ESOL Study Notes

Consent Decree
FLs framework for compliance with – Title VI and VII, Lau vs. Nichols
-Addresses the civil rights of all ELL students to equal access to all educational programs.
Section I
• Identification and Assessment – all students with LEPs must be properly identified and
assessed to provide appropriate services
Section II
• Equal Access to Appropriate Programs – all ELL students are entitles to programs
according to EP, academic achievement, ESE
Section III
• Equal access to appropriately categorical and other programs for LEP students
• compensatory education, ESE, handicapped, gifted, early childhood, vocational, adult,
dropout prevention
• monitoring this MSRTS- Migrant Student Record Transfer System
• Refugee or others – provided free and unhindered access to schooling
Section IV
• Personnel – Certificate and in-service
• Score of 220 on TSE or 15 hours of ESOL – methods, curriculum, cross culture
communication, applied ling, Testing
Section V
• Monitoring
• FLDOE must monitor by the AALA office of Academic Achievement through Language
Acq.
• To ensure compliance
• Issue annual report
Section VI
• Outcome Measures
• FLDOE must have monitoring system evaluation to address equal access and program
effectiveness and to analyze data
• Implement an evaluation system that addresses equal access program effectiveness
• Starting 92-93 school year
Grammar 4 Views – Study of Syntactic Structure
1. As descriptions of syntactic structure
2. As prescriptions for how to use structure and words
3. As rhetorically effective use of ss
4. As functional command of ss hat enables us to comp and produce language
Strategies to modify techniques of assessment
How can ESOL students demonstrate mastery of subject matter?
• Modify test techniques: change format (completion questions are good)
• Change rules
• Flex time
• Oral exam
• Don’t test/portfolio assessment

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 • Evaluate learning logs
• Self-assessment/peer assessment
• Self assessment checklists

Strategies for Written Instruction

• Use reg text book
• Text aids – to organize thinking: headings, subtitles, bold, glossaries
• Preteach vocab
• Highlight important concepts
• Discuss text
• Use learning logs : KWL chart
• Tape the test
• 2 extra strategies – pair bilingual students or obtain alternate text

Cognate (“born together”) - words that come from the same root
• history – historia
• past – pasado
Cummins (2000) Theory of Common Underlying Proficiency
• If a student understands a concept in one language then the concept transfers
• Literacy, content are knowledge and vocabulary transfer across languages

TPR (Asher, 2000)

• Give command, model
• Fits in Natural Approach by Krasher/Terrell
• Focus on comp.
Chomsky’s theory - referred to as “generative grammar”.
• Children have an innate capacity for language (lad. - lang. acquisition device) They are born with the
knowledge of those things that are common to all human languages.
• Children never make the same language errors that should be expected. This suggests children are born with
some innate knowledge of language.
Cummins (1982)
Academic language: cognitively demanding and contextually reduced language of content area instruction and is
critical for success in the classroom.

Teachers can identify specific language functions that are germane to an instructional goal (O’Malley, 1991) such as:
1. seeking information
2. informing
3. analyzing
4. evaluating
Cummins (1989, 1996) Language Policies as Emancipitory - looked at educational practices that serve as
collaborative/coercive

Children who enter schools in which diversity is not affirmed:

• perceive their differences are not honored
• feel a sense of reduced worth
• no motivation to achieve
•

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Identity education – made to conform
Cummins work highlights the need for schools to support the academic success of English learners.
BICS – Basic Interpersonal Communicative Skills (J. Cummins)
The social skills of language for children: 6 months to 3 years to acquire.
Academic language – makes conceptual demands on language.

CALP – Cognitive Academic Language Proficiency

• Takes 5 – 7 years to acquire
• Usually only learned in class – must teach this

How Does Proficiency Develop?

• Basic language skills – Primary
• Higher level concepts – Intermediate
• In grades 3-12 – learning content depends on the ESOL strategies

Cummin’s Framework for Classifying Language and Content Activities

I. Cognitively Undemanding & Context III. Cognitively Demanding & Context

Embedded Activities Embedded
• conversation • simple math
• P.E. class • word problems with pictures
• Ordering from a picture menu • science experiment with
• Listening to a talk demonstration
• comprehension through text,
graphs, discussion
• math/science
II. Cognitively Undemanding & Context IV. Cognitively Demanding & Context
Reduced Reduced
• telephone conversation • math problems with no
• ordering from a written menu manipulatives
• listening to tape • science experiment using only text
• reading a list of school supplies • writing research
• listening to unfamiliar lecture
• typical academic tasks
• Social Studies

Linguistics
Audiolingualism (1940’s – 1950’s) – has features of structural linguistics

Chomsky (1957) - shift to Transformational Linguistics: language is represented as a speaker’s mental grammar.

