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Considerations for Multilingual Learners
presentation for CAC/DELAC Joint Meeting
January 25, 2024�
Multilingual Pathways,
Division of Curriculum and Instruction
Learning to Read
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What might be different for bi/multilingual students in learning �how to read and write?
What questions do you have about how bi/multilingual students �learn to read?
Zoom: Write in chat
In-person: Write on a post-it
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Data - whole district bilingual
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Language Literacy
Oral language is the primary mode for language learning
Language based skills and knowledge:
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Bilingual early language development
what the research says:
Language Discrimination and Speech Patterns
Dual language learners can differentiate between languages and learning two languages does not impede progress
Early vocabulary development
Dual language learners learn vocabulary across languages. When credited for vocabulary language in any language - no difference between monolingual and bilingual students
Morphosyntactic development
Dual language learners develop separate grammatical systems for the respective languages they are learning
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Developing language and literacy in your home language, does not interfere with developing language and literacy in English.
To the contrary, research demonstrates that bilingualism and biliteracy has many academic and socio-emotional benefits for all learners.
Bilingualism is not the presence of two separate language systems and identities; it involves the intersection of two or more languages within the mind and life experiences of an individual.
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Science of Reading
How Multilingual Learners
learn to read
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Today’s Agenda
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Components of Reading
Instruction in five components of reading foundational skills
All benefit multilingual learners.
More time and attention to oral language skills including
Cross language transfer
How Multilingual Learners learn to read
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NOT supported by the Science of Reading
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Assigning ML students exclusively to foundational skills interventions without intervening in other areas of literacy �(as informed by data from linguistically and culturally appropriate assessments).
Only addressing evidence-aligned instruction in whole class instruction (Tier 1) and not during interventions.
A literacy block that only focuses on foundational word reading skills and leaves no time for:
“Effective biliteracy instruction and pedagogy involve the strategic and inter-related use of two languages. Bilingual teaching is not repeating the same thing in two languages; rather, biliterate pedagogies provide intentional opportunities for students to make cross-language and cross-cultural connections.” -Escamilla, Olsen, Slavick 2022
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Biliteracy requires its own pedagogies, methodologies, and assessment systems
Biliteracy Instruction
How the home language and English are the same: (Example: English-Spanish)
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Cross Language Connections
Metalinguistic Transfer Skills
How the home language and English are the different: (Example: English-Spanish)
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Cross Language Connections
Negative Transfer
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Zero Transfer Sounds
ñ
Tones | Characters | Letter-sound | Words have concrete and abstract meanings |
Mā | 媽 | mom | |
Má | 麻 | hemp | |
Mǎ | 馬 | horse | |
Mà | 罵 | scold | |
Cross Language Connections
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Word Orders Differ
Japanese
Latin
Korean
Turkish
SOV
She lasagna loves.
English
Mandarin
Spanish
Cantonese
SVO
She loves lasagna.
Arabic
Hebrew
Tagalog
VSO
Loves [she] lasagna.
Sample Elementary Schedules
1st | General Education | 1st | Spanish Dual Language Immersion 80/20 |
8:40 | Morning Meeting (10 min) | 8:40 | Morning Meeting (10 min) |
8:50 | Calendar: Counting & Daily Math Routines (10 min) | 8:50 | Calendar: Counting & Daily Math Routines (10 min) |
9:00 | Language Arts: Foundational Skills (40 min) | 9:00 | Transfer: Phonics & Foundational Skills (15 min) |
9:40 | Language Arts: Literacy Centers and Small Group Differentiated Reading Instruction (40 min) | 9:15 | Language Arts: Foundational Skills (30 min) |
9:45 | Language Arts: Literacy Centers and Small Group Differentiated Reading Instruction (35 min) | ||
10:20 | Recess (15 min) | 10:20 | Recess(15 min) |
10:35 | Language Arts: Reading & Writing Block (45 min) | 10:35 | Language Arts: Reading & Writing Block (45 min) |
11:20 | Lunch (20 min) | 11:20 | Lunch (20 min) |
11:40 | Recess (20 min) | 11:40 | Recess (20 min) |
12:00 | Designated English Language Development (30 min) | 12:00 | Designated English Language Development (30 min) |
12:30 | Mathematics (40 min) | 12:30 | Mathematics (40 min) |
1:10 | Social Science/ Science (45 min) (alternating by unit of instruction) | 1:10 | Social Science/ Science (45 min) (alternating by unit of instruction) |
1:55 | PE (20 min) | 1:55 | PE (20 min) |
2:15 | Visual Arts (30 min) | 2:15 | Visual Arts (30 min) |
2:45 | Closing Circle (10 min) | 2:45 | Closing Circle (10 min) |
Blue = Spanish Green = English
Sample Elementary Schedules
1st | General Education | K/1 | Chinese DLI - 70/30 |
8:40 | Morning Meeting (10 min) | 8:40 | Morning Meeting (10 min) |
8:50 | Calendar: Counting & Daily Math Routines (10 min) | 8:50 | Calendar: Counting & Daily Math Routines (10 min) |
9:00 | Language Arts: Foundational Skills (40 min) | 9:00 | Cantonese Language Arts: Foundational Skills (30 min) |
9:40 | Language Arts: Literacy Centers and Small Group Differentiated Reading Instruction (40 min) | 9:30 | Cantonese Language Arts: Literacy Centers and Small Group Differentiated Reading Instruction (45 min) |
10:20 | Recess (15 min) | 10:15 | Recess (15 min) |
10:35 | Language Arts: Reading & Writing Block (45 min) | 10:30 | English Language Arts: Foundational Skills (40 min) |
11:20 | Lunch (20 min) | 11:20 | Lunch (20 min) |
11:40 | Recess (20 min) | 11:40 | Recess (20 min) |
12:00 | Designated English Language Development (30 min) | 12:00 | Designated English Language Development (30 min) |
12:30 | Mathematics (40 min) | 12:30 | Mathematics (40 min) |
1:10 | Social Science/ Science (45 min) (alternating by unit of instruction) | 1:10 | PE (20 min) |
