Supporting ELL/Culturally And Linguistically Diverse .
Supporting ELL/Culturally andLinguistically Diverse Studentsfor Academic Achievement
AcknowledgmentThe International Center for Leadership in Educationthanks the authors and editors of this publication:Roger J. Gonzalez, Ed.D.Maggie PaganLaurie WendellCarolyn Love, Ph.D.Excepting those portions intended for classroom or training use, no part of this publication may be reproduced in wholeor in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher. For information regarding permission, writeto International Center for Leadership in Education. The International Center for Leadership in Education grants thepurchaser of this publication permission to reproduce those pages intended for use in classrooms or training. Notice ofcopyright must appear on all copies of copyrighted materials.Copyright 2011 by International Center for Leadership in Education, Inc.All rights reserved.Published by International Center for Leadership in Education, Inc.Printed in the U.S.A.ISBN 1-935300-68-7International Center for Leadership in Education1587 Route 146 Rexford, New York 12148(518) 399-2776 fax (518) 399-7607www.LeaderEd.com info@LeaderEd.com#K-11-ELL
ContentsIntroduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v1.Teaching CLD Students: What Every Teacher Needs to Know. . . . . . . . . . . 12.Developing Social and Academic Language to Facilitate Instruction. . . . . 25Cultural and Linguistic Diversity in K-12 Classrooms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Who Are CLD Students? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Understanding the Realities of Cultural and Linguistic Diversity in the Classroom . . . . . . . . . . . 5Program Models/Instructional Approaches: Implications for Classroom and School. . . . . . . . . . 9Key Principals for Teaching CLD Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13General Strategies for Working with CLD Learners. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Theoretical Foundations of Second Language Acquisition. . . . . . . . . . . . . . . . . . . . . . . . . . . . .Language and Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Helping CLD Students Develop Academic English Proficiency. . . . . . . . . . . . . . . . . . . . . . . . .Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3.25323744Instructional Strategies for Supporting Academic Success. . . . . . . . . . . . 49Simulations and Role-Playing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51Brainstorming. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60Cooperative Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69Demonstration/Modeling. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78Guided Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85Instructional Technology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93Memorization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101Presentations and Exhibitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109Project Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118Lecture. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127Inquiry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138Problem-Based Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148Teacher Questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157Work-Based Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1674.Strategies for Engaging CLD Students. . . . . . . . . . . . . . . . . . . . . . . . . . . 175Cognitive Engagement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Teaching for Engagement: What It May Look Like. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Recognizing and Celebrating Cultural Differences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Engagement Strategies to Support Academic Achievement . . . . . . . . . . . . . . . . . . . . . . . . . .Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5.Learning Strategies that Support Comprehension, Reading, and Writing. . 199Importance of Comprehensible Input and Output. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .General Strategies got Improving Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Challenges in Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Strategies to Support Reading in Content Area Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . .Challenges in Writing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Strategies to Support Writing in Content Area Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . .Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . International Center for Leadership in Education175177180184197199201213214243245259iii
Supporting ELL/Culturally and Linguistically Diverse Students for Academic Achievement6.Scaffolding Content for CLD Students . . . . . . . . . . . . . . . . . . . . . . . . . . 2617.Formal and Informal Assessment Strategies . . . . . . . . . . . . . . . . . . . . . . 2938.CLD Training Library for Schools and Districts. . . . . . . . . . . . . . . . . . . . 331Scaffolding Defined. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261Using Cognates to Develop Comprehension in English. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275Scaffolding and Differentiation of Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 290Making Assessment Fair and Effective for CLD Students . . . . . . . . . . . . . . . . . . . . . . . . . . . 294Factors Influencing the Assessment of CLD Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 297Assessment of English Language Proficiency. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 299Assessment of Academic Content. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 302Performance-Based and Portfolio Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 307Adapting Content Assessment for CLD Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 311Testing Accommodations for CLD Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 313Suggested Quick Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 315Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 328Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201iv International Center for Leadership in Education
