ESL TExES Preparation For The Exam 154 English As A Second Language .

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ESL TExESPreparation for theExam 154English as a Second LanguageSupplementalRegion One ESCDivision of Instructional Leadership, School Improvement, & College Readiness SupportAM Session: 101455PM Session: 101619 2018

Professional Learning Essential Agreements Be Respectful of others Be an Active participant Take Care of your needs Use electronic devices as Learning Tools 2018 REGION ONE EDUCATION SERVICECENTER 2018

Purpose: This informative session is designed to help Texaseducators prepare for the ESL TExES #154Objectives Content Objective:Today I will explore knowledge aligned to the ESL TExESDomains, Competencies, and test design. Language Objective:Today I will discuss new knowledge regarding researchbased instructional practices for English LanguageLearners aligned to the ESL TExES. 2018 REGION ONE EDUCATION SERVICECENTER 2018

Quiet Signals 2018 REGION ONE EDUCATION SERVICECENTER 2018

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Test Taking Tips and StrategiesYou have 5 hours to take the test!› Identify and know the key words included in the manual. Visualize the scenario.› Know the terminology, to answer correctly.› “Perfect educational context” (cooperative learning, differentiatedinstruction, etc.)› Do not consider your own experiences.› Think of the ELL with other language background as well(Vietnamese is 2nd largest group in TX). 2018 REGION ONE EDUCATION SERVICECENTER 2018

Resourceshttp://bit.do/dretesltexes 2018 REGION ONE EDUCATION SERVICECENTER 2018

Find the FibWrite three facts and a fib tointroduce yourself to a partner. 2018 REGION ONE EDUCATION SERVICECENTER 2018

Introduce yourself 1. Student A interviews studentB. Pairs switch role. Form a group of four. Student A introduce student Band vice versa. 2018 REGION ONE EDUCATION SERVICECENTER 2018

What I See, What I hear What do you see, what do you hear in aneffective ESL classroom?I see I hear 2018 REGION ONE EDUCATION SERVICECENTER 2018

Important Acronyms– LEP Limited English Proficient– ELL English Language Learner– L1 native language– L2 second language– ESL English as a second language– ESOL English speakers of other languages– SI Sheltered instruction– SIOP Sheltered Instruction Observation Protocol 2018 REGION ONE EDUCATION SERVICECENTER 2018

About the TestEnglish as a Second Language Supplemental154Language Conceptsand AcquisitionsESL Instruction andAssessment 2018 REGION ONE EDUCATION SERVICECENTERESL Education 2018

ESL TExESThe test contains: 80 multiple-choice questions in 5 Hours May contain questions that do not count toward score Single or clustered questions Final scaled score is based on scored questions 2018 REGION ONE EDUCATION SERVICECENTER 2018

Question Formats› Multiple-choice› Single: direct questions or incomplete sentence.› Clustered: consists of stimulus and questions. Stimulus cab be a readingpassage, description of an experiment, graphic, table or any otherinformation necessary to answer the questions.› Unfamiliar question formats› May include audio or video stimulus› Interactive questions 2018 REGION ONE EDUCATION SERVICECENTER 2018

ESL TExES nDescriptorCompetencyDescriptor 2018 REGION ONE EDUCATION SERVICECENTER 2018

The StandardsStandard I: The ESL teacher understands fundamentallanguage concepts and knows the structure andconventions of the English language.Standard II: The ESL teacher has knowledge of thefoundations of ESL education and factors thatcontribute to and effective multicultural and multilinguallearning environment. 2018 REGION ONE EDUCATION SERVICECENTER 2018

The StandardsStandard III: The ESL teacher understands theprocesses of first- and second -language acquisitionand uses this knowledge to promote students’ languagedevelopment in English.Standard IV: The ESL teacher understands ESLteaching methods and uses this knowledge to plan andimplement effective, developmentally appropriate ESLinstruction.Standard V: The ESL teacher has knowledge offactors that affect ESL students’ academic content,language and culture. 2018 REGION ONE EDUCATION SERVICECENTER 2018