1:55 | PE (20 min) | 1:30 | Social Science/ Science (45 min) (alternating by unit of instruction) |
2:15 | Visual Arts (30 min) | 2:15 | Program Instructional Block (30 min) |
2:45 | Closing Circle (10 min) | 2:45 | Closing Circle (10 min) |
Peach = Cantonese or Mandarin
Green = English
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When dual language learners struggle with learning to read:
Tier 2 Literacy Intervention Implementation | ||
Student Reading Profiles | Students without Phonological Processing Challenges | Students with Phonological Processing Challenges |
Literacy Intervention Curricular Resources | Small group reading intervention or Despegando hacia la lectura/Soluciones | Small group reading intervention + selected Fundations Routines,OR SIPPS Despegando hacia la lectura/Soluciones + Spanish Phonological Routines |
Group Size | 3 students (K-2 reading levels) 4 students (3-5 reading levels) | 3 students (K-2 reading levels) 4 students (3-5 reading levels) |
Length of Session | 35 minutes | 35 minutes (15 minutes structured phonics + 20 minutes reading and writing) |
Frequency of Lessons | 5 days a week | 5 days a week |
Duration of Intervention | minimum of 20 weeks/100 lessons | minimum of 20 weeks/100 lessons |
Progress Monitoring |
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The ARTIF monitors progress of students served, collaborates with classroom teachers, and coordinates with other staff to ensure that all students can achieve at grade level. Methods used will include implementation of the District’s adopted intervention programs.
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Progress Monitoring
This year San Francisco Unified School District is offering the SIPPS (Systematic Instruction in Phonological Awareness, Phonics, and Sight Words) program to selected children who need additional assistance in reading and writing. Along with regular classroom instruction, the selected students also receive small group reading and writing lessons for 30-35 minutes, 4-5 days per week.
Your child will also have Take-Home practice sheets that s/he can read in class during Reader’s Workshop and also bring home to read. These are single sheets of paper with that day’s story printed on it in a plastic sheet protector for at-home practice. �Many students like keeping these in their book bins in the classroom so they may practice every day. This practice can help build confidence and developing reading skills. It is important that your child read any book of their choosing for a minimum of 30 minutes every night at home.
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Tier 2 Letter
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Family Notification prior to Tier 2 Intervention
Transitions in SFUSD
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Based on current student outcomes and the audit findings, we believe it is imperative to seek out new curricular materials for English language arts. �However, we know that High Quality Instructional Materials are only one part of the puzzle.
High Quality Instructional Materials raise the floor to provide a more equitable experience for all students.
Curriculum alone is insufficient to change practice at scale.
We must also work to build educator investment in new materials, and offer robust learning and support opportunities to ensure materials lead to high quality instruction.
This work in literacy is part of a long-term plan. It takes time to change adult behavior and see student outcomes.
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Four Priorities for Literacy Instruction
The authors of the CCSS articulate four priorities for literacy instruction aligned to the research:
FOUNDATIONAL SKILLS | In K-2, students acquire foundational reading skills through systematic and explicit instruction, with ample opportunity for practice in and out of context. |
COMPLEXITY | Students have regular practice with complex text and its academic language. |
TEXT FOCUSED/EVIDENCE BASED | Students are reading, writing and speaking grounded in evidence from text, both literary and informational. |
KNOWLEDGE | Students build knowledge through content-rich non-fiction. (and literature) |
New Materials evaluated on these four components
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Additional Priorities
The new Language Arts Program adopted will have
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Pilot Timeline Review
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Resources for Home Literacy
The Reading League Summit Joint Statement, Understanding the Difference: The Science of Reading and Implementation for English Learners/Emergent Bilinguals (ELs/EBs), Dr. Mitchell Brookins, et al., 2023.
August, D., Shanahan, T., & Escamilla, K. (2009). English language learners: Developing literacy in second-language learners—Report of the National Literacy Panel on Language-Minority Children and Youth. Journal of literacy research, 41(4), 432-452.
Escamilla, K., Olsen, L., & Slavik, J. (2022) "Toward Comprehensive Effective Literacy Policy and Instruction for English Learner/Emergent Students".
Schwartz, Sarah. “The ‘Science of Reading’ and English-Language Learners: What the Research Says,” Education Week, April 21, 2022.
Vargas, Isabel, et al. “Brick by Brick: Landmark Studies on Reading Development, Assessment, and Instruction for Students Who Are English Learners” Thereadingleague.org; September/October, 2021
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References
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IEP Considerations for
English Learners with IEPs
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Representation of ELs w/ IEPs in the SFUSD EL population
% ELs with IEPs- pie chart that shows total ELs with percent of ELs with IEPs
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ELs w/ IEPs by SPED Pathway
% ELs with IEPs by Sped Pathway pie chart
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ELs w/ IEPs by Grade Level
% ELs with with IEPs by grade span: ES, MS, HS
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IEP team discusses English proficiency
IEP team talks about English proficiency of the student:
Helps us understand
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IEP team discusses English learner needs
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IEP team discusses testing accommodations:
Statewide Assessments including the ELPAC
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IEP team discusses �Linguistically Appropriate
Annual Goals and Objectives:
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References
California Practitioners’ Guide for Educating English Learners with Disabilities (2019), CA Dept. Education
English Language Proficiency Assessments for California (ELPAC), CA Dept. of Education.
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