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.

Academic Language Prezi

Here is the presentation I gave on Academic Language during our back-to-school staff development in August. Hope you enjoy! If you have any questions, feel free to comment below!  

NEW FREE MOOCs from Stanford Online Learning

Hola Gente! I've been away, learning my new curriculum for a few weeks, but I'm back with a whole new series of blog posts for you over the next few weeks! Most urgently, I wanted to share with you some new MOOCs that are free to anyone from Stanford Online Learning. All of the MOOCs I have taken from them have been high-quality and extremely relevant. Please take a minute to look at what's available. If you plan on signing up for one, let me know in the comments! Late to the game? Don't fear, you can always sign up after the start date (though within the first two weeks is preferable). EDUCATION

CONSTRUCTIVE CLASSROOM CONVERSATIONS: MASTERING LANGUAGE FOR COLLEGE AND CAREER READINESS (ELEMENTARY) Starts October 1 This fourteen-week course looks closely at student-to-student conversations and addresses ways to improve students' abilities to engage in the types of interactions described in the new standards. It consists of four sessions with three weeks between each session. Learning in this course relies heavily on participant contributions and comments, especially in the team collaboration setting. Learn More >

CONSTRUCTIVE CLASSROOM CONVERSATIONS: MASTERING LANGUAGE FOR COLLEGE AND CAREER READINESS (SECONDARY) Starts October 1 This fourteen-week course is focused on the Common Core State Standards and Next Generation Science Standards, which emphasize improving the quality of student-to-student discourse as a major feature of instruction. The sessions and assignments are designed for participants who teach or have access to classrooms in which they can gather samples of students’ conversation during lessons, and learn ways to improve students' abilities to engage in the types of interactions described in the new standards. The course includes resources and tasks for instructional coaches and others who support teachers and build school-wide capacity. Learn More >

SUPPORTING ENGLISH LANGUAGE LEARNERS UNDER THE NEW STANDARDS Starts October 1 In this seven-week course, participants will use a range of practical tools for gathering and analyzing language samples that show how students currently construct claims supported by evidence and/or reasoning. Learn More >

Characteristics of Long-Term English Learners

          Students become LTELs after many years of schooling in the United States. Olsen (2010) revealed that many students, in their formative, elementary schooling, received little to no ELD instruction, were provided with curriculum and course materials not adapted for use with ELLs, enrolled in weak language development program models, and or were given only given access to a narrowed version of the core curriculum. She further explained that a lack of continuity in programs, social segregation of linguistically homogenous groups, and transitional schooling, “spending some time

Image source: http://www.flickr.com/photos/fdrlibrary/4998820378/

in schools in one country, and some time in the United States, with movement back and forth over the course of their education,” results in the language gaps that plague students who eventually become LTELs (Olsen, 2010, pp.13-20). Olsen describes LTELs as students who generally struggle academically, have distinct language issues (high functioning social language in both their home language and English, but weak academic language knowledge and skills), and have limited background knowledge and schema. An interesting dichotomy that Olsen points out is that many LTELs want to go to college but are unaware that they are not on track to meeting their goal, while on the other hand, some LTELs have become so discouraged that they disengage, fall behind, and some eventually drop out.

            Students who become LTELs can often be difficult to identify, without knowledge of their educational background. They can often speak in a seemingly fluent manner, but they lack the academic English conventions, vocabulary, grammar, discourse formats and language functions to be proficient. Students with these language gaps have found coping strategies of non-participation, silence, and passivity in order to be undetected and unexposed. Many LTELs become discouraged, which can lead them to stop asking for help. Students in this category are often misplaced in interventions and support classes intended for struggling native English speakers (Olsen, 2012).

            Walqui, Koelsch, Hamburger, et al. (2010) discuss the need for focusing attention on the plight of middle school ELLs, due to the early adolescent years being a critical period of transition, socially, physically, and personally. Walqui, et al. (2010) explain that students at this stage are discovering their role in varying social groups, as well as their own families. Students are discovering and defining their personal identities and how they would like to be perceived by others. How students perform academically and socially have a significant impact on their continued motivation, interest in school and intellectual confidence. These findings are significant when coupled with the characteristics of LTELs and the social-emotional issues they face.

            In all three studies, it is evident that the problems facing LTELs are much greater than the current solutions available to them at this time. While not all of the problems are relevant to each LTEL, many of the issues discussed are present when assessing the barriers to success facing any group of LTELs. In order to understand how to best serve our diverse LTEL populations, it is important to understand which obstacles they are facing, so that we may more fully address and meet their needs. 

Experts in the Field of Long-Term English Learner Research

          There are two places in the United States where the majority of research around the issue of Long-Term English Learners is being done. One of these places is California and the other is New York. Both states have statistically significant numbers of English Language Learners, and more importantly LTELs. Dr. Laurie Olsen and Dr. Kate Kinsella are both doing their research out of California, and Dr. Kate Menken and Dr. Tatyana Kleyn are both from New York. The work that Menken and Kleyn have done was part of a project funded by the New York City Department of Education, Office of English Learners which took place from 2007-2009. Menken was the Principal Investigator and Kleyn was the Faculty Consultant and Co-Author for the project.