Hymes (1972) further developed this - gave greater emphasis to sociolinguistics.

Children are more likely to play with language – are more holistic

Language programs that incorporate native tongue are more successful.

Transfer – first language has an impact on second language.

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Language is a tool rather than a course of study.

Functions of language:
• Instrumental – satisfy needs
• Regulatory – control behaviors of others
• Interactional – maintain contact with others
• Personal – to assert identity, make choices
• Heuristic – using language to gain knowledge
• Imaginative – to create
• Informative – to inform

Discourse – group of sentences make up interchange of ideas – spoken conversation

Multicultural Issues
• Who can interrupt and when?
• Expectations

• All children can create all sounds

• Children acquire rhythm and intonation before words

Morphemes
free – cat
bound – ‘s’ on cat

Allomorph – ‘s’ or ‘es’

Types
• modify words
• create new words

Inflection Morpheme -
Derivational Morpheme – affix/suffix
Dependent clause – can not sand alone
Independent clause – can stand alone

• Entailment – when one statement assumes the consequences of the second statement
• Contradiction – when one statement is the opposite of the other
• Hyperbole – strong exaggeration
• Presuppositions – statement made with assumption that something else is true (ex. Bring your raincoat.)
• Imagery – language appeals to senses

ESOL Study Guide

LEP-Limited English Proficiency

Goal-teach to understand, speak, read, and write English. The format will vary.

Push-in programs-English teacher comes to the language learner’s class and teach them
as a group within the classroom. Instruction in other subject areas falls
on the classroom teacher.
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Focus on Content Learning-must look at the medium used (English) to deliver content
learning.

ESOL Strategies-techniques used to modify classroom practices to make content more

comprehensible for the ESOL student. Interest-learning for ESOL.

Skills and Response of the Intercultural Educator

Culture influences the teaching of English in 6 ways:
1. Culturally derived learning styles/strategies
2. Culturally compatible instruction
3. The learner who acquires English acquires a certain amount of American culture (habits, etc.) rather than
suffering identity loss.
4. Native culture and target culture provide a rich content for instruction-literature, art, music, daily life.
5. Can incorporate comparison of cultures-learning styles, behaviors (issues of cross-cultural studies).
6. Using intercultural communication to teach English.

Culturally Based Language Teaching:

-use culture to teach language
-learn about how culture affects learning
-align school curriculum and learner culture
-motivate the learner to achieve cultural fluency

Policy (Influence language policies to benefit learners)

-create an educational/social climate where all students succeed
-provide leadership, goodwill, and academic models for students (oppose racism)
-have a supportive community (education)
-influence federal policies
Communicative Approach
-task oriented
-needs based
-learning centered
-authentic
-aligned
-sequenced

Task-Based Learning Approach: the task is an activity in which students use language to achieve a specific outcome.

Assessment Procedures Continuum:

Initial identification
Placement
Monitoring progress
Reassigning students
Moving students out of special into mainstream
Following progress in mainstream
Focus on reading comprehension rather than isolated reading skills

ELL Alternate Assessments: portfolio, illustration, retelling, simplifying language,

provide pictures and graphics, create alternative formats of
test, allow use of heritage language dictionary (for FL
WRITES)

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ELL problem: 1. literal interpretation of figurative language
2. frequent mixing of letters when reading (refer after 2 interventions and
documentation)

Schumann’s Theory of 2nd language Acquisition:

The psychological process of language development-social distance, motivation, attitude, culture shock (All of
complement Krashen)

Bilingual education is beneficial not English immersion-students who continue to get instruction in first language
while they are learning English- do better

Mainstreaming:
Important goal of all LEP instruction. Encourages mutual learning-decrease isolation, improves self-concept
Refers to a process or a set of procedures consisting of all steps making placement decisions
Step 1- determine cognitive demands
Step 2- determine language demands of classroom instruction

Diglossia:
2 dialects of the same language exist and are used in different contexts
Examples: King’s Eng/Cockney
Cajun/ Creole
Ebonics/English

Transfer- sharing of words from other languages

Examples-lasso
schlep
divan
khaki

Phonology – study of sounds

Phonemic – grapheme (sound to symbol)

