Opening Session: Meeting the Challenge - Mathematics for English ...

MEETING THE ACADEMIC
NEEDS OF ENGLISH LANGUAGE
LEARNERS:
CHALLENGE AND
OPPORTUNITY
MELL CONFERENCE
TEXAS STATE UNIVERSITY
JULY 7, 2006

You Might Be A
Teacher IF……

You want to slap the next
person who says, “Must be
nice to work 8:00 – 3:20
and have summers free.

You Might Be A
Teacher IF……

You aren’t t sure about
having children of your own
because there’s s no name
you could give a child that
wouldn’t t bring on high
blood pressure the moment
you heard it uttered.

You Might Be A
Teacher IF…..

You can tell if it’s a full
moon without ever looking
outside.

You Might Be A
Teacher IF…..

Meeting a child’s s parent
instantly answers the
question, “Why is this kid like
this?”

You Might Be A
Teacher IF…….

When out in public you
feel the urge to snap
your fingers at children
you do not know and
correct their behavior.

You Might Be A
Teacher IF……

You laugh uncontrollably
when people refer to the staff
room as the “lounge.”

And You Might Be A
Teacher IF…….

“Marking all “A’s” on
report cards would make
your life SO much easier.

Institute for Second Language Achievement
16

SCHOOL IMPROVEMENT PROJECT
ENGLISH LANGUAGE LEARNERS
(ELL)
Mission Statement
To assist high potential schools with planning
and implementing effective practices to
enhance language and academic
achievement of English language learners.
17

SCHOOL IMPROVEMENT PROJECT
ENGLISH LANGUAGE LEARNERS (ELL)
Establish a project work team.
Texas A & M University-Corpus Christi
as lead university to invite three to four
System universities to participate.
Create a Project Advisory Committee.
Establish a project website.
Develop prototype for online ESL certification- Secondary Teachers.

I S L A
W
E
B
P
A
G
E

SCHOOL IMPROVEMENT PROJECT
ENGLISH LANGUAGE LEARNERS (ELL)
Design, develop, and implement a series of professional development
workshops for teachers in under performing ELL campuses.
Workshops include but will not be limited to the following topics:
- Effective Language Programs
- L1 & L2 Literacy Development Programs
- Effective Transitional Bilingual Language Acquisition
- ESL Methodology
Identify materials & resources available to improve ELL student
learning.

School Improvement Project
English Language Learners (ELL)
Provide technical assistance to selected ELL campuses which
may include:
- online professional development.
- performance analysis of ELL students.
- program consultation.
- model campus improvement plans to enhance
ELL student achievement.
- evaluations of campus improvement plans.

The Challenge
‣ About 32% of the Texas population speaks a language
other than English at home.
‣ About 42.7% of Texas students are Hispanic.
‣ About 40% of Hispanic children under eighteen are living
in poverty.
‣ Less than 25% of ELLs passed the TAKS in 11 th grade.
‣ It takes 5 – 7 years to acquire academic language
proficiency in English.
‣ It takes 2 – 3 years to acquire conversational fluency in a
second language.

Percent Change in Population from
1990 to 2000 for Council of Government
Regions in Texas
State of Texas
Alamo Area
Ark-Tex
Brazos Valley
Capital Area
Central Texas
Coastal Bend
Concho Valley
Deep East Texas
East Texas
Golden Crescent
Heart of Texas
Houston-Galveston
Lower Rio Grande Valley
Middle Rio Grande
Nortex
North Central Texas
Panhandle
Permian Basin
Rio Grande
South Texas
South East Texas
South Plains
Texoma
West Central Texas
22.76
21.56
8.79
21.64
21.03
9.63
4.17
16.5
14.22
10.01
12.48
24.56
15.14
6.04
29.12
8.31
1.59
14.49
6.61
4.33
18.33
4.06
39.83
40.41
46.48
0
20
40
60
Percent Change

Population Change in Texas Counties, 1990-2000
Source: Texas State Data Center
Percent Change 2000-2003
< 0.0% (n=68)
0.0 - 9.9% (n=61)
10.0 - 21.9% (n=66)
22.0 - 86.2% (n=59)