IntroductionChangingDemographicsand TheirImplications forK-12 TeachersU.S. Department ofEducation Office ofEnglish LanguageAcquisition www2.ed.gov/about/offices/list/oela/index.htmlU.S. Census Bureau.Language Use andEnglish SpeakingAbility. Census 2000Brief, 2003The demographics of America’s public schools are changingdramatically as a result of the highest levels of immigration inAmerican history. These changes are happening just as schoolsalso face the highest levels of accountability for the academicperformance of all children. The students and families served in K-12classrooms reflect the ethnic, cultural, and linguistic diversity of thenation. For these students to develop and learn optimally, teachers mustbe prepared to meet diverse developmental, cultural, linguistic, andeducation needs. More than ever, today’s educators face the challenge ofhow best to respond to these needs. Today, every classroom teacher is anELL/ESL teacher. See the last section of the Introduction for anexplanation of the cultural and linguistic education terms used in thisresource kit.According to the U.S. Department of Education’s survey of limitedEnglish proficient students and education programs, total Pre-K-12enrollments increased 3.66% between 1995 and 2006, while LEP studentenrollment increased a staggering 57.17% during that same time. More and more American students are born in other nations, speakdifferent languages, and bring different cultural traditions to theclassroom. The U.S. Census Bureau reports that about one in five studentsin public schools lives in a home where English is not the primarylanguage, and predicts that by 2030, nearly 40% of the school-agepopulation will speak a language other than English at home. During the 2005-06 school year, nearly every state recorded gainsin their ELL populations; 191 districts enrolled students whose firstlanguage is other than English. International Center for Leadership in Educationv
Supporting ELL/Culturally and Linguistically Diverse Students for Academic Achievement Recent estimates place the number of language-minority studentsin K-12 schools at more than 14 million. The U.S. Department ofEducation indicates that more than 5 million school-age children inthe United States are classified as ELLs. Nearly 8 out of 10 ELLs speak Spanish, but some districts havestudents who represent more than 100 different language groups.These students are a diverse group of learners in terms of their educationbackgrounds, native language literacy, socioeconomic status, and culturaltraditions. However, they are all held to the same accountability standardsas their native English-speaking peers.Today’s teachers are faced with the complex responsibility of educatingthe growing student population who speaks a wide variety of languages/dialects (more than 177), come with varying levels of formal schooling,and represent a varying number of cultural traditions. Creatinginstructional environments as well as implementing instructionalstrategies to support learning outcomes aligned to state standards andcore curriculum for this student population have become essential forclassroom teachers.Research identifies the pressing need for instructional strategies that willsupport CLD students who struggle with language, literacy, and contentarea academic needs as a priority for districts. Although many strategiesfor supporting native English speakers are applicable to the CLDpopulation, significant differences exist in the way that successfulacademic gains for CLD students should be designed and implemented.These differences have many implications for K-12 classroom teachers,and this resource kit strives to highlight a variety of such research-basedstrategies.viAugust, D. and Shanahan,T. (eds.) DevelopingLiteracy in SecondLanguage Learners:Report of the NationalLiteracy Panel onLanguage-MinorityChildren and Youth.Lawrence ErlbaumAssociates, 2006National Clearinghousefor English LanguageAcquisition andLanguage InstructionEducation Programswww.ncela.gwu.eduCenter for AppliedLinguistics www.cal.org/topics/ell International Center for Leadership in Education
IntroductionRigor/RelevanceFramework forCulturallyResponsiveSystemic EducationReformThe Rigor/Relevance Framework is a tool developed by the InternationalCenter for Leadership in Education to examine curriculum, instruction,and assessment. On the framework graphic, two continua — taxonomyknowledge and application model — form four quadrants that representdifferent types of learning experiences. The framework is a freshapproach to looking at curriculum that encourages movement to QuadrantD learning experiences with higher levels of rigor and relevance.Rigor/Relevance Framework edge/Awareness2Knowledge nApplication1Application Model1Knowledgein onediscipline International Center for Leadership in Education2Apply indiscipline3Applyacrossdisciplines45Apply toApply toreal-worldreal-worldpredictable unpredictablesituationssituationsvii
Supporting ELL/Culturally and Linguistically Diverse Students for Academic AchievementAs a general rule:Quadrant A – Acquisition: Experiences focus on recall or discovery ofbasic knowledge.Quadrant B – Application: Experiences provide definite opportunitiesfor students to apply knowledge, typically to a real-world problem.Quadrant C – Assimilation: Experiences are often complex and requirestudents to devise solutions frequently, which can lead to deeperunderstanding of concepts and knowledge.Quadrant D – Adaptation: Experiences are high in rigor and relevance,and require unique solutions, often to unpredictable problems.The chart on the following page provides examples of the types oflearning experiences that can take place in each of the four quadrants ofthe framework for CLD students.Rigor/Relevance Framework for CulturallyResponsive Systemic Education ReformEducators across the United States are at different levels of implementingsystemic education reform for CLD students. To support policymakers atthe state, district, and school level with this very important process, theInternational Center has aligned its Rigor/Relevance Framework to thedifferent stages of knowledge and application required for educatingCLD students. On the following special version of the framework,Quadrant D reflects the ultimate goal of culturally responsive educationreform: students achieving linguistic and academic proficiency, becomingfully engaged in school culture, and reaching their fullest potential.Policymakers and educators can identify the quadrant that comes closestto describing their district’s current strategies and challenges forviii International Center for Leadership in Education