Phonology concepts – stress, inyonation, juncyure, pitch
Phonemic characteristics – consonants, blends, vowels, dipthongs
Structural patterns – root words, affixes, syllables
CELLA – listening, speaking, reading, writing test given to ELL’s in Florida
Morphology – study of smallest unit of meaning
Sytac – formation of sentences that are grammatically correct
Denotation – dictionary connotation (value, culture, context)
Syllable – word part (contains vowels)
Onset – initial consonant sound of syllable
Rime- part of the syllable containing vowel and all that follows it
Phoneme – smallest part of spoken lang. that makes a difference in the meaning of words
Grapheme – smallest unit of written lang. that represents a phoneme in the spelling

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Onomatopoeia – words that represent a sound or animal noise
Intonation – rising/falling pitch that is NOT related to word meaning – used to signal motion
Krashen Terrel Natural Approach
- Edpsych: Cognitive methods brought forth through Piaget’s develop work and children (homsky’s focus on innate
lang. processing)
- Chomsky: the mind contains an active LAD lang. acquisite device which generates rules thru unconscious acq. of
grammer. Lang is NOT learned solely thru a process of behavioral reinforcement
Similar is
Krashen (81,82) theory with 5 hypothesis
1) Acqusition Learning hypothesis – distinguishes acq. (unconscious) from learning. Said this is more imp.
than learning in achieving fluency

2) Natural Order Hpothesis – lang. rules are acquired in a predictable order

3) Monitor hypothesis – the mind employs an editor

4) Input hypothesis – lang. is acquired when we understand input messages (peer conversation that mixes more
and less skilled speakers is the chief means of accelerating SLA I + 1

5) Affective filer hypothesis – mental and emotional blocks that can prevent lang. acquires from fully
comprehending input. Affective filters must be low enough to receive adequate message input

*** Krashen’s distinction between acquisition is imp.

Acronyms:
BICS Basic interperasonal comm.. skills
CALP Cog. Academic Lang. Prof
EFL Eng. As a Foreign Language
ELL
LEP
NEP Non-English Proficient
NS Native Speaker
L1 first lang
L2 Learners acquiring a second language
PEP Partially Eglish Proficient
TESOL Teaching…
CALL Computer Assisted Lang. Learning
TWI Two Way Immersion Programs
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PBL Project Based Learning
SLA Second Lang. Aquisisition
CBI Content Based Instruction
SDAIE (sheltered instruction) Specially Designed Academic Instruct in Eng
LEP Limited Eng. Proficient
NEP Non-Eng. Prof
FEP Fluent Eng. Prof

Lesson planning – predictions always best answer comparing (methods, strategies)

Sheltered Instruction – is best program never submission
Preproduction – show pix
Constructivist Theory – lang learning theory in which teacher constructs meaning from students experience (teacher
gets a story from them about an experience)
Sentence Shortening – improves syntax
Kern (1995) research on computer mediated communication
Synchronous electronic discourse is more efficient in terms of time on task
Cognates – words similar to native lang. – use to help ELLs develop reading comprehension
English Syntax – NCTE – Research “The teaching of formal grammer has a negotiable, or because it usually
displaces some instruction – practice in actual composition, even a harmful effect on the improvement of writing

Working with ELL

1) Understand Cultural differences- can mean dif rules for classroom behavior

2) Understand second lang learners – not simple, need time, BICS, CALP, errors induate progress

3) Instruction in the Active Learning Class- Research shows to focus on increasing student participation in
instruction and basing instruction on real life needs of students

Integrated Approaches
CBI-(Immersion Ed, sheltered) Content based instruction – Krashen (1984) says second lang acquisition occurs when
the learners receives comprehensive input, not when the learner is memorizing vocab or grammer
CALLA – Cognitive Academic Lang Learning Approach (Chamot, O’Malley 1994) use teaching approaches that
combine the dev of lang and content knowledge practice in using this knowledge strategy training to promote
individual learning
Academic Lang

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Major task for ELL to acquire academic English. Cummins (2000) distinguishes between academic/conversational.
Academic Lang at least 5 years. Teachers can- activate prior knowledge, preview test, graphic organizers, do
extensive reading
Language Demand
Math/Science- more reading lend to visual.
Social St – presents greatest challenge not readily adapted to visual/culturally based
Modify strategies – oral instructions, slow speech, simplify, avoid contractions, teach new words, explain idioms, use
gestures/visuals/graphics, repeat/check for comprehension, give clear directions