Population Change in Texas Counties, 2000-2003
Source: Texas State Data Center
Percent Change 2000-2003
< 0.0% (n=98)
0.0 - 1.9% (n=50)
2.0 - 5.4% (n=53)
5.5 - 28.2% (n=53)

Population Change in Texas Counties, 2000-2004
Source: U.S. Bureau of the Census, 2004 County Estimates
Percent Change 2000-2004
< 0.0% (n=103)
0.0 - 1.9% (n=39)
2.0 - 5.4% (n=51)
5.5 - 35.2% (n=61)

Numerical Change in Population by Race/Ethnicity
in Texas for 1980-1990 1990 and 1990-2000
2,500,000
2,329,761
2,000,000
1,500,000
1,354,081
1,000,000
941,383
783,036
500,000
283,818
445,293
178,037
307,220
0
Anglo Black Hispanic Other
1980-1990 1990-2000

Percent Change in Population by Race/Ethnicity for
1980-1990 1990 and 1990-2000 in Texas
88.78
80
81.15
60
53.68
45.35
40
20
10.07
16.77
7.61
22.53
0
100 Percent Change Anglo Black Hispanic Other
1980-1990 1990-2000

Percent Change in Population from 1990 to 2000 by
Race/Ethnicity by Metropolitan Status in Texas
200
Percent Change
180.43
150
100
86.73
50
0
-0.37
21.85
55.05
68.19
35.59
40.29
7.51
32.25 34.24 36.54
28.39
11.05 12.38
0.4
-50
Metropolitan
Central City
Metropolitan
Suburban
Nonmetropolitan
Adjacent
Nonmetropolitan
Nonadjacent
Anglo Black Hispanic Other

72.6
Percent of Texas Population by Age Group
and Ethnicity, 2000
Percent
60.0
57.2
53.0
47.8
44.0
45.0 45.0
43.1
44.4
41.6 41.3
39.5
40.5
38.0 38.4
38.6
40.0
35.3
30.5
20.0
0.0
80.0 Percent
Anglo Hispanic
66.4 67.1
63.5
60.2
16.7
26.7
24.2
22.4
20.6 20.3
< 5 years
5 to 9 years
10 to 14 years
15 to 19 years
20 to 24 years
25 to 29 years
30 to 34 years
35 to 39 years
40 to 44 years
45 to 49 years
50 to 54 years
55 to 59 years
60 to 64 years
65 + years

52.3
Percent of Texas Population by Age Group
and Ethnicity, 2040*
39.8
70.0
69.9
67.8
66.5 65.5 66.0 66.8 66.4
64.3
62.6
60.0
50.0
40.0
30.0
20.0
17.7
19.3 19.9 20.3 19.8 19.3 19.4
20.5 20.6
10.0
0.0
80.0 Percent Anglo Hispanic
37.1
60.6
56.7
55.2
25.3
26.5 27.2
21.9
< 5 years
5 to 9 years
10 to 14 years
15 to 19 years
20 to 24 years
25 to 29 years
30 to 34 years
35 to 39 years
40 to 44 years
45 to 49 years
50 to 54 years
55 to 59 years
60 to 64 years
65 + years
* Projections are shown for the 1.0 scenario

70.0
Percent
Projected Proportion of Population by
Race/Ethnicity in Texas, 2000-2040*
2040*
60.0
59.2
53.1
53.2
50.0
45.1
46.5
40.0
39.3
37.3
30.0
32.0
30.3
23.9
20.0
10.0
11.6 11.1
3.3
4.5
10.3
5.9
9.2
7.3
8.0
8.9
0.0
2000 2010 2020 2030 2040
Anglo Black Hispanic Other
*Using U.S. Census count for 2000 and Texas State Data Center 1.0 population projection scenario for 2010-2040.