The StandardsStandard VI: The ESL teacher understands formaland informal assessment procedures andinstruments (language proficiency and academicachievement) used in ESL programs and usesassessment results to plan and adapt instruction.Standard VII: The ESL teacher knows how to serveand advocate for ESL students and facilitate familyand community involvement in their education. 2018 REGION ONE EDUCATION SERVICECENTER 2018

ESL TExES FrameworkDomain I – LanguageConcepts and LanguageAcquisitionComposition of Test by Domain30%25%Domain IDomain IIDomain II – ESLInstruction and AssessmentDomain III45%Domain III – Foundationsof ESL Education,Cultural, Awareness andFamily and CommunityInvolvementTexas Examinations of Educator Standards 154. (n.d.). Retrieved 54 esl supppdf 2018 REGION ONE EDUCATION SERVICECENTER 2018

Domain I: Language Conceptsand Language Acquisition 2018 REGION ONE EDUCATION SERVICECENTER 2018

Basic Concepts of Language Systems Phoneme:The smallest unit of sound in a language. Phonology:The study of the sound system of a language. Morpheme:cars)The smallest unit of meaning in a language (word or unit – prefix re in redo, s in Morphology: The study of the smallest meaningful spoken units of language. Syntax:The order in which words occur in a sentence. Semantics:The meaning attached to a linguistic unit (word or phrase) Pragmatics:The proper use of a certain type of language for a given situation. Lexicon:The vocabulary of an individual or topic. Discourse:Interchange of language between speakers. 2018 REGION ONE EDUCATION SERVICECENTER 2018

Phonology› Phonology is the system of relationships among speechsoundsIn the classroom:Plan activities to build phonological awareness through rhymes, blending, andsegmenting.Progress from easier to more difficult tasks by building on what studentsknow. 2018 REGION ONE EDUCATION SERVICECENTER 2018

PhonemesWordscatcolonelNumber of Phonemes35Teach the relationship between sounds and letters throughphonics: Say the word out loud to focus on the sounds ratherthan looking at the printed letters. Example: Son - /C/ /a/ /n/.Counting phonemes is difficult for an EL because many of thesounds in English do not exist in Spanish. 2018 REGION ONE EDUCATION SERVICECENTER 2018

Practice test question› If a student can not hear/learn initial sounds in some wordsbecause those sounds do not exist in his/native language,what do we need to teach him? 2018 REGION ONE EDUCATION SERVICECENTER 2018

Morphology Morphemes- unit of a language that cannot be further divided.In the classroom:Focus on English morphemes that are useful to know because they occur mostfrequently.Help students discover patters through multisensory, multimodal experiences. 2018 REGION ONE EDUCATION SERVICECENTER 2018

Chunking into manageable unitsplayplay splay er sun play ablere play edplay ful ly 2018 REGION ONE EDUCATION SERVICECENTER 2018

SyntaxCompoundSentencesComplexSentencesTwo independent clauses that are joined with a conjunctions such as or,and, but.One independent clause an one or more dependent clauses.In the classroom: Discuss English syntax in the context of real reading and writing. Model how to break long sentences into chunks, interpret chunks, and then sumup the main idea. 2018 REGION ONE EDUCATION SERVICECENTER 2018

Syntax“We will go home after school.”ELL: “After school to home we will go.”“a big blue house”ELL: a house big blueELL: a blue big house 2018 REGION ONE EDUCATION SERVICECENTER 2018

SemanticsIt is the study of is the study of linguistic meaning.In the classroom:Expose students to synonyms, antonyms, homonyms, an multiplemeaning words.Utilize cognates as a scaffolding tool. 2018 REGION ONE EDUCATION SERVICECENTER 2018

Semantic Word Map 2018 REGION ONE EDUCATION SERVICECENTER 2018

CognatesCognates are words from different languages that are spelled almostthe same and share similar meanings. 2018 REGION ONE EDUCATION SERVICECENTER 2018

Language RegisterLanguage register is the level of formality with which you speak.Different situations and people call for different registersInformal Register The water disappeared. He is psycho. You’re in my bubble.Formal Register The water evaporated. He had a nervousbreakdown. My personal space is beingviolated. 2018 REGION ONE EDUCATION SERVICECENTER 2018

