got ELAC?
Well, you certainly should if the following is the case at your school site: there are 21 or more English Language Learners.
That's right. This is a state mandate that returns us to the conversations we had WAAAAAAAAAY back around the legal battles around discrimination against English Language Learners. Just as as these children would be categorically denied access to core curriculum due to a poor understanding of language acquisition and instead blaming it on lack of intelligence, their parents have routinely been underrepresented in the workings and decision making bodies of schools and school districts.
Enter the ELAC...
The ELAC is the English Learner Advisory Committee. It is a committee that is composed of the parents of English Language Learners and certificated and classified staff that work with English Language Learners. Its purpose is to advise the school's decision making bodies (especially around instruction, curriculum and budget) typically a School Site Council, on matters that involve decisions around English Language Learners. A large part of the committee's main thrust should be focused on the English Learners section of the school's Site Plan.
We'll talk about the inner workings of the ELAC next time. Who knew there was so much policy around ELLs?
- W
About Me
- Weezy
- I am an extrovert by nature and an introspect when necessary. I enjoy life and do not take it for granted. My passion is to help educators become more effective at what they do, not only through changing practices, but changing assumptions about the students they teach- particularly, students of color, Standard English Leaners, English Language learners and all others who have been systematically denied access to core curriculum and subjugated to low expectations.
21 October 2009
19 October 2009
English Learners in our Classrooms
Remember a while back when I talked about the legal precedents that gave rise to bilingual education and a growing realization that the academic needs of English Learners are unique but not deficient from those of native English speakers?
I know, I know, it's been a while. But the important point here is that eventually policy was created from this, and an entire system to support its implementation, monitoring and enforcement. At least here in California.
The Grand Summary to Date
We already know this:
1. We must provide our English Language Learners with instruction in English that will allow them to (eventually) access the core curriculum at a level comparable to their native speaking peers. This is what we call English Language Development, or ELD.
2. There is a test- the (California English Language Development Test) CELDT- which allows for students level of English proficiency to be determined on annual basis.
3. The levels of English proficiency range from:
- Level 1: a beginner, typically a newcomer or kindergartner
- Level 2: Early Intermediate, often those early on are in a "silent period" as they begin internalizing grammatical functions of English
- Level 3: Intermediate, the "wall" or "glass ceiling" that many of our ELLs can not seem to overcome
- Level 4: Early Advanced, students who approximate the speech of native speakers and are considered Fluent English proficient. This is also when ELLs become "reclassified" to RFEP (Reclassified Fluent English proficient). Hang on to that acronym, we'll talk more about reclassification soon).
- Level 5: Advanced. These students are generally indistinguishable from English speakers in the grammatical forms they use or academic vocabulary used. They will continue to increase the level of sophistication of vocabulary throughout their academic career and their lives.
4. California expects that ELD be taught at a student's level of English proficiency, and it is recommended that no more than two proficiency levels are addressed at one time.
5. ELD lessons involve targeting listening and speaking standards of the English Language Arts; these skills will build the foundation for what they eventually transfer into their writing and be able to read during the ELA time. ELD Standards were written with the goal of Level 5 students ELD standards essentially mimicking the ELA standards.
6. ELD lessons involve the explicit, systematic and intentional teaching of grammatical forms and language functions that students then practice and receive positive supportive reinforcement from peers and their teachers.
7. ELLs need to be practicing these new language features over 50% of the ELD time in order to internalize them.
So we know a lot so far! That's quite a summary of our travels so far.
Let's pick up on an aspect of ELLs we have not talke about yet- their parents, and how policy addresses their needs. (And yes, I promise we'll talk reclassification at some point too!)
Have a good night!
-W
I know, I know, it's been a while. But the important point here is that eventually policy was created from this, and an entire system to support its implementation, monitoring and enforcement. At least here in California.
The Grand Summary to Date
We already know this:
1. We must provide our English Language Learners with instruction in English that will allow them to (eventually) access the core curriculum at a level comparable to their native speaking peers. This is what we call English Language Development, or ELD.
2. There is a test- the (California English Language Development Test) CELDT- which allows for students level of English proficiency to be determined on annual basis.
3. The levels of English proficiency range from:
- Level 1: a beginner, typically a newcomer or kindergartner
- Level 2: Early Intermediate, often those early on are in a "silent period" as they begin internalizing grammatical functions of English
- Level 3: Intermediate, the "wall" or "glass ceiling" that many of our ELLs can not seem to overcome
- Level 4: Early Advanced, students who approximate the speech of native speakers and are considered Fluent English proficient. This is also when ELLs become "reclassified" to RFEP (Reclassified Fluent English proficient). Hang on to that acronym, we'll talk more about reclassification soon).