Dr. Laurie Olsen

Dr. Laurie Olsen

Dr. Laurie Olsen is an educator in the California Bay Area region. She is part of the Californians Together coalition which advocates for civil rights, equity, access to quality education for all students, but especially for English Language Learners. In her pivotal study, “Reparable Harm,” Olsen (2010) revealed that many students, in their formative, elementary schooling, received little to no ELD instruction, were provided with curriculum and course materials not adapted for use with ELLs, enrolled in weak language development program models, and or were given only given access to a narrowed version of the core curriculum. She further explained that a lack of continuity in programs, social segregation of linguistically homogenous groups, and transitional schooling, “spending some time in schools in one country, and some time [sic] in the United States, with movement back and forth over the course of their education,” results in the language gaps that plague students who eventually become LTELs (Olsen, 2010, pp.13-20). Olsen describes LTELs as students who generally struggle academically, have distinct language issues (high functioning social language in both their home language and English, but weak academic language knowledge and skills), and have limited background knowledge and schema. An interesting dichotomy that Olsen points out is that many LTELs want to go to college but are unaware that they are not on track to meeting their goal, while on the other hand, some LTELs have become so discouraged that they disengage, fall behind, and some eventually drop out.

            Students who become LTELs can often be difficult to identify, without knowledge of their educational background. They can often speak in a seemingly fluent manner, but they lack the academic English conventions, vocabulary, grammar, discourse formats and language functions to be proficient. Students with these language gaps have found coping strategies of non-participation, silence, and passivity in order to be undetected and unexposed. Many LTELs become discouraged, which can lead them to stop asking for help. Students in this category are often misplaced in interventions and support classes intended for struggling native English speakers (Olsen, 2012).

Dr. Kate Kinsella

Dr. Kate Kinsela

            Dr. Kate Kinsella is the foremost expert on teaching academic vocabulary in a formalized routine for maximum retention. She helped to develop Scholastic’s Read 180 program, and has most recently developed English 3D for Scholastic, designed specifically for meeting the academic vocabulary deficiencies of Long-Term English Learners. Kinsella offers many workshops on learning to deliver academic vocabulary to students at all levels. In her explicit vocabulary routine students are introduced to a word and its meaning several times and in several different ways, before they are given formalized assessment. They learn how to pronounce each word, are told the meaning of the word, and shown multiple examples of the word in context, then are given immediate practice in using the word. Finally, word knowledge is put further in to context through readings and various writing activities. Once a student has reached mastery of the word, they are asked to use the word orally, usually through a report or some other form of structured writing (Kinsella, 2012).

            Another important aspect of Kinsella’s work is in the field of academic discussion. It is not enough for LTELs to gain mastery of various academic words, but it is also important for them to obtain the language needed to hold and sustain academic discussions. She most often does this through the use of frames and modeling. Students are given different frames for various academic purposes, then are shown how they should be used, and in which settings. Then, students are asked to produce the language with a partner, or small group, before sharing with the class or on some other individual basis. Kinsella maintains that students’ interactions need to be structured and ELLs need proper language supports to further learning and language retention (Kinsella, 2012).

Dr. Kate Menken

Dr. Kate Menken and Dr. Tatyana Kleyn

            Dr. Kate Menken and Dr. Tatyana Kleyn are both researchers from New York, who have done extensive research on bilingual education and on Long-Term English Learners, as part of a study funded by the New York City Department of Education, Office of English Language Learners. The two phase project was designed to study the characteristics and needs of LTELs in the New York City school system. The study focused on students who had been in United States schools for seven or more years, were bilingual in English and Spanish, but had not been reclassified. Their goal was to come up with a program that would focus on biliteracy development for these students (Menken & Kleyn, 2009).

Dr. Tatyana Kleyn

            What these researchers found is that Long-Term English Learners are facing conflicting feelings over the value of their primary language and English, as well as conflicting feelings about their native culture over the dominant culture of America. The LTELs in their study wanted to be identified as English speakers, but also took pride in their cultural heritage and language. Unfortunately, as with many LTELs, these students had limited proficiency in their primary language and were uncomfortable with using it in an academic way, whether that is reading or writing. They could all articulate their perception of the value of spoken Spanish, but due to their lack of literacy in that language, often avoided any mention or application of written Spanish. Their research has given me great insight into the complicated cultural dichotomy our LTEL students are facing both at home and at school. Students need to have their native language affirmed and supported at a young age if we are to significantly reduce the number of languishing LTELs in our school systems (Menken & Kleyn, 2010).

Screencasting for your ELLs

Screencasting can be a great tech resource for helping your ELLs. It can help free the teacher up to help give individual attention to more students, while empowering other students to move ahead independently. Here's a screencast I made about screencasting using Screencast-O-Matic:

Some of my other screencasts:

https://www.youtube.com/watch?v=Ks9Q90PZt5U

https://www.youtube.com/watch?v=TdFKCGKMPgs

Two different programs you can use to do your screencasting:

Screencast-O-Matic - The program I use. Easy to use interface and uploads directly to YouTube or Google Drive, or download to your computer.

