DP serves a higher than average proportion of Latino students
• 38% Latino
• 1st generation
CU
RIE
HIG
H S
CH
OO
L
MA
RC
H 24, 2012
WHO ARE OUR EL STUDENTS?
A D A P T E D B Y J . H I L L I A R D F R O M M . G O T T L I E B , W I D A
EXPECTED GROWTH OVER THE ELD LEVELS
HOW LONG DOES IT TAKE TO LEARN A LANGUAGE?
“CAREFULLY ELABORATED PRINCIPLES ARE THE CORNERSTONE OF INFORMED PRACTICE.”
AÍDA WALQUI & LEO VAN L IER
PR
INC
IPL
ES
: TH
E
CO
RN
ER
ST
ON
E O
F P
RA
CT
ICE
(W
AL
QU
I & L
IER
, 2010)
•Deep disciplinary knowledge
•Generate disciplinary concepts & skills
•Generate cognitive/higher-order thinking
Sustain Academic Rigor
•High challenge and high support
•Students develop own expertise
•Clear criteria for quality work
Hold High Expectations
• Interactions w/ teacher & peers
•Focus on the construction of knowledge
Engage Students in Quality
Interactions
•Language in meaningful contexts
•Use of disciplinary language
•Amplify don’t simplify communications
•Address specific language issues
Sustain a Language Focus
•Structure opportunities to scaffold learning Develop Quality
Curriculum
“At Stanford’s
Understanding Language,
we have found that ELLs
benefit from instructional
approaches that treat
language and content in an
integrated way that is
designed to help them build
the language skills that they
need to succeed in content,
classrooms, college and
careers.” -Rebecca Greene,
Language Consultant
Understanding Language
1. Scaffolding
understanding
2. Purposeful grouping
3. Background knowledge
4. Extended discussion
5. Valuing linguistic
differences
5 KEY STRATEGIES FOR ELL
INSTRUCTION
IDEAS FOR SUPPORTING ENGLISH LEARNERS IN IB PROGRAMS
Classroom
• Know your EL students
• Plan w/ EL students in
mind
• Consider WIDA ELD
standards & “CAN DO”
descriptors
• Scaffold instruction
• Provide many
opportunities for oracy
School-Wide
• Know your EL students
• Engage staff in
development of own
expertise
• Offer content classes in
LOTE
• Offer HL Spanish
• Graduate students w/
Seal of Biliteracy
G R A D E L E V E L C L U S T E R 6 - 8
CAN DO DESCRIPTORS
PARALLEL LINES
•Partners read quotes to each
other and discuss.
•Repeat.
HERE’S WHAT. SO WHAT? NOW WHAT?
① Here’s what. Factual statements.
② So what? Interpretations of data/info.
① Now what? Plan of action, including questions.
LET’S BE META…
Question:
Were strategies used in today’s
presentation that could support
ELs in an IB class? If yes, what
were they?
S A R R E G U I N @ L U C . E D U / S A R R E G U I N @ N S S D 1 1 2 . O R G
THANK YOU!