Code-Switching

What is code-switching?

Code-switching is when a speaker alternates between two or more languages and/or dialects of a language in different settings for a variety of purposes.

Why do people code-switch?

There are a number of different reasons people choose--both consciously and unconsciously--to code switch. Some of these reasons may include:

• Inadvertent code-switching; some may switch into a different language, dialect, or accent without even realizing or intending to do so.
• To mirror those around them, sometimes as a result of exposure, and sometimes to blend in with the crowd.
• On purpose, to make others feel comfortable, or amicable towards them.
• To hide in plain sight; to not draw attention.
• To express certain ideas, colloquialisms, idioms, or slang.
• To sound more/less educated, to command a certain level of respect, to sound "street smart", etc.

How does this impact my teaching?

From the 2014 CDE ELA/ELD Framework, Chapter 9:Access and Equity:

Core Principals of Culturally & Linguistically Responsive Teaching

Expand Language Awareness: Teachers should develop their students' understandings of how, why, and when to use different registers and dialects of English to meet the expectations of different contexts and balance activities that develop students' awareness of English varietal differences and similarities while also acknowledging the need for students to fully develop academic English. When appropriate, teachers should also include their students' primary language or dialect in instruction. Making the hidden curriculum of language visible in respectful and pedagogically sound ways is one way of ensuring the civil rights of linguistically diverse students (Christie 1999; Delpit 2006).

Wow! That's a lot to unpack! Let's take a look...

1. "develop their students' understandings of how, why, and when to use different registers and dialects of English to meet the expectations of different contexts"
• This means that teachers are responsible for helping students recognize that there are different registers and dialects of English. They need to help students identify the different circumstances that call for each type of English, and why and when it is appropriate to switch. One size does NOT fit all when it comes to language!
2. "balance activities that develop students' awareness of English varietal differences and similarities while also acknowledging the need for students to fully develop academic English."
• While the primary charge of classrooms these days is to encourage and develop academic English--a register of English which most students will rarely encounter on a daily basis outside of school--it is also important to make students aware of the differences and similarities in different registers and dialects of English, so that they are prepared to interact with a wide variety of people, outside of their own social and familial circles.
3. "When appropriate, teachers should also include their students' primary language or dialect in instruction."
• As you are able to, give students the opportunity to see the value in other forms of English, outside of academic English, as well as all languages other than English. Showing students that there is value in their home languages and dialects does more than just engage them in your lesson. In doing so, we are saying to them that they themselves have value and importance, especially if their language or culture is not one they often see represented in school, much less in mainstream American culture.  
4. "Making the hidden curriculum of language visible in respectful and pedagogically sound ways is one way of ensuring the civil rights of linguistically diverse students"
• This last part goes to the heart of the matter. By teaching students that all languages are valuable, that all dialects and registers of English, including academic English, have their place and are important and necessary, we are teaching students the skills they need to flourish in our multicultural society. One of the keys to being a successful adult is knowing how to navigate a wide variety of professional, informal, and interpersonal situations. By teaching students to recognize how their language choices affect others, we are empowering students with the ability to make connections and be seen how they wish to be seen--not to be forced to work within a narrow construct of how language works. 

Resources and further reading regarding code-switching:

https://www.npr.org/sections/codeswitch/2013/04/13/177126294/five-reasons-why-people-code-switch

https://www.npr.org/sections/codeswitch/2013/04/08/176064688/how-code-switching-explains-the-world

http://www.ello.uos.de/field.php/Sociolinguistics/Codeswitching

New Ways of Talking About Language

As important as it is that all educators recognize that speaking more than one language is an asset, we also need to begin changing the way we speak about language to reflect this. In the past, many of us, myself included, have used a deficit model when talking about English Language Learners. It was always more about what they couldn't do or were unable to understand. In changing to an asset model, we begin to see how ELL's prior knowledge can be used to build upon and expand their understanding of language and its functions.

The following chart is adapted from Wheeler, Rebecca S., and Rachel Swords. 2010. Code-Switching Lessons: Grammar Strategies for Linguistically Diverse Writers, 17. Portsmouth, NH: Heinemann and can be found in the 2014 ELA/ELD Framework, Chapter 9 - Curriculum Frameworks (CA Dept of Education), page 919. 