Introductionresponsive curriculum practices are the norm, and cultural and linguisticdiversity is celebrated within the district and community through a sharedvision of success.About ThisResource KitGarcia, G.E. “FactorsInfluencing the EnglishReading TestPerformance ofSpanish-SpeakingHispanic Children.”Reading ResearchQuarterly, 26(4), 371392, 1991This resource kit is strategically designed to provide pertinent researchand sound instructional strategies that will help CLD students achieveacademically and reach their fullest potential.“Culturally and linguistically diverse” is an education term used by theU.S. Department of Education to define students enrolled in educationprograms who are either non-English proficient (NEP) or limited-Englishproficient (LEP). The term is also used to identify students from homesand communities where English is not the primary language ofcommunication. These students speak a variety of languages and comefrom diverse social, cultural, and economic backgrounds. The term mostcommonly used by educators to describe these students is “Englishlanguage learners” (ELLs). English as a Second Language (ESL) is alsoused. Both CLD and ELL are used in this kit, but “culturally andlinguistically diverse” (CLD) is preferred in recognition that the needs ofdiverse students are broader than just learning English.This kit address a variety of considerations for supporting diverselearners in developing language skills and mastering grade level,standards-based content. These considerations include: general principles for teaching CLD learners theoretical foundations and implications for developing social andacademic language specific instructional strategies and their benefits for CLD learners International Center for Leadership in Educationxiii
Supporting ELL/Culturally and Linguistically Diverse Students for Academic Achievement engagement strategies for CLD learners strategies for supporting comprehension, reading, and writing in thecontent areas scaffolding strategies for teaching grade level content assessment strategiesThe kit is organized into the following chapters:Chapter 1. Teaching CLD Students: What Every Teacher Needs toKnow discusses the changing demographics in American classrooms andbuilds the case for why, today, every teacher is an ELL teacher. Itprovides a general definition of CLD students and explains the challengesthey face. Also included is the role that culture plays in language learningas well as general guidelines for improving instruction for CLD students.This chapter discusses the significance of providing high qualityeducation experiences for CLD students, giving them the skills andconfidence to succeed in mainstream classrooms.Chapter 2. Developing Social and Academic Language to FacilitateInstruction provides the theoretical foundations for language learningand defines the instructional implications of each theory. The chapterintroduces the significance of comprehensible input, learner engagement,and culture and content. It also introduces social and academic languagedevelopment. The role of the four language components: listening,speaking, reading, and writing are discussed. Instructional strategies forfacilitating language development are presented.Chapter 3. Instructional Strategies for Supporting Academic Successintroduces instructional strategies for facilitating academic achievement,developing more rigorous and relevant instruction, and motivating CLDstudents to achieve at higher levels.xiv International Center for Leadership in Education
IntroductionChapter 4. Strategies for Engaging CLD Students features strategiesfor increasing student engagement. Since CLD students benefit fromreceptive and productive language produced during interaction, strategiesfor cooperative learning are featured.Chapter 5. Learning Strategies that Support Comprehension,Reading, and Writing develops the significance of providing CLDstudents with comprehensible input. It presents specific strategies forsheltering the content to ensure that CLD students master grade level,standards-based content. It also presents strategies for supporting readingand writing in content area instruction.Chapter 6. Scaffolding Content for CLD Students offers scaffoldingstrategies for teaching CLD students grade level content material.Scaffolding of content ensures that CLD students have access to
support CLD students who struggle with language, literacy, and content area academic needs as a priority for districts. Although many strategies for supporting native English speakers are applicable to the CLD population, significant differences exist in the way that successful academic gains for CLD students should be designed and implemented.
services. Furthermore, there is a dearth of teachers from culturally and linguistically diverse backgrounds in such programs. While 38% of students identifi ed for special education services are from culturally and linguistically diverse backgrounds (U.S. DOE, 2000; Irvine, 2003), only 14% of teachers serving these students are from
writing and speaking, and by listening to each other, students learn the importance of communicati on in all areas of life. . ENGLISH LANGUAGE LEARNER COURSES (ELL) ELL English 1-4, ELL Social 9, ELL Math . ELL English 1 - S1 /S2 (grades 7 -12) J. Peter This class is an introduction to the English Language and provides the building blocks for .
culturally responsive teachers Establish a shared language and vision for culturally affirming practices Use data to identify disparities and challenge exclusionary policies, practices, and beliefs Identify and plan for systemic, sustainable, affirming changes that center and respect the identities of culturally, linguistically, and .
Gifted Child Quarterly. Each article addresses critical issues related to culturally and linguistically diverse gifted learners and sheds light on their unique needs as well as offer strategies for successful programming. iii Ford, D.Y. (2010). Reversing Underachievement in
The Patrilocal Band: A Linguistically and Culturally Hybrid Social Unit1 ROGER C. OWEN Universily of California, Santa Barbara A N ENDURING and usually unquestioned assumption underlying gen- eral anthropological theory is that which suggests the “homogeneity” of
Culturally & Linguistically Diverse Children www.brookespublishing.com 1-800-638-3775 Responsiveness to ALL Children, Families, and Professionals: Integrating Cultural and Lingu
Quick Guide: Culturally and Linguistically Diverse Youth-Secondary Transition Lupe Espinosa is a 16-year-old student with a moderate intellectual disability. She is in . The Multicultural Career Counseling & Development Competencies aim to ensure that all individuals practicing in, or training fo
ANSI A300 Purpose: To provide performance standards for developing written specifications for tree management. Currently nine individual parts . ANSI Z60 American Nurseryman and Landscape Association began developing this standard back in 1929 Became an ANSI document in 1949 Current version is 2004 . ANSI A300 The Tree Care Industry Association convened a consensus body .