Median Household Income in 1999 in
Texas by Age of Householder
Thousands
$60
$50
$40
$30
$20
$10
$0

Median Household Income In 1999 in
Texas by Race/Ethnicity of Householder
$60,000
$50,000
$47,162
$50,049
$40,000
$30,000
$29,305 $29,873
$20,000
$10,000
$0
Anglo Black Hispanic Asian

Educational Attainment in 2000
in Texas for Persons 25+ Years
of Age By Race/Ethnicity
Percent
< High School
High School
Some College
Hispanic
Black
Anglo
Asian
College or More
0 10 20 30 40 50 60

States Ranked by Median Household
Income in 1999
New Jersey (1)
Connecticut (2)
Maryland (3)
Alaska (4)
Massachusetts (5)
Hawaii (6)
New Hampshire (7)
California (8)
Delaware (9)
Colorado (10)
$55,146
$53,935
$52,868
$51,571
$50,502
$49,820
$49,467
$47,493
$47,381
$47,203
Texas (30)
$39,927
United States
$41,994
$0 $10,000 $20,000 $30,000 $40,000 $50,000 $60,000 $70,000

States Ranked by Percent High School Graduates
+
in the Population 25 Years of Age or Older, 2000
Alaska(1)
Minnesota (3)
Wyoming (3)
Utah (4)
New Hampshire (5)
Montana (6)
Washington (7)
Colorado (8)
Nebraska (9)
Vermont (10)
88.3
87.9
87.9
87.7
87.4
87.2
87.1
86.9
86.6
86.4
Texas (45)
75.7
United States
80.4
0.0 20.0 40.0 60.0 80.0 100.0
Percent

States Ranked by Percent College Graduates +
in the Population 25 Years of Age or Older, 2000
District of Columbia (1)
39.1
Massachusetts (2)
Colorado (3)
Connecticut (5)
Maryland (5)
New Jersey (6)
Virginia (7)
Vermont (8)
New Hampshire (9)
Washington (10)
33.2
32.7
31.4
31.4
29.8
29.5
29.4
28.7
27.7
Texas (27)
23.2
United States
24.4
0.0 10.0 20.0 30.0 40.0 50.0
Percent

Projected Percent of Public Elementary and Secondary Enrollment
by Race/Ethnicity in 2000 and Projections for 2040*
Percent
70.0
66.3
60.0
50.0
40.0
43.2
39.5
30.0
20.0
14.4
19.9
10.0
2.9
8.3
5.5
0.0
2000 2040
Projection Year
Anglo Black Hispanic Other
* Projections are shown for the 1.0 scenario

Projected Percent of Public University Enrollment
by Race/Ethnicity in 2000 and Projections for 2040*
Percent
70.0
61.5
60.0
50.0
44.5
40.0
32.3
30.0
21.3
20.0
15.1
10.0
10.3
6.9
8.1
0.0
2000 2040
Projection Year
Anglo Black Hispanic Other
* Projections are shown for the 1.0 scenario

Percent Change in Enrollment in Selected
Elementary and Secondary School Programs
in Texas, 2000 to 2040*
Bilingual/ESL
186.8
Economically Disadvantaged
119.9
Gifted and Talented
48.5
Immigrants
183.0
Limited English Proficiency (LEP)
188.1
Special Education
64.7
Title I
101.9
Career and Technology Education
69.9
0.0 50.0 100.0 150.0 200.0 250.0
*Projections are for the 1.0 Scenario
Percent Change

* Projections are shown for the 1.0 scenario
$60,000
Average Household Income
in Texas, 2000-2040*
2040*
(in 2000 Dollars)
$54,441
$52,639
$50,000
$50,903
$49,326
$47,883
$40,000
$30,000
2000 2010 2020 2030 2040

Projected Percent of Households in Poverty by
Family Type in Texas, 2000 and 2040
Percent in Poverty
35.0
30.0
30.0
26.7
25.0
20.0
15.4
15.0
17.0
18.9
18.9
14.4
16.6
15.0
11.4
11.8
10.0
7.5
5.0
0.0
Family
Households
Married
Couple
Male
Householder
Female
Householder
Nonfamily
Households
Total
Households
2000 2040
* Projections are shown for the 1.0 scenario

The mark of a truly
educated man is to be
moved deeply by
statistics.
George Bernard Shaw

Steve Murdock
Texas State Data Center
Phone 210 – 458 - 6530
Fax 210 – 458 - 6540
Website txsdc.utsa.edu