Morphology
The study of word parts can help students develop word consciousness.
Krashen’s Natural order depends on the lang very learned rather than the native lang of the learner
Teachers enhance students learning by teaching general academic vocab and by cognate studies, I knowledge, G
morphology
Krashen- Stages of Dev of SLL (and Terrell) Natural Approach
1) preproduction – silent
2) Early production – words/phrases attempted
3) speech emergence – longer/more complex
4) intermediate fluency – sustain conversation/recog own errors
Tactics of teaching Krashen and Terrells Natural Approach
-emphasize lang acq as a by product of interesting learning activities rather than direct instruction of grammar or
sentence structure
-use placement tests to indicate a lang acq level for each student who enters the class and match instruction to the
students lang ability at that level
- If the class as a whole has attained a certain level of fluency and 1 or 2 have not, use specific techniques to include
the lower level students during instruction
CALP
Classroom Discourse – the language that is used in teaching/learning
Halliday(1978) 7 categories of lang function:
- instrumental – manipulating environment to casue things to happen
- regulatory – controlling events/behavior of others
- representational – communicating info
- interactional – social talk
- personal – expressing feelings/emotions

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- heuristic – acquiring knowledge
-imaginative
Academic English is CALP
Imp of CALP: “In the past decade, research shown that CBI that focuses on development of ALP is critical in school.
LEP students are expected to learn academic content in English in order to compete academically with native Eng
speaking peers”. TESOL
IC: Instructional conversation can be a strategy
CALP: includes conceptualization, complexity, context, culture, communication
Many CALP skills are refinements of BICS Basic Interpersonal Comm Skills
TPR Total Physical Response Asher (1982)
Based on association between language and body movement
Students respond to oral commands that are modeled
Associated early stage of SLL (second lang learning)
Content –Based Instruction (Two approaches to ESL and Content Area)
CBI Developing lang proficiency, content knowledge, cognitive strategies and study skills taught by ESL teacher –
collaborate content teacher using content area text
Sheltered Instruction (SDAIE) for early developmental stage learners – provides support for content area classes
exclusively for native eng speakers –features content instruction taught by content area teachers WITH English lang
support
Testing/Admittance
Testing – required ELL to test in math within 1 yr of enrollment
Twyler V Doe – all students in the US have the right to an education – cannot turn someone in
Newly enrolled – assess within 20 days, 3rd has reading/writing assess
Exited ELLS – monitored for 2 years
Brown V Board of Education 1954
Segregation of white and colored children in public schools has a detrimental effect upon the colored children
Required desegregation in all schools in America
Plessy said “separate but equal” Supreme court said NO
Public Law 95-561 Title VII
Commonly known as bilingual education act, must provide bilingual ed practices and will help pay for, Title VI, VII
of the Civil Rights Act 1964
Lau Vs Nichols 1974
When children arrive in school as ELL, sink or swim instruction is a violation of their civil rights
Chinese students against SanFran

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To insure the mastery of all English pupils in schools, bilinqualed is authorized to the extent that is does not interfere
with reg students
District must take affirmative steps to rectify lag deficiency in order to open instructional programs to these students
*** mandates that school districts that accept federal funds must act to implement some form of bilingual education
Serna V Portales Municipal Schools
New Mexico –claimed the district failed to provide ELL education – denied students equal oppor as guarantied by the
14th amendment violated
Title VI – 1964 Civil Rights Act
** district must take affirmative steps to rectify lang deficiency
(like Lau)
Flores V Arizona 2006
Forced the state to reform how it teaches students learning eng, still yet undecided – fining the schools
Strategies to modify techniques of instruction
These make the difference that allows ESOL students learn content:
1)Activate background knowledge (brainstorming, think, share, kwl)
2)Increase interaction (small group, peer tutoring, extra time)
3)Write and Illustrate your directions (demonstrate, be dramatic)
Types of learning strategies: 3 basic
1) Metacognitive strategies- organizes the students thinking about learning

2) Cognitive strategies – manipulating and practicing the material until learned

3) Social strategies – social interaction and affective approaches to learning ex. Studying in groups

Reading Development for English Learners

Tactics for teaching reading to students at various levels of proficiency
*Novice – anticipating/predicting, skimming, gisting, scanning, extracting specific info, contextual guessing,
prereading activities, simple cloze, filling out forms
*Intermediate – comp checks, guessing from contect, clue search, inferences, scrambled stories, skimming, scan,
paraphrasing, notetaking/outlining, passage completion, idioms
*Advanced – comp check, guess from context, inferences, cloze, reverse coze, passage comp, etc as above
Consent Decree (Lawsuit Against FL) framework for competencies
Agreement :ESOL
I Ident and Assesment
Survey 3Q: Is lang other than eng usedin home?
Does student have 1st lang not eng?
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 Does student speak other lang more?
K-3 speaking/listening comp skills
4 + eng read/write
LEP committtee can fund for 3 years then another 3 (total 6) provided he is assessed and documented prior to
enrollment
Eng proficiency is assessed by same test
II Equal Access ro appropriate programming
LEP student is entitled to equal access to programming which is appropriate to his/her level of EP
Including ESE
District LEP plan approve by FLDOE updated every three years
Should Include:
1) Standards for entry/exit

