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Empowering teachers to Thrive with Multilingual Learners

Edventure PD Session

Victoria Shadel

Central 301

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Plan

Who are ML students?
How do we support MLs?
How can we use ELLevation to support planning
Working Session

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Who are Multilingual Learners?

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Who are MLs?

ELL- English Language Learner
EL – English Learner
ML- Multilingual Learner
Emergent Bilingual
DLL - Dual Language Learners
ESL-English as a Second Language
ESOL-English Speakers of Other languages
LEP-Limited English Proficiency
SLIFE – Students with Limited or Interrupted Formal Education

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Identifying MLs

WIDA (World Class Instructional Design and Assessment) standards
Students are tested to determine levels in reading, writing, speaking and listening.
Level 1 (entering) through Level 6 (reaching)
Not unusual for ELLs to test at different levels in the 4 areas.
States that use the WIDA standards test students’ English proficiency levels using a test called ACCESS

Start with the Home Language Survey

Legal requirement to screen

Legal obligation to provide appropriate and sufficient ELL support

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First language literacy and second (or third) language acquisition

A growing body of research shows that a literacy foundation in a first language makes learning English (or any other language) easier.

Otherwise, students are developing literacy skills and English at the same time.

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How do we support MLs in mainstream classrooms?

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Second Language Acquisition

Comprehensible input is:
Supported by sensory input (seeing, hearing, touching, doing)
Related to knowledge the student already has
Is the focus of instruction and NOT dependent upon ELL student output

Be aware of a silent period – allow students to produce when ready; just supply CI.

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Use the whiteboard

It reminds them to USE the board to accomplish tasks

Write an agenda that includes homework

This gives the classroom routine
It allows MLs to feel connected to the instruction; they know what’s going on

Write vocabulary on the board

So that it can be referred back to and to reinforce its importance

Leave important concepts on the board so students have more time to process them and utilize them for support.

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Graphic Organizers

Excellent support tool that models and scaffolds content.

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Modify and use alternative text

Choose fonts that are easy to read – it makes a difference!
Add diagrams and pictures that help with understanding

Choose images that aren’t distracting, but are helpful

Break up paragraphs and simplify language

Provide definitions with pictures

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Create independent work for MLs

Scaffold

Add a word bank when appropriate
Model sentence starters
Provide topic sentences for paragraphs

Create/find worksheets that allow students to draw pictures, circle items, copy data.

Consider other ways students can engage with content and demonstrate learning.

Model appropriate questions and sentence frames.

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Sentence Frames

Tapping Prior Knowledge

This relates to …
This reminds me of…

Making Predictions

I think …
If _____, then …

Summarizing

The basic gist is …
The key information is …

Adopting an Alignment

The character I most identify with is

Forming interpretations

What this means to me is . . .

Revising Meaning

At first I thought ____, but now I think…

Analyzing the author’s craft

I like how the author uses ___ to show …
This word stands out for me because …

Reflecting and Relating

So the big idea is…
This relates to my life because …

Evaluating

I like/don’t like ___ because …
The most important message is ___ because…

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Use “Backwards Reading”

Related to front loading

Instead of starting with the text and ending with application activity,

Start with the application of the content
Discuss the content
Answer selected questions
Read the text

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Which two statements are true?

Elementary children learn languages more quickly than teens and adults.
Increasing the time a student is exposed to English will ensure rapid language acquisition.
The ability to converse comfortably in English signals proficiency and means the child should be achieving academically.
Families of ELLs should be encouraged to speak their native language, rather than English, when they are at home.
When ELLs switch between their 2 (or more) languages, it is a sign that the student is confusing the 2 languages and needs more ESL assistance.
It can be a good sign when an ELL suddenly begins to make more mistakes in English.
Students should learn English before attempting to study an academic subject in that language.

http://www.cal.org/resources/digest/myths.html

http://www.cal.org/resources/digest/0005contextual.html

http://www.education.com/reference/article/who-ell-english-language-learner/?page=3

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