Language Interference in PhonologyLanguage interferences bound with first language influence.-ELs tend to add an /e/ sound to the lettercombinations /esc/, /esp/Ex: Eschool vs. SchoolInterferences may exist by translation from mother tongue intoanother language- False cognatesEx. She choke with another car. 2018 REGION ONE EDUCATION SERVICECENTER 2018

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Interrelatedness of Listening, Speaking,Reading, and Writing Holistic approach to language arts instruction Reading Writing Listening Speaking Use of culturally relevant materials. Research/connect familiar or related topics Cooperative grouping Paired and shared reading, read alouds, small group Pre-reading exercises, including vocabulary development “You have to read the world, before you can read the word” -Freire 2018 REGION ONE EDUCATION SERVICECENTER 2018

Social Language vs. Academic Language Separate UnderlyingProficiency (SUP)L1 Common UnderlyingProficiency (CUP) Cognitive Academic LanguageProficiencyL2CALPL1L2J. Cummins, 1981 2018 REGION ONE EDUCATION SERVICECENTER 2018

The Iceberg TheoryJ. Cummins, 1981BICSBasic InterpersonalCommunication Skills1-3 years5-7 yearsCALPCognitive Academic Language Proficiency 2018 REGION ONE EDUCATION SERVICECENTER 2018

Double Iceberg TheoryJ. Cummins, 1981BICS L21-3yearsBICS L11-3 yearsCALP L1 L25-7 years 2018 REGION ONE EDUCATION SERVICECENTER 2018

In other words Cognitive Academic Language ProficiencyBICS L1Basic InterpersonalCommunication SkillsBICS L2Basic InterpersonalCommunication SkillsCALPL1L2CALP TransferL1-L2 Cognitive Academic LanguageProficiencyJ. Cummins, 1981 2018 REGION ONE EDUCATION SERVICECENTER 2018

Cummins’ Quadrants: The Dimensions of LanguageCognitively Undemanding LanguageSocial conversation(with gestures)Storytelling with propsSocial phone callNote left on the refrigeratorMath lesson (with manipulatives)Social studies lectureGeography lesson with mapsMultiple choice testCALP Cognitive Academic Language ProficiencyCognitively Demanding Language 2018 REGION ONE EDUCATION SERVICECENTER 2018Context-reduced languageContext-embedded languageBICS Basic Interpersonal Communication Skills

KrashenInput Hypothesis Krashen hypothesized on the primary importance on thecomprehensible input (CI) that language learners are exposed to. Understanding spoken and written language input is seen as the onlymechanism that results in the increase of underlying linguisticcompetence. Learning is seen to be heavily dependent on the mood of the learner,with learning being impaired if the learner is under stress or does notwant to learn the language, known as the affective filter. 2018 REGION ONE EDUCATION SERVICECENTER 2018

Cognitivist TheoryPiaget› Piaget often spoke about the relationship between cognitive development and languageskills.Piaget defined schemas as the basic building blocks of cognitive models to enable us to form amental representation of the world. The student must be exposed primarily to input that can behandled without difficulty. The input must be at the student's actual level of development.Taking info into previous schemaAltering existing ideas orschemas to create new ones.Source: Thompson, S. (2015). Jean Piaget’s theory on child language development. Retrieved s-theorychild-language-development-9170.html 2018 REGION ONE EDUCATION SERVICECENTER 2018

Social Interactionist TheoryLev Vygotsky’s› Explains language development emphasizing:– The role of social interactions in the construction of knowledge. He developed the concept Zone of Proximal Development to definethe difference between what a learner can do without help and what heor she can do with help.– 2018 REGION ONE EDUCATION SERVICECENTER 2018

Nativist TheoryNoam Chomsky Language acquisition depends upon an innate biological brainmechanism called Language Acquisition Device (LAD) Assumes that children are born with the ability to acquire alanguage, and it is easy for them to make sense of the wordsbecause they were exposed to speech at birth. Developed the theory of Universal Grammar, which states that there arebasic principles that are shared by all languages. 2018 REGION ONE EDUCATION SERVICECENTER 2018

