Breaking Down the Language Barrier

ESL Coordinator: Jennifer Duarte

ESL Teacher: Aimee Dyrek

Academy School District #20

Take off, Touch Down

• Trainer will make a statement.
• Participants to whom the statement applies stand up (“take off”)
• Those to whom it does not apply remain seated.
• Trainer makes the next statement:
• Standing participants: if statement applies, remain standing; otherwise sit down (“touch down”).
• Seated participants: if statement applies, stand up; otherwise remain seated.

Kagan Structure

Kagan Structure: About Me Question Cards

• In your green container you will find a zip lock bag with question cards
• Shuffle the cards
• Place the cards face down on your team’s table
• One person flips over the top card and reads it aloud
• Each teammate takes a turn responding
• REPEAT until the beep!

Our Purpose

Our purpose today is to de-mystify the ESL world and to look at best instructional strategies for students.

Find Your Partner…

• In your green container you will find 4 index cards.
• They will have either an acronym or a “backronym” (the meaning assigned to the acronym).
• When the music starts, stand up, push your chair in and find the person that has your match.
• Once you have found your partner move to the edges of the room.

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Unveiling the Code

• ELD – English Language Development
• ESL – English as a Second Language
• ELA – English Language Acquisition
• CELA - Colorado English Language Assessment
• NEP – Non English Proficient
• LEP – Limited English Proficient
• FEP – Fluent English Proficient
• LDE – Linguistically Diverse Education
• ELL – English Language Learners
• CLD – Culturally or Linguistically Diverse
• CELP- Colorado English Language Proficiency: Standards
• LCE - Language Culture and Equity
• WIDA – World-Class Instructional Design and Assessment

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Kagan Structure: Four Corners …

• With your partner determine which category your acronym best fits into:
• Students
• Programs
• Assessments
• Standards

Putting the Pieces Together

Stages of Second Language Acquisition

5 stages:

1. Preproduction

2. Early Production

3. Speech Emergence

4. Intermediate Fluency
5. Advanced Fluency

What impacts language development?

• Kagan Structure: Jot Thoughts
• Think about the topic. Brainstorm ideas. No talking
• Write and idea on a slip. Announce you idea to your team. Place the slip on the table.

• Continue writing ideas on separate slips. Announce each idea. Try to cover the table.
• Keep going until the buzzer sounds.

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Rate your slips

• Place your table’s slips in order from most impactful to least impactful.
• Each group will share out their most impactful factor.
• As you listen to other groups share, remove the slip from your line if it has been stated by another group.

Did you know?

• BICS vs. CALP
• Length of Acquisition

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• Migrant, Professionals, Internationally Adopted, Military
• US born
• Cultural Norms
• Socio-economics
• Family Value Systems
• Every family is unique

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Notes:

Picture:

Freyer Model

Scaffolding is…

• Providing the learner with a variety of verbal and academic support

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• Continuity of instructional sequences

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• Temporary support that is used until they become independent learners

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Examples of Scaffolding

• Sentence frames
• Previewing material
• Modeling
• Appropriate Speech/Task Explanation
• Modified/Adaptation of text
• Graphic Organizers
• Total Physical Response

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Kagan Structure: Shoulder Partner Share

• Turn to your shoulder partner
• Speak to your partner about how you have incorporated scaffolding techniques in your instruction
• OR how you see yourself incorporating scaffolding into your instruction

Building Background

• Students come to us with varying levels of prior knowledge on subject matters.

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• It is our purpose to activate student’s prior knowledge before adding additional content in order to better remember and understand new learnings.

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• This makes content relevant to their world.

Examples of Ways to Build Background

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1. Using group discussions
2. Utilizing multi-media
3. Free writing/ journal writing
4. Relating the content to previous lessons
5. Connecting to student’s prior experiences
6. Cooperative activities to increase student dialog
7. Preview and preload vocabulary

Kagan Structure: Face Partner Share

• Turn to your shoulder partner
• Speak to your partner about how you have incorporated scaffolding techniques in your instruction
• OR how you see yourself incorporating scaffolding into your instruction

Cooperative Learning

• Allows students to assist

each other

• Allows students to build relationships
• Creates a comfortable environment
• Allows other students to assist in L1 and lead by example with L2
• Allows the ELL student to feel like a contributor
• Allows teacher to facilitate

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Examples of Cooperative Learning

• Take Off, Touch Down
• About Me Question Cards
• Find a Partner
• Four Corners
• Jot Thoughts
• Shoulder Partner
• Face Partner
• 5-3-1

Today’s Big Learnings…

• Strategy: 5-3-1
• Solo: 5 words to describe your findings from this presentation
• Pair: narrow down to 3 words to describe your findings from this presentation
• Team: narrow down to 1 word to describe your findings from the presentation
• One person shares out to the class

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Thank You for Coming!!

Feel free to contact us with any questions:

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Jennifer Duarte

• jennifer.duarte@asd2o.org
• Office: (719) 234-1372

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Aimee Dyrek

• aimee.dyrek@asd2o.org

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If you would like to leave us some feedback, feel free to use a sticky note and leave it in the parking lot.