Instead of:	Try this:
Thinking in terms of proper or improper good or bad	See language as appropriate or inappropriate (for task and audience) effective or ineffective in a specific setting
Talking about grammar as right or wrong correct or incorrect	Talk about grammar as patterns how language varies by setting and situation
Thinking that students make mistakes or errors have problems with plurals, posessives, tense, etc. "left off" an -s, -'s, -ed	See students as  following the language patterns of their home language or home varieties of English using grammatical patterns or vocabulary that is different from Standard English
Saying to students "should be," "are supposed to," "need to correct	Invite students to code-switch (choose the type of language appropriate for the setting and situation)
Red notes in the margin correcting students' language	Lead students to compare and contrast language build on existing knowledge and add new language (Standard English) understand how to code-switch appropriately

The ways we choose to talk about language with students and one another directly affects students' learning outcomes and our abilities to guide them on the path to proficiency, and ideally, biliteracy.

Using Data to Support English Learners

There are various types of data we use in schools. The primary forms of data available are:

• Formative - an ongoing set of daily and weekly observations. Generally gathered in the classroom.
• Summative - tests such as ELPAC, CAASPP, placement tests, i-Ready, course grades
• Demographic - home language, classification (IFEP, RFEP, EL), socioeconomic data
• Educational History - prior schooling, primary language instruction

How do we use data to support our English Learners?

Classroom Teacher - Individualized support, in-class intervention
School - Student supports made available, scheduling, and programming
District - Allocation of resources, teachers to provide support where needed

Milpitas Unified School District has multiple ways of offering data to sites and teachers:

• Illuminate
• Aeries
• WIN Report
• California Dashboard
• i-Ready

Classroom-level assessments for English Learners that can be used to help with placement, modifications, and interventions:

• Gap Finder
• Express Placement

We need to look at multiple data points to figure out what's best for students. One test on one day is not enough to get a picture of the whole students' abilities, understanding, and learning. Decisions about students' placement and supports can not be made based on a single point of data.

Some questions to educators to consider:

• How are you utilizing data to support your students? 
• Are you looking at the whole student when planning instruction that will provide the greatest benefit to your English Learners? 
• Are your planned interventions and scaffolding helping your student move closer to a deeper understanding of how English works, rather than simply providing them a crutch to get a grade?
• What does each of your English Learners need help on? Are you using this information to design supports with purpose and intention? 
• Do you notice any trends in the data? What is your EL subset's greatest need(s)?

Data utilization is a critical component of curriculum planning which helps ensure that we are maximizing class time to provide our ELs with instruction that not only allows them to understand the content we are delivering, but to move them closer to proficiency and self-sufficiency in the American educational system.

Integrated ELD vs Designated ELD: What's the Difference?

Throughout the day, English learners (ELs) are required to learn English (both conversational and academic) and content knowledge simultaneously. Integrated and Designated ELD are both critical parts of an English Learner's daily instruction. They both involve direct language instruction and help students to make connections between ELD and content standards in every core subject. Both types of ELD provide scaffolds for students to meet academic and language needs, yet remain intellectually challenging, interactive, and engaging.

Language awareness (learning about English works, not simply how to translate their words) is the main focus of the CA ELD standards because when students become conscious of how particular language affects meaning, they are able to develop more advanced levels of English. For example, learning about shades of meaning and code switching can be ways in which ELs can extend their understanding of how English works. This gives them more resources to be able to fully express themselves, make meaning, and have full access to the curriculum and opportunities to achieve their dreams.

Integrated ELD happens DURING each core subject and Designated ELD happens on it's own time, with an ELD teacher. Whatever content area you teach in, you are responsible for providing integrated ELD throughout the course of the week.

As a comprehensive approach to ELD, the English Language Arts/English Language Development (ELA/ELD) Framework for California Public Schools states:

"ELs at all English proficiency levels and at all ages require both integrated ELD and specialized attention to their particular language learning needs, or designated ELD" (p 119).

Even English only (EO) students benefit from direct language instruction!

How is Designated ELD unique?

• Focus on ELD Standards and connect to content standards.
• It is a protected time to develop language skills, building into and from content instruction.
• Instruction focuses on meaning, forms, and functions of the English Language.
• Uses frequent formative and corrective feedback for language development, not content learning. Content is secondary, and supports the language, but is not the primary objective.
• Focus on providing extended opportunities for students to use English to interact in meaningful ways. The class should be full of opportunities for extended discourse.

How is Integrated ELD unique?