Skinner’s Behaviorist Theory› It suggests that language is acquired through external stimuli(conditioning, association, imitation, and reinforcement), eliciting aninternal response, that leads to external responses. ExternalResponse InternalStimulus InternalstimuliReward› Learning a second language depends on reinforcement based onimitation of input from the environment that forms response by thelearner, shaping a habit of repetition through rewards. 2018 REGION ONE EDUCATION SERVICECENTER 2018

Language Acquisition TheoriesGroup ActivityTheoristsTheoryJim CumminsIceberg theory/CUP and SUPStephen KrashenComprehensible Input, Affective FilterPiagetSchema, Assimilation, AccommodationLev VygotskyZone of Proximal DevelopmentNoam ChomskyLanguage Acquisition DeviceSkinnerStimulus, Reponses, Reward 2018 REGION ONE EDUCATION SERVICECENTER 2018

Conga Line!! 2018 REGION ONE EDUCATION SERVICECENTER 2018

How do the theories apply to the followingillustration? 2018 REGION ONE EDUCATION SERVICECENTER 2018

How do the theories apply to the followingillustration? 2018 REGION ONE EDUCATION SERVICECENTER 2018

How do the theories apply to the followingillustration? 2018 REGION ONE EDUCATION SERVICECENTER 2018

How do the theories apply to the followingillustration? 2018 REGION ONE EDUCATION SERVICECENTER 2018

Cognitive Processes Memorization: Vocabulary and structural patterns have to be acquired bymemory (3x more than a native speaker). Categorization: Students must develop an organizational pattern for the newlanguage (use of cognates). Generalization: Students have to be able to apply a concept to a new languagecontext (if car/cars, then dog/dogs). Metacognition: Students think about their own thinking and learning activities. 2018 REGION ONE EDUCATION SERVICECENTER 2018

Domain IIESL Instruction and Assessment 2018 REGION ONE EDUCATION SERVICECENTER 2018

ESL Methods and Techniques Audiolingual approach: Few minutes of repetition and practice to introduce language Total Physical Response (TPR): Approach for beginners using physical movement Total Response Signal: tool to determine student understanding. Natural Approach to ESL: Real-life communication (music, drama, visuals, realia) Sheltered InstructionVocabulary development prior to instructionVisuals, posters, films, maps, videos, background knowledgeCooperative learningStudy skills: Organizers, SQ3R, Thinking Maps 2018 REGION ONE EDUCATION SERVICECENTER 2018

The ESL teacher knows the TEKS and the ELPS and knows how to designlanguage and content objectives appropriately aligned to the crosscurricular student expectation standards.Pair reading, graphic organizers to facilitate understanding of structureof text and grammar, 2018 REGION ONE EDUCATION SERVICECENTER 2018

What are ELPS?ELPS are federally required instructional standards designed to ensurethat EL acquire English proficiency.19 Texas Administrative CodeChapter 74. Curriculum Requirements Subchapter A. RequiredCurriculum 74.4 English Language Proficiency Standards (ELPS)Adopted December 2007 2018 REGION ONE EDUCATION SERVICECENTER 2018

ELPS: How they are organized . 2018 REGION ONE EDUCATION SERVICECENTER 2018

Developing Visual LiteracyELPSSTAARTELPAS 2018 REGION ONE EDUCATION SERVICECENTERTEKS 2018

TEKS vs. ELPS continued .Academic ProficiencyLanguage ProficiencySTAARTELPASTEKSELPSRelating Factor: evaluates/measures 2018 REGION ONE EDUCATION SERVICECENTER 2018

ELPS-TELPAS Proficiency Level Descriptors The PLD’s describe how well ELLs at each proficiency level areable to understand and use English to engage in gradeappropriate academic instruction. 2018 REGION ONE EDUCATION SERVICECENTER 2018

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TELPAS25%25%10%30%25%10%25%50% 2018 REGION ONE EDUCATION SERVICECENTER 2018

Differentiated SupportsBeginnerProvide sentencestarters to completesentences.SameAdvanced HighCreate their ownoriginal sentences byutilizing propersyntax and grammar.Both receive instruction on grade level. 2018 REGION ONE EDUCATION SERVICECENTER 2018