2) Instructional, categorical services

3) Provisions for employing qualified staff

4) Have an LEP Parent Leadership Counsel

Include Basic ESOL instruction in listening, speaking, reading, and writing

Phonology
Plays a major role in w.r. view (teach)
Sociopsycholinguistic view (acquired)

Grammar translation method-phonology plays a small role due to focus on written language
ALM based on learning model (audiolinguistic method) memorize dialogues

3 linguistic factors to consider when evaluating views of teaching a second language: allophones (phonetic
variations), dialect differences and language differences…

KRASHEN i + 1 = students acquire language if students get input slightly beyond current level
i + 10 is too much

Tollefson (1995) Language Policy issues/equity issues

Tollefson contrasted descriptive and evaluative ways to understand language behavior (2 approaches)

Descriptive: examines low status vs high status language

Code switching by bilingual speakers
The way language is used to establish and maintain social position
Evaluative Approach:
Looks at efforts to standardize or purify language
To preserve or revive endangered languages
To establish national languages
To legislate language usage
*Both approaches help to understand issues relating to language and power

Great Vowel Shift 15th 18th Century ? /ô/ entered English

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Interlanguage –intermediate form of L2 that is independent of L1 and L2

Transfer

Code Switching-using both languages in a sentence

Integrative Orientation Ells have a positive attitude and seek out native speakers of target lang.

Social Distance- Ell’s have difficulty with L2 because they do not feel a connection with American culture

Schools cannot ask for immigration documents

Adults who become fairly fluent but never achieve grammatical competency are products of

Fossilization-mistakes become permanent fixtures in one’s language.

Civil Rights movement was the largest social occurrence that had impact on the education of ELLs

Deep Culture-respect, feelings, things you don’t see

Surface Culture- government, economics, life, food

Culture Shock- Withdrawal because it is all so difficult

Assimilation losing L1 characteristics

Biculturalism- what we hope to achieve / can move between the 2 cultures

Phonics and Graphophonics

Those who believe in a word recognition view of reading point to the importance of phonics- phonics knowledge is
conscious graphophonics subconscious

Those who take a sociopsycholinguistic view claim traditional phonics instruction is not useful-that readers acquire a
knowledge of graphophonics as they read

Orthography-all aspects of writing, including

Spelling
Punctuation
Special features-boldface, italics

Greek writing where letters for vowels and consonants first occurred.

Our writing based on Latin alphabet

Graphotactics- patterns of spelling

Morphology-study of words
English is considered an analytic language
Free/bound mor phemes

Fundtion words

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Determiners the, this, my
Quantifiers one, every
Pronoun you, who
Auxiliaries is, has, might
Preposition in, before, at, to
Conjunction and, if
Particle up, down around
Intensifier rather, very, so

Second Language Teaching and Morphology

Krashen’s Natural Order Hypothesis is based on morpheme studies (people acquire components of L2 in a natural
order)

English learners need to develop academic vocabulary to succeed in school

Teachers who understand morphology are better able to help English learners develop vocabulary

Orthography-spelling

Graphophonics-the acquired knowledge of the relationship between phonology and orthography

2 views
Reading- Word recognition view (id words) to get meaning of text -learn vocab first

Sociopsycholinguistic view (use background knowledge and cues) learn words in context…goal is to construct
meaning

2 views
Writing Learning View
Traditional-teach parts build up to whole

Acquisition view
Process writing-begin with a message and develop skills to produce it.

Phonemic Awareness
Word recognition view-identifying words involves recoding written language to oral language (Stanovich 1986)

Phonological awareness helps children understand the alphabetic principle (rhymes, syllabication, blending)

Phonics Instruction teaches children to use the relationships between leters/sounds for the purpose of reading/writing

Types: synthetic approach-convert sounds to words

Analytic phonics spelling rules
Embedded phonics during the reading of connected text

Onset rime phonics-ball, call, wall

Liquid=2 phonemes

Metalinguistics- knowledge about language

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ALM to develop oral proficiency in a second language (audiolingual method) learning a dialogue and doing practice
exercises

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