Guidance (not threats) from the Courts and the Law:
What is “A Meaningful Education” for LM students?
There is no equality of treatment merely by providing students with the
same facilities, textbooks, teachers and curriculum; for students who do
not understand English are effectively foreclosed from any meaningful
education.”
Lau v. Nichols (1974), U.S. Supreme Court
Plaintiff: Chinese-American community in San Francisco, CA
Programs serving LEP/ELL students must:
(1) Be based on “sound educational theory”.
(2) Be implemented effectively, with adequate resources and personnel
(3) Be evaluated and found successful in two areas: the teaching of
language (English and others) and in access to the full curriculum
(math, social studies, science)
Castaneda v. Pickard, 1981, U.S. Fifth Circuit Court of Appeals
Plaintiff: Mexican-American community in Raymondville, TX

Goal: Equal Educational Opportunity for all
students as defined by equal results, not
only by intents or inputs.
Equal Educational Opportunity Act, 1974.
Goal: Addressing a “meaningful
education” using demonstrably effective
programs that lead to long-term parity,
not with minimalist programs that attempt
to ‘just get by’.
Thomas and Collier

IN TRESPASS TO TRY TITLE TO TRACT OF LAND WHERE
THE STATE IN ORDER TO ESTABLISH THAT TRACT HAS A
VACANCY IN PUBLIC DOMAIN ATTACKED VALIDITY OF A
CORRECTED PATENT GRANTED TO DEFENDANTS’
PREDECESSOR. COURT OF CIVIL APPEALS BY REVERSING
JUDGMENT OF TRIAL COURT IN FAVOR OF STATE HOLDING
CORRECTED PATENT VOID, AND BY DENYING RECOVERY TO
STATE, DIRECTLY UPHELD EXISTENCE OR CORRECTED
PATENT SO AS TO PRECLUDE STATE BECAUSE OF STARE
DECISIS, FROM THEREAFTER CHALLENGING VALIDITY OF
CORRECTED PATENT AGAINS SAME DEFENDANTS.
ALEXANDER v. STANOLIND OIL & GAS CO. (CIV.APP.1917) 192 S.
W. 781,
REF. N. R. E.

Numbers
‣ Rei
‣ Ichi
‣ Ni
‣ San
‣ Shi
‣ Go
‣ Roku
‣ Shichi
‣ Hachi
‣ Ku
‣ Ju

Read the paragraph below and answer the
questions that follow.
A hair raising century by Australian opener Greene
Wood on Friday set England back on its heels in the third
test at the Melbourne Cricket Ground. Unfortunately, living
dangerously eventually cost the Australians the match.
Wood was caught out of his crease on the first over after
lunch. Within ten more overs, the Australians were
dismissed. Four were dismissed by dangerous running
between balls from the batsmen’s wickets. The three
remaining batsmen were caught by English fieldsmen. One
was caught as he tried for a six. When the innings were
complete the Australians had fallen short of the runs scored
by the English.
Were you able to understand the paragraph?
Could you explain it to someone else?
If not, what would help you to understand it better?

Foreign Languages Offered and Age of Introduction
Country
1 st Foreign
Language
Starting
Age
Additional Languages
Australia
Austria
Czech Republic
Finland
Germany
Italy
Luxembourg
Spain
Thailand
United States
French 6 German, Greek, Italian, Japanese
English 6 French, Italian
English and German 9 French, Russian, Spanish
English or other 9 Swedish, Finnish, German, French,
Russian, Spanish, Italian
English or other 8 French, Spanish, Russian, Italian, Turkish
English 8 French, German, Spanish, Russian
German and French 6 or 7 English, Italian, Spanish
English 8 French, German, Italian, Portuguese
English 6 French, German, Chinese, Japanese,
Arabic
Spanish 14 French, German Japanese

Stages of Language Acquisition and Development in the Child
Vocabulary –
Estimates of Vocabulary –
1 year 3 words
2 years 272 words
3 years 896 words
4 years 1540 words
5 years 2072 words
6 years 2562 words
By first grade a child could possibly have an active vocabulary of 5099 different
words.
Sentence Length –
18 months Usually 1 word length
28 months 2 – 3 words length
3.5 years Complete sentences averaging about 4 words
in length, although capable of producing
occasional sentences that are 20 – 30 words.
5 – 6 years -The average sentence is about 5 words in length.
9.5 years -The oral sentence is about 6 – 7 words, with an
average written length of 11 words
15 years -About 17 words
Adult
-About 20 words

