The California ELD Standards

The following informational video by Sandra Orozco gives an overview of the California English Language Deveopment (ELD) Standards that were adopted in November 2012. It's a great introduction into how the standards are layed out and what the meaning of all of the new proficiency descriptors and color coding means.

Why it Pays to Be Bilingual

Here's an interesting infographic from Voxy.com that shows why being bilingual is an advantage in more ways than giving one an economic edge.


Via: Voxy Blog

Here are some ways that Voxy suggests using this graphic in your class!

Warm-Up Activity

Before handing out the infographic, discuss the following question with your students: What are the advantages of being bilingual?

Speaking & Critical Thinking Practice

Questions to ask your students after presenting the infographic:

1. What is the most surprising fact that you discovered from this infographic?
2. Is the information in this infographic applicable in your own country or society? Give examples.
3. Since beginning your English studies, what perspective have you gained on the advantages of being bilingual? Do you agree with the statement that there are cognitive, monetary and cultural benefits to being bilingual? Why or why not?
4. Today, many people would say that English is the most important language in the world; if English is not your first language, then you should become bilingual in your L1 and English. Do you agree with this statement? Why or why not?
5. If you agree with the statement in #4, do you think that another language will ever become more important than English?

Writing Challenge

After reviewing this infographic with your students, have them write an essay or blog post based on the facts from the infographic as well as their own findings. Encourage them to do their own research using the sources listed at the bottom of the infographic.

The California Seal of Biliteracy

Part of motivating our Long-Term English Learner (LTEL) population is helping them to see the value and importance of their primary language. Often times, due to subtractive schooling and other societal pressures, LTELs begin to devalue their primary language, shunning it for English. This can happen at any age, but most often happens in the primary grades, when students begin to realize that they are different and are wanting to fit in.

If we begin to put a higher value on biliteracy - fluent, academic reading, writing, and speaking of another language, in addition to English - students will in turn place a higher value on their primary language. This has multiple benefits. "Academic skills, literacy development, concept
formation, subject knowledge, and learning strategies developed in the first language will
all transfer to the second language" (Collier, 2005). In addition, changing the perception of the primary language for a student can help foster positive associations with their primary language, resulting in a desire to maintain and further their cognitive development in their primary language.

In 2009, Californians Together introduced the Seal of Biliteracy. The following is from their website:

"The Seal of Biliteracy is an award given by a school, school district or county office of education in recognition of students who have studied and attained proficiency in two or more languages by high school graduation. Appearing on the transcript of the graduating senior, the Seal of Biliteracy is a statement of accomplishment for future employers and for college admissions."

The Seal of Biliteracy can help to motivate students to maintain their primary language, to learn a second language, other than English, and can help prepare our students to be competitive in the global economy. In a world where students in most other countries know two or more languages, American students are at a distinct disadvantage. The Seal of Biliteracy not only promotes fluency in two or more languages, but adds prestige and intrinsic value to an English Learner's primary language.

To learn more about the Seal of Biliteracy:

Seal of Biliteracy Information and Implementation Booklet Download - Californians Together

State Seal of Biliteracy - California Department of Education

Long Term English Learners

Long Term English Learners (LTELs)

What is an LTEL?

California Assembly Bill 2193, passed in 2012, defines LTELs as:

• A student in grades 6-12
• Enrolled in U.S. schools for 6+ years
• At the same proficiency level (as determined by the CELDT) for 2 or more years
• Scores at Far Below Basic or Below Basic on the CST, or the Smarter Balanced Assessment

In addition, AB 2193 also defines students "at risk" of becoming LTELs:

• In grades 5-11
• At the Beginning, Early Intermediate, or Intermediate proficiency level (as determined by the CELDT)
• Scores in their 4th year of U.S. schooling at the Far Below Basic or Below Basic on the CST, or the Smarter Balanced Assessment

Unfortunately, AB 2193 does have its flaws. For example, a student that has been in U.S. schools for 5 or more years, but scores at the Below Basic level on state proficiency exams one year, then at the Far Below Basic level the following year cannot be considered an LTEL, according to this definition. We at MUSD do, however, still consider this student to be an LTEL, and they should receive services and interventions appropriate to their needs.

What are the characteristics of an LTEL student?

Reparable Harm, by Laurie Olsen, PhD, gives us a clearly defined set of characteristics that many LTELs exhibit. Not every descriptor applies to each LTEL, but usually, it is more than one descriptor that matches to each student:

• Struggles academically, poor grades, possible grade retention in the past
• Has distinct language learning needs
• High-functioning social language skills
• Weak academic language and gaps in reading and writing, leading them to struggle in all content areas
• "Stuck" at the intermediate level of proficiency
• Non-engagement - learned habits of passivity and invisibility in school
• Wants to go to college - but unrealistic views of academic preparation
• Significant gaps in academic background knowledge
• Discouraged learners, at high risk of dropping out

How does a student go from being an English Learner to an LTEL?

There are a variety of reasons that a student may not have been able to reclassify within 5 years. Again, Reparable Harm gives us several reasons why this may have occurred:

• Received no language development program
• Elementary curriculum and materials were not designed for English Language Learners
• Weak language development program models
• Inconsistent programs, migrant family, the "Ping Pong Syndrome"
• A narrowed curriculum and partial access to the curriculum
• Social segregation, linguistic isolation
• Transnational schooling

What can we do to help LTELs in our classrooms?

This question has many answers, but none of them encompass a "one size fits all" approach (in education, there rarely is one). Depending on the distinct academic and social-emotional needs of each of our LTELs, we can find appropriate interventions and strategies to help them find success.

Use appropriate and effective curriculum designed for LTEL students

• English 3D
• EL Achieve's Systematic ELD and Constructing Meaning (CM)
• LAUSD's LTEL Course Framework and Resources

Foster Resiliency - Grit - Growth Mindset

• Building Resiliency in Students - Richard Sagor (1996)
• Resilience and Grit: Resource Roundup - Edutopia
• TED Talk: The key to success? Grit - Angela Lee Duckworth
• What is Mindset? - Carol Dweck

Build Positive Relationships and Community

• Building Classroom Community and Respect For Others, Pinterest Board - Carol Camp
• Hearts and Minds, Educational Leadership - Steven Wolk
• 10 Team Building Games for the First Day of Class - TeachThought