TESL 710 Chapter 1 notes

Limited English Proficient meaning beginners to intermediates in English and is a term used in federal legislation and other official documents.

English Language Learner refers to students who are in the process of learning English as a new language.

English as a Second Language- used to refer to programs, instruction, and development of English as a non-native language.

English for Speakers of Other Languages also refers to programs, instruction, and development of English as a non-native language.

English Language Development- a synonym for ESL.

EL enrollment increased at almost seven times the rate of total student enrollment.

1. Become aware of our students' personal histories and cultures, so as to understand their feelings, frustrations, hopes, and aspirations. 2. We need to look closely at ourselves to discover how our own culturally ingrained attitudes, beliefs, assumptions, and communication styles play out in our teaching and affect our students learning.

1. Find out basic facts about the student, such as, country student is from, time living in U.S., location of home, circumstance of immigration, languages spoken in home. Assess the student's English language proficiency to determine what kind of language education support is needed.

Also assess primary language proficiency where feasible. 2. Obtain as much info about the student's prior school experience as possible, such as school records and literacy in home language. 3. Become aware of basic features of the home culture, such as religious beliefs and customs, food preferences and restrictions, and roles and responsibilities of children and adults.

Illustrated autobiography, dialogue journals, and thematic units including info about students.

To provide self-reflection with regards to one's own teaching practices and interpersonal relationships with students.

Teachers and students bring to the classroom particular cultural orientations that affect how they perceive and interact with each other in the classroom.

The rationale is that many ethnic minority cultures instill strong values of group cooperation and that such instruction will therefore build on familiar cultural experiences.

Cooperative groups provide students with practice in getting along with people different from themselves to the extent that groups consist of students with different backgrounds.

Some students may feel that the teacher, as the academic authority, is the only proper person to learn from in the classroom.

Use a variety of formats to meet the multiple needs of your diverse students.

It stems from prior schooling and from experiences with the ways reading and writing are used in the home and community.

Only when new students become comfortably integrated into the classroom's social and academic routines will optimal second language acquisition and academic learning occur.

1. Safety and security.

2. A sense of belonging.

Content-embedded language refers to communication that occurs in a context of shared understanding, where there are cues or signals that help to reveal the meaning (e.g.

visual clues, gestures, expressions, specific location).

1. Performance on a high school exit exam may determine whether a student will receive a high school diploma, regardless of passing grades in all required high school coursework. 2.

Low-achieving schools, for example, may be subject to re-staffing measures, in which teachers and principal are moved elsewhere and a totally new staff brought in.

No Child Left Behind Act of 2001 requiring states to implement "accountability systems" covering all public schools and students.

1. To promote English language development. 2. To provide meaningful instruction so that students may earn academic content appropriate to their grade-level.

Information is presented to the students in more than one language. Many educational systems and programs are bilingual in some sense, but the degree to which the two (or more) instructional languages are utilized and the structure of the programs differs greatly.

Referred to as late-exit bilingual education, is a program that uses two languages, the student's primary and English, as a means of instruction. The instruction builds upon the student's primary language skills and develops and expands the English language skills while providing access to the content areas.

Students are instructed in a foreign language for entire school day. Immersion programs differ from submersion programs in that immersion is usually designed to teach "majority language speakers" a foreign language. Most of the students who are able to participate in such a program are of higher socioeconomic status, and participate voluntarily. Such programs foster bilingualism.

Fluent or native speakers of both English and another language are placed in the same classroom.

The goal is for both groups of students to become fluent in the other language. This form is most effective implemented for a period of several years.

Newcomer programs are separate, relatively self-contained educational interventions designed to meet the academic and transitional needs of newly arrived immigrants. Typically, students attend these programs before they enter more traditional interventions.

An instructional approach used to make academic instruction in English understandable to ELL students. In the sheltered classroom, teachers use physical activities, visual aids, and the environment to teach vocabulary for concept development in mathematics, science, social studies, and other subjects.

Specially Designed Academic Instruction in English- also called Sheltered English- is a teaching style established to provide meaningful instruction in the content areas for transitioning Limited English Proficient student to make sure they continue to move forward academically while they reach English fluency. It is designed for nonnative speakers of English and focuses on increasing the comprehensibility of the academic courses typically provided to FEP and English-only students.

Pull-Out English as a Second Language programs remove students from mainstream classrooms for a portion of the day in order to give them specialized instruction in English.

Pull-out ESL is most common in elementary schools where a designated ESL teacher works with small groups of children.

The goal of this program is acquisition of English language skills so that the ELL student can succeed in an English-only mainstream classroom. All instruction in an immersion strategy program is in English. Teachers have specialized training in meeting the needs of ELL students, possessing a bilingual education or ESL teaching credential and/or training, and strong receptive skills in the students' primary language.

English Language Arts (ELA) standards.

1. Formative assessments of English learners' reading should be carried out to identify students who may need extra help learning to read. 2. Small-group interventions are then recommended to provide focused instruction in areas of assessed need.

3. Vocabulary instruction is high-lighted. Essential content words should be taught in depth along with instruction on common words, phrases, and expressions not yet learned. 4. Academic English instruction should be provided to develop students' ability to use English for academic discourse, reading and writing text, and formal argument. 5.

Peer-assisted learning opportunities should be provided frequently.