Levels of Language Acquisition
‣ Pre-Production
Production
‣ Early Production
‣ Speech Emergence
‣ Intermediate Fluency
‣ Advanced Fluency

Literacy Development Instructional Sequence
Intermediate
Abilities
Emergent
Literacy
Early Literacy
Preparation to Literacy

Language Proficiency
SUP MODEL
CUP MODEL
Separate Underlying Proficiency
Common Underlying Proficiency
From Cummins, 1981

FIGURE 1-A Working Model for Creative Construction in L2
Acquisition*
Internal Processing
Personality
Motivation &
Attitude
Age
Language
Environment
Filter
Organizer
Monitor
Learner’s
Verbal
Performance
First Language
Access to language

Cognitively
Undemanding
Communication
1 st Quadrant 2 nd Quadrant
Context
Art, music, P.E., Face to
Face conversation, Visual
clues, Simple directions
Telephone conversations,
Written descriptions,
Graphic organizers,
Context
Embedded
Communication
3 rd Quadrant
Demonstrations, “Hands
on” learning, Social
Studies projects,
Science experiments
4 th Quadrant
Reading a textbook,
Explanation of abstract
concepts, Lectures with few
illustrations, Writing
Reduced
Communication
Cognitively
Demanding
Communication

When you know
You know
Then you don’t know
When you know
You don’t know
Then you KNOW

Program Models for
English Language
Learners

Immersion:
No instructional support is provided by a trained
specialist. This is NOT a program model, since it is in
non-compliance with federal standards as a result of
the Supreme Court decision in Lau vs. Nichols.

English as a Second Language (ESL) or
English to Speakers of Other Languages
(ESOL)
All Instruction through the majority language.
Elementary Education:
• Structured immersion: Taught by a bilingual/ESL teacher in a self
contained classroom, but all instruction is conducted through
English (all day).
• ESL or ESOL self-contained taught through academic content (all
day)
• Inclusion ESL taught in a regular classroom by an ESL teacher.
• ESL or ESOL pullout (from 30 min. to half-day)

English as a Second Language (ESL) or
English to Speakers of Other Languages
(ESOL) cont’d:
Secondary Education:
•ESL or ESOL taught through academic content or sheltered
English
•ESL or ESOL taught as a subject

Transitional Bilingual Programs: Academic
instruction through each language
depending on the language needs of the
students, with gradual transition to all
majority language in approximately 2 – 3
years.

Maintenance Bilingual Programs:
Academic instruction half a day through each language.
• For grades K – 5 or 6: Ideally, this type of program
was planned for Grades K – 12, but has rarely been
implemented beyond elementary level in U.S.

Bilingual Immersion Programs
Academic instruction through L1 and L2 for
Grades K – 12. Originally developed for
language minority students in Canada; often
used as the model for two-way bilingual
education in the U.S.

Two-way Immersion and One-
Way Immersion are also dual
language programs.

The 50 – 50 Model
(in Canada called partial immersion)
•Grades K – 5 or 6: Academic instruction half a day
through each language.
•Grades 6 0r 7 -12: 60% of academic instruction
through majority language and
40% through minority language.

The 90 – 10 Model
(in Canada, referred to as early total immersion)
•Grades K – 1: All or 90% of academic instruction through minority
language
•Grade 2: One hour of academic instruction through majority language
added.
•Grade 3: Two hours of academic instruction through majority language
added.
•Grades 4-5 or 6: Academic instruction half a day through each
language.
•Grades 6 or 7-12: 60% of academic instruction through majority
language and 40% through minority language.

Characteristics Common to Effective
Programs
Fred Genesee, Kathryn Lindholm-Leary,
Leary,
William Saunders, Donna Christian (2005)
‣ Attitude that “All Children Can Learn.”
‣ Positive school environment.
‣ Challenging and meaningful curriculum.
‣ Alignment of curriculum to high standards.
‣ Administrators and teachers that know
and understand theory and goals of program and
implement best practices for ELLs.