• Focus is on content standards. ELD standards are integrated and connected to content.
• ELD is provided throughout the day and through ALL diciplines (Humanities, STEAM, PE, etc.)
• Instruction focuses on content learning and the academic language necessary for successful learning of the content, as well as transmission of that learning to others.
• Focus on providing multiple opportunities to master the content learning.

Chapter 6 of the California ELA/ELD Framework provides "snapshots" of how Integrated and Designated ELD can work in the content areas in grades 6, 7, and 8, with a particular focus on ELA, science, and history/social science.

CLS Presentation: Organization and Mobility Within Your English Language Learner Program

Access this presentation on Google Slides: http://bit.ly/RanchoELD

What's ELPAC?

Guess who's back?

Hopefully it didn't take you too long to guess :)

I'm back with the freshest info on English Language Development and English Learners for you. It's ELD for You and Me!

Today's topic is California's ELPAC. What is it? What happened to CELDT? Why are they changing it? When are they going to start using it?

ELPAC stands for English Language Proficiency Assessments for California and it is replacing the California English Language Development Test (CELDT) as the new way of assessing English Learners' abilities in the domains of reading, writing, listening, and speaking.

There are a couple of reasons that a change was necessary for this particular assessment.

• The California English Language Development (ELD) Standards were adopted back in November 2012, but the CELDT wasn't changed to reflect the proficiency level descriptors used in the new standards. Instead of five levels of proficiency  (beginning, early intermediate, intermediate, early advanced, advanced) there are three: Emerging, Expanding, and Bridging. The new test will reflect this.
• The ELD Standards were changed to provide: fewer standards (those most necessary and essential), clearer standards, and higher standards (more closely alligned with CCSS)
• The CELDT test was administered at the beginning of the school year. By the time we received scores, they would often be almost half a school year old. This was a problem because at the beginning of the year, for placement purposes, we were using scores from the beginning of the previous school year. Scores would be over a year old and not an accurate reflection of a student's language ability. The ELPAC will be administered as a summative assessment (window from Feb-May) and we will be able to use more recent scores for placement purposes.

Basic administration facts about the ELPAC:

• Paper-pencil assessment
• Two separate assessments each year: Initial Assessment (IA) and Summative Assessment (SA)
• IA shorter than the SA
• Seven grades/grade spans: kindergarten (K), 1, 2, 3–5, 6–8, 9–10 and 11–12
• One-on-one administration for students in K and grade 1
• Four domains: Listening, Speaking, Reading, and Writing
• Group administration for Listening, Reading and Writing at grades two through twelve (2–12)
• Read-aloud by test examiner in the Listening domain at K and grades 1 and 2; recorded audio in the Listeningdomain at grades 3–12
• One-on-one administration of Speaking items to all students; real-time scoring of Speaking items by a trained test examiner
• All constructed-response items in the Writing domain (no multiple-choice items)

For more information, visit the ELPAC website at http://www.elpac.org.

The "Turtle" Graphic

This graphic, which I have heard lovingly referred to as the "Turtle" graphic, is an excellent visualization of how the California English Language Development Standards and the California Common Core State Standards for English Language Arts and Literacy are integrated and interdependent.

Outer Ring	The outer ring of this graphic gives us the four overarching goals of ELA/Literacy and ELD instruction. California's goals for each student by the time they complete high school is to: have developed college and career readiness, attained the capacities of literate individuals, become broadly literate, and have acquired the skills for living and learning in the 21st century.
White Field	The white field surrounding the "turtle" is designed to represent the context in which high-quality instruction occurs. The ELA/ELD Framework states that the context in which students are learning should be motivating, engaging, respectful (so that students can take risks), integrated (across the disciplines), and intellectually challenging (regardless of language proficiency level).
Circling the Standards	The small blue circles surrounding the standards are are the 5 key themes of the standards: meaning making, language development, effective expression, content knowledge, and foundational skills. These five themes exist at every grade level and increase in rigor and complexity as the CCSS spirals progress.
Center	In the center of the graphic, at the heart of instruction are the CA CCSS for ELA and Literacy. The CA ELD standards are embedded in this center circle. The standards provide teachers with year-end outcome statements for a wide range of student knowledge and abilities. The standards guide instructional planning and observation of student progress. The CA ELD standards provide English Learners with full access to the CA CCSS for ELA/Literacy as well as other content areas.