- Level 5: Advanced. These students are generally indistinguishable from English speakers in the grammatical forms they use or academic vocabulary used. They will continue to increase the level of sophistication of vocabulary throughout their academic career and their lives.
4. California expects that ELD be taught at a student's level of English proficiency, and it is recommended that no more than two proficiency levels are addressed at one time.
5. ELD lessons involve targeting listening and speaking standards of the English Language Arts; these skills will build the foundation for what they eventually transfer into their writing and be able to read during the ELA time. ELD Standards were written with the goal of Level 5 students ELD standards essentially mimicking the ELA standards.
6. ELD lessons involve the explicit, systematic and intentional teaching of grammatical forms and language functions that students then practice and receive positive supportive reinforcement from peers and their teachers.
7. ELLs need to be practicing these new language features over 50% of the ELD time in order to internalize them.
So we know a lot so far! That's quite a summary of our travels so far.
Let's pick up on an aspect of ELLs we have not talke about yet- their parents, and how policy addresses their needs. (And yes, I promise we'll talk reclassification at some point too!)
Have a good night!
-W
18 October 2009
Unexcused Absence
Wow, it's been a LONG time since I last posted. October has most definitely set in, with the demands placed on us in California by the impending CELDT testing deadline looming and generally doing more at my job with less people well, you can see it didn't take much for my attention to be diverted to other places.
But I'm back for now...
A synopsis
Last time we chatted I was finishing up a long running series on dissecting an ELD Lesson Plan. To review, these are the components I presented, discussed and gave examples of:
1. Choosing the grammatical function
2. Choosing appropriate topical vocabulary
3. Identifying appropriate grammatical forms
4. Choosing appropriate language prompts that will elicit the grammatical function you want students to practice via a language response.
4. Learning to adjust for ELL's proficiency levels in English
5. Learning structured language routines that ensure ELLs practice new grammatical forms and functions at least 50% of the ELD block
All in all, this covers the basic blocks to be aware of when planning an effective ELD lesson. I do hope that at least some of the components have been useful, enlightening and (fingers crossed) eventually implementable in your classroom.
From Instruction to Policy
In the next few days, I would like to shift a little from instruction for ELLs to more of the policy around ELLs. California has an abundance of policy that cover not just instruction, but parent committees, testing, district compliance, etc. I hope that learning about this will be as useful to you as instruction is. Certainly, when I was in the classroom, I would do things I was asked to do without knowing the rationale or context for it- such as giving the CELDT or wondering why our school didn't have an ELAC.
It is my personal belief that learning how schools work and the expectations that the state has via policy towards schools and districts will help all teachers better understand their role and function in K - 12 education from a perspective that goes beyond their classroom.
I certainly hope you will agree with this sentiment.
We'll start this week!
But I'm back for now...
A synopsis
Last time we chatted I was finishing up a long running series on dissecting an ELD Lesson Plan. To review, these are the components I presented, discussed and gave examples of:
1. Choosing the grammatical function
2. Choosing appropriate topical vocabulary
3. Identifying appropriate grammatical forms
4. Choosing appropriate language prompts that will elicit the grammatical function you want students to practice via a language response.
4. Learning to adjust for ELL's proficiency levels in English
5. Learning structured language routines that ensure ELLs practice new grammatical forms and functions at least 50% of the ELD block
All in all, this covers the basic blocks to be aware of when planning an effective ELD lesson. I do hope that at least some of the components have been useful, enlightening and (fingers crossed) eventually implementable in your classroom.
From Instruction to Policy
In the next few days, I would like to shift a little from instruction for ELLs to more of the policy around ELLs. California has an abundance of policy that cover not just instruction, but parent committees, testing, district compliance, etc. I hope that learning about this will be as useful to you as instruction is. Certainly, when I was in the classroom, I would do things I was asked to do without knowing the rationale or context for it- such as giving the CELDT or wondering why our school didn't have an ELAC.
It is my personal belief that learning how schools work and the expectations that the state has via policy towards schools and districts will help all teachers better understand their role and function in K - 12 education from a perspective that goes beyond their classroom.
I certainly hope you will agree with this sentiment.
We'll start this week!
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