Characteristics Common to
Effective Programs
‣ Integrate rather than segregate students.
‣ See the program as an enrichment model.
‣ Program is sustained over time.
‣ Consistent assessment of literacy and
academic development.
‣ Language development strategies are
incorporated into the program.

SIOP
(Sheltered Instruction Observation Protocol)
A Model of Sheltered Instruction
(Short, Echevarria, 2002)
‣ Identify the language demands of the content course.
‣ Plan language objectives for all lessons and make them
explicit to students.
‣ Emphasize academic vocabulary development.
‣ Activate and strengthen background knowledge.

SIOP
(Sheltered Instruction Observation Protocol)
(continued)
• Promote oral interaction and extended academic
talk.
• Review vocabulary and content concepts.
• Give students feedback on language use in class.

ELL Effective Instruction
C. Mehochoko, , Kern Co. Superintendent (2006)
Echevarria, , J., Vogt, M.E., & Short, D. Making Content
Comprehensible for English Language Learners (2004)
‣ Preparation
‣ Content objective is related to state
content standard.
State standard is posted but not referred
to during the lesson------
------Teacher states
content standard at the beginning of the
lesson, during the lesson, and at the
conclusion of the lesson.

Preparation continued
‣ Language objective is clearly defined.
Language objective is posted but not
referred to during the lesson --------
Teacher states the language objective
at the beginning of the lesson, during the
lesson, and at the conclusion of the
lesson.

Preparation continued
‣ Supplementary materials (graphic
organizers, visuals, multimedia) are used.
One supplementary material is referred
to and used only briefly during the lesson.
Two or more supplementary materials
are referred to and used consistently (as
needed) during the lesson.

Preparation continued
‣ Content is adapted for all students’
language levels.
Slight modification of content is carried
out during the lesson.
Adaptation of content is present early
on in the lesson and is used and referred
to throughout the lesson.

Preparation continued
‣ Integration of language skills (listening,
speaking, reading, and writing) is evident
in observed content area.
In isolation , one language skill is briefly
covered by the teacher but is not referred
to again during the lesson.
Integration of language skills is evident
throughout the lesson.

Environment
‣ Environment supports language
acquisition beyond direct instruction (word
walls, reference charts, visual cues)
‣ Room environment promotes fluency and
is grade level appropriate.

Teaching Strategies
‣ Consistent use of scaffolding techniques.
‣ Use of a variety of questioning types.
(Bloom’s s Taxonomy)
‣ Vocabulary is explicitly taught
‣ Vocabulary instruction focuses on the
“mortar” as well as the “bricks. bricks.”
‣ Students are engaged in lesson 90%-
100% of the time.

Interactions
‣ There are frequent opportunities exist for
interaction and discussion between
teacher to student and student to student.
‣ Interactive learning structures (partners,
small groups) support objectives.
‣ Appropriate amount of student wait time
for student responses.

Assessment
‣ Ongoing assessment is evident during the
lesson.
‣ Assessment drives instruction and
planning.
‣ Review of key concepts and vocabulary.
‣ Provides regular feedback to students.

General Principles and Strategies
for Teaching all ELL Students
‣ Increase comprehensible input-non
non-verbal clues
such as pictures, objects, gestures, intonation,
graphic organizers, peer tutoring.
‣ Increase interaction/opportunities to use their
language skills in real communication
‣ Increase opportunities for higher order thinking-
think aloud-modeling
“thinking language.”

General Principles and Strategies
continued
‣ Use Total Physical Response techniques.
‣ Incorporate Cooperative learning
structures in teaching.
‣ Set up dialogue journals.
‣ Use native language support when
possible. Rely on cognates. Point out
specifics about vocabulary.
‣ Realia strategies-”Hands on”

General Principles and Strategies
continued
‣ Simplify instructions if possible.
‣ Make it culturally relevant or personal to
students.
‣ Whenever possible, supplement a lesson
with bilingual materials.
Northwest Regional Educational Laboratory
(2006) www.nwrel.org

Are these correct?
9 + 1 = 10
7 + 3 = 10
7 + 6 = 1
8 + 6 = 2
12 + 4 = 4
1 + 5 = 6

Institute for Second Language Achievement
Texas A& M University-Corpus Christi
100