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Silent birthday lineup 2018 REGION ONE EDUCATION SERVICECENTER 2018

ESL Teaching MethodsShelteredInstructionVisualsLanguagethrough ContentCooperativegroupsScaffoldingTPR (totalphysicalresponse)TRS(total responsesignals)LanguageExperienceApproach (LEA) 2018 REGION ONE EDUCATION SERVICECENTER 2018

Learning Styles and Strategies Active learners: Understand information best by doing something active with it. Reflective learners: Think about it quietly first. Sensing learners: Like learning facts. Intuitive learners: Like discovering possibilities/relationships. Visual learners: Remember best when they see pictures, diagrams, flow charts, time lines, etc. Verbal learners: Get more out of words, written and spoken explanations. Sequential learners: Gain understanding in linear steps. Global learners: Learn in large jumps, absorbing material without seeing connections, and thensuddenly “getting it”. 2018 REGION ONE EDUCATION SERVICECENTER 2018

Scaffolding Language 2018 REGION ONE EDUCATION SERVICECENTER 2018

Paired Reading› Two read together from the text.› Students monitor reading. 2018 REGION ONE EDUCATION SERVICECENTER 2018

Building WordsDevelop student's phonemic awareness, letter sound associations, commonEnglish phonograms, phonetically irregular words, high frequency words:› beginning sounds.› Ending sounds.› Medial vowel sounds.› Beginning blends.› Vowel diagraphs– ex: toad, fleet. 2018 REGION ONE EDUCATION SERVICECENTER 2018

Sight Word Activity Use hands on to introduce and or reinforce concepts. Pre-teach vocabulary and teach them to use words in sentences. Incorporate writing. 2018 REGION ONE EDUCATION SERVICECENTER 2018

Minimal Pairs Utilize pairs of words to targetphonology awareness. 2018 REGION ONE EDUCATION SERVICECENTER 2018

CognatesDescended from the samelanguage or form 2018 REGION ONE EDUCATION SERVICECENTER 2018

Sentence StarterProviding a structure tosupport languagedevelopment in writing. 2018 REGION ONE EDUCATION SERVICECENTER 2018

JigsawA puzzle consisting of a pictureprinted on cardboard or wood andcut into various pieces of differentshapes that have to be fittedtogether. 2018 REGION ONE EDUCATION SERVICECENTER 2018

Inside Outside Circle 2018 REGION ONE EDUCATION SERVICECENTER 2018

Rhyming Word Activity1. Use word families.2. Hands on games.3. Using words in context.4. Write words with a rhyming pattern. 2018 REGION ONE EDUCATION SERVICECENTER 2018

Word Wall› Opportunities to usein writing.› Chants forinteractive learning.› Instant recognition incontext. 2018 REGION ONE EDUCATION SERVICECENTER 2018

Reader’s Theater It is a transferable skill that helps students acquire fluency.Select script or create one.Assign parts of the texts to each group.Highlight the part of each student .Provide lots of practice time for groups.Encourage students to read fluently and expressively with goodphrasing. Help students define and pronounce any words. Perform. 2018 REGION ONE EDUCATION SERVICECENTER 2018

Read Aloud› Select a fiction or nonfiction text that relates to ato content specific concept.› Through read-alouds students will learnvocabulary ten times faster than those receivingintensive word-list instruction. 2018 REGION ONE EDUCATION SERVICECENTER 2018

Pre-teach Vocabulary KWL› Used before, during, and after reading strategy.› Used to see what students know about a topic.› It can determine the amount of scaffoldingneeded.What IKnowWhat I Want ToKnow 2018 REGION ONE EDUCATION SERVICECENTERWhat ILearned 2018

Why Were these Good Strategies for ELL’s?› Linguistic Support› Content comprehensible› Activate and validate students’ backgrounds› Involve context embedded learning of new concepts› Academic conversations› Allow meaning to be explored and negotiated› Can be done orally and with picturesAdapted from: Building Connections in the Content Areas through Sheltered Instruction 2018 REGION ONE EDUCATION SERVICECENTER 2018