Snag-it - Chrome app. Can be used on Chromebooks, where SOM cannot, because it requires the use of Java. Syncs directly to your Google Drive.

California's Long-Term English Learners

In this video by Colorín Colorado, Janet Davis describes who California's Long-Term English Learners are, what their characteristics are, and what kind of supports they need to be more successful in our schools.

Bilingualism vs Biliteracy: What's the Difference?

What is the difference between the terms bilingual and biliterate? Are they interchangeable?

• A person who is bilingual can fluently speak two languages.
• A person who is biliterate can also read and write proficiently in two languages.
• A person who is biliterate is also considered bilingual, but a person who is bilingual is not necessarily biliterate.

For more information on the Seal of Biliteracy, visit them on Facebook, Instagram, or the website. For California-specific information, visit the CDE's Website on the State Seal of Biliteracy.

Copyright 2010 Vancouver Film School - Link

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

From the April MUSD EL Newsletter

Integrating ELD Standards, Common Core Standards for Literacy  

Mathematics, and Science

Using the STEAM Building Background Knowledge

Lesson Framework

The goal of STEAM is to promote high-quality, integrated Science, Technology, Engineering, Arts, and Mathematics instruction in Santa Clara County by supporting teachers and administrators. The STEAM team provides professional development in science, mathematics, literacy, engineering and the arts. On-site assistance is available focusing on program implementation, teaching strategies and support with the integration of STEAM content areas and the infusion of technology to bring context and real-world to the classroom.

Using the Building Background Knowledge lesson framework provides engaging, integrated experiences with any subject. These lessons are content rich and support academic language development for all students, addressing ELD Standards, Science Standards, and Common Core Standards for Literacy and Mathematics. They also provide students with more content knowledge so they can comprehend information written at a high Lexile Level. knowledge in real-world settings and builds 21st Century Skills such as:

o Critical Thinking

o Communication

o Collaboration

o Creativity

     Building Background Knowledge  (BBK)

Instructional Routine

                     

Step 1: Mystery Text or Other Hook

Choose a relevant brief text, poem, political cartoon, mystery graph, photograph, or song. Students look and discuss together. What do they think this is about? What do they notice? Etc. Ask at the end for guesses. Tell students the topic. They share in small groups what they already know. Brief report out to whole group.

Step 2: Silent Gallery
Artfully arrange a variety of artifacts such as photographs, timelines, quotes, titles, brief pieces of text, graphs and  charts, cartoons, etc. for the gallery walk. Students walk and take notes on what they notice and wonder. All silent. Then, back at the group, discuss their notes, ideas and questions.

Step 3: Common Texts
Everyone reads the same text that is provocative or provides important background information at this point in the process. The text may answer questions that have arisen from the previous steps and their small group discussions. Ask students to text code for important information. Remind them of the Guiding Questions and Learning Targets for the BBK.

Step 4: Expert Texts
Present articles or texts (still brief). Each member of the group reads a different text and becomes “expert” on it (Jigsaw). The texts may be a rich narrative that offers multiple perspectives, such as brief biographies, and could also be different formats or media. Again, students should text code and prepare what they are going to report to their group.

Step 5: Carousel/Group Charts/Summarize Learning Each group hangs their chart and everyone carousels around to read. Possible questions to ask: Did groups have similar  or different perspectives or gather different information? Each small group ends by adding any additional information and questions. Individuals then have a chance to record their own learning and questions. Finish with review of Learning Targets or debrief process.

Functional Language

English Learner students have two jobs in your class. First of all, they need to learn your content. Simultaneously, they also need to acquire the language and vocabulary needed to express their thoughts, ideas, and new content knowledge. We can't expect students to be able to delve deeper into the content, as is expected in the Common Core State Standards, until they can access the content at this most basic level.

How are you helping make your content more accessible through language supports?

One strategy for making content more accessible is by offering the functional language students need in order to process your content, through sentence frames.

Here's an example from EL Achieve's Student Flipbook. The flipbooks have language frames for Cause and Effect, Compare and Contrast, Explain and Describe, Proposition and Support, and for Sequence.

This is portable, generic academic language that can be used for all content areas. By providing and using supports like this in your content area class, students will gain practice with high leverage, functional language that can be used across the content areas. Providing these frames can help students to clearly express their ideas, both in written form, but perhaps even more importantly for ELs, orally!

There are many places in your lesson plan that these frames can come in handy. Information can be presented through the use of the frames. The teacher can model the frame in use.

Students can use the frames during oral language practice and structured peer interactions. Increased student talk time should be a goal for all teachers while transitioning to Common Core.

Sentence frames can be used to facilitate note taking and interactive reading. They can be used to help with comprehension of complex texts. They can be scaffolded to gradually increase student independence.

They can be used extensively when creating academic writing supports for students. You can create genre-specific writing templates to assist students in writing in the language of your discipline with confidence and support.

Can you think of other ways that functional language sentence frames can assist you in the classroom? Share in the comments!