Sheltered Instruction A means for making grade-level academic content (e.g. science,social studies, math) more accessible for English language learnerswhile at the same time promoting their English languagedevelopment. 2018 REGION ONE EDUCATION SERVICECENTER 2018

Sheltered InstructionStudentContent& LanguageObjectives(what toFriendlysay instead ofWhatandknow”How“I don’tAcademicEncourage StudentsLanguageto Speak t 2018 REGION ONE EDUCATION SERVICECENTERCheckingforUse onversations&Writing Activities 2018

Sheltered tVisualsTPRExpectationsL1 ialsPre-teach socialand academicvocabularyOral: wait timeScaffoldedStructuredsupport 2018 REGION ONE EDUCATION SERVICECENTERProcedural: TIERSInstructional:sentence frames 2018

Criterion vs. Norm-referenced Tests› Most state achievement tests are criterion-referenced. Inother words, a predetermined level of acceptable performanceis developed and students pass or fail in achieving or notachieving this level.› Tests that set goals for students based on the averagestudent's performance are norm-referenced tests.§89.1225. Testing andClassification of Students. p. 10,11 of documentTEA List of approve tests 2018 REGION ONE EDUCATION SERVICECENTER 2018

Summative vs FormativeAssessmentsSummative STAARTExESITBSTELPASLAS LinksTEA List ofApproved Tests(2017-2018)Formative Checking forunderstanding Quick writes Verbal questioning Learning games Cooperative learningactivities 2018 REGION ONE EDUCATION SERVICECENTER 2018

Authentic Assessments Developed within the context of the classroom Provides direct measure of student’s ability Shows how student learns, the strategies used Reveals higher-order thinking skills: synthesis, inference, etc. Informal – ongoing, performance and content based Authentic – contextualized or “real world” tasks 2018 REGION ONE EDUCATION SERVICECENTER 2018

Authentic Assessments Oral interview – teacher asks student questions and makesnote of responses Story or text retelling Writing samples Projects/Demonstration – individual or group Constructed response items – written response to openended questions Teacher observation of student attention, response toinstructional activity, interaction with other students Portfolios – collection of student work to show progress overtime 2018 REGION ONE EDUCATION SERVICECENTER 2018

3, 2, 1 2018 REGION ONE EDUCATION SERVICECENTER 2018

Domain III: Foundations of ESL Education, CulturalAwareness and Family and Community Involvement 2018 REGION ONE EDUCATION SERVICECENTER 2018

Language Proficiency Assessment Committee (LPAC)ResponsibilitiesIdentification of ELLsAssessment and Documentation ReviewPlacementRecommend Instructional Methodology/InterventionsDetermine assessment and linguistic accommodationsParent ApprovalAnnual Review of ProgressExiting/ReclassificationMonitoring M1s & M2s 2018 REGION ONE EDUCATION SERVICECENTER 2018

Entry AssessmentHome Language SurveyLanguage spoken athome and bystudent EnglishEP19 TAC §89.122519 TAC §89.1230Language spoken athome and by student English and any otherlanguageLanguage spoken athome and by student other language(not English)TESTPre-K – 1st: Oral Language Proficiency Test (OLPT) (to beclassified LEP: score indicates limited English proficiency )2nd – 12th: OLPT Norm referenced standardizedachievement test (to be classified LEP: norm reference below40th percentile and OLPT limited English) 2018 REGION ONE EDUCATION SERVICE CENTER 2018

§89.1225. Testing and Classificationof Students(h) For exit from a bilingual education or English as asecond language program, a student may be classifiedas English proficient at the end of the school year inwhich a student would be able to participate equally ina general education, all-English instructional program.This determination shall be based upon all of thefollowing:§ 89. LPACp.28 2018 REGION ONE EDUCATION SERVICECENTER 2018

§89.1225. Testing and Classificationof Students(Continue (h) (2) - or a score at or above the 40th percentile on boththe English reading and the English language arts sections of a TEAapproved norm-referenced standardized achievement instrument fora student who is enrolled in Grade 1 or 2; and§89.LPAC p.29 2018 REGION ONE EDUCATION SERVICECENTER 2018

§89.1225. Testing andClassificationof Students(2)(i) A student may not be exited from thebilingual education or English as a secondlanguage program in prekindergarten orkindergarten. A school district must ensure thatEnglish language learners are prepared to meetacademic standards required by the TEC,§28.0211.§89. LPAC p.29 2018 REGION ONE EDUCATION SERVICECENTER 2018

When is Bilingual EducationRequired?19 TAC 89.1205, 89.1210(a)The law requires that each school district or charterschool which has an enrollment of 20 or more ELLs of thesame language classification in the same grade level districtwide shall offer a bilingual education program for ELLs ingrades Pre-K through 5th; Grade 6 shall be included whenclustered with elementary grades.Texas Education Agency (2014) 2018 REGION ONE EDUCATION SERVICECENTER 2018

What’s the difference betweenBilingual Education & ESL? Content area instruction is provided in both the student’s primarylanguage and English. Literacy development in the primary language facilitates the transferfrom primary language (L1) to second language (L2). Oral language testing requirements in both the primary languageand English must be reviewed for placement. ESL is a component of the bilingual program. 2018 REGION ONE EDUCATION SERVICECENTER 2018

When is ESL required?19 TAC 89.1205 (d) & 89.1210› The law requires that all ELLs for whom a district is notrequired to offer a bilingual education program shall beprovided an ESL program, regardless of thestudents’ grade levels and home language, andregardless of the number of students.Chapter 89. LPAC p.20Texas Education Agency (2014) 2018 REGION ONE EDUCATION SERVICECENTER 2018

Types of ESL Programs› Type of program that uses second language methodsthroughout the curriculum.› Provide instruction that includes TEKS based academiccontent, as well as language development.› Differentiate instruction of content according to languageproficiency levels.› Provide on-grade level instruction.Texas Education Agency (2014)§89. LPAC p.6-8, 22 2018 REGION ONE EDUCATION SERVICECENTER 2018

Goal of ESL ProgramsSubchapter bb. Chapter 89 states that the goal shall be to:› Enable ELLs to become competent in the listening,speaking, reading, and writing of English.› Emphasize mastery of English language skills, as well asmath, science, and social studies.› Use instructional approaches designed to meet the needsof ELLs.› Be an integral part of the total school program› Utilize the essential knowledge and skills required by thestate as the curriculum. 2018 REGION ONE EDUCATION SERVICECENTER 2018

Policy Foundations1896Plessy v.FergusonMinority studentssegregated inschoolsSupreme Courtruled that“separate butequal” publicfacilities forminorities wasconstitutional1923Meyer v.NebraskaIt becameunconstitutional toprohibit teaching aforeign language atschool.Supreme Courtruled that teachingin a language otherthan English wasnot “injurious tohealth, morals, orunderstanding ofthe ordinary child”1954LULACA social andpoliticalorganization1954Brown v. Boardof Education ofTopekaOverruled the“separate butequal” doctrine ofPlessy v. Fergusonof 1896Advocated for thecivil and humanrights of minorities 2018 REGION ONE EDUCATION SERVICECENTER 2018

Policy Foundations1964Civil rightsActProvided equaleducationalopportunities:A person shall not bediscriminated, on thegrounds of race,color, or nationalorigin.1970Lau v.NicholsThe courtdecided that thelack ofsupplementallanguageinstruction inpublic schoolsfor students withlimited Englishproficiencyviolated Civil RightAct.1974EEOABecause of Lau v.Nichols, thisfederal act wasbased on the CivilRights of 1964. Itrequired statesand schools toprovide equaleducationalopportunities tominorities. 2018 REGION ONE EDUCATION SERVICECENTER1981Castañeda v.PickardIt set in place acriterion to ensureschool districtstake appropriateactions to meetthe needs of ELLstud

Standard III: The ESL teacher understands the processes of first- and second -language acquisition and uses this knowledge to promote students' language development in English. Standard IV: The ESL teacher understands ESL teaching methods and uses this knowledge to plan and implement effective, developmentally appropriate ESL instruction.

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