Interesting and important points being made, but I would like to add more detail and ask for more info on research. How best to help ELLs with both English acquisition and content area success is a topic that I have been struggling with at my school for years. I am coming from mostly a high school ESL in the USA perspective here, but would love more info on these topics as they relate to elementary school in the USA.
Some questions:
1) Assuming that students got "English as a Second Language" English classes, what would all their other classes look like? Should "regular" schools have "ESL Biology" or "ESL Math III"? What about English Language Arts class? Is that separate from the ESL class? Would these ESL Content Classes teach English? Or just use more simplified / L1 language materials? (In other words, how would it differ in practice from a sheltered classroom?)
2) If schools do not have "ESL Content Class", then I assume the ELLs would be in with the mainstream students in a "mainstream" content class. How will this help them learn English? How will they actually manage to acquire the content? How is this helpful for them in any significant way?
3) Along with the above - I assume that most ESL teachers do not also have licenses to teach ELA. If that is the case, then ESL English class by itself cannot help students with English credits toward graduation. Without team teaching or other sheltered strategy, how is this addressed?
4) What does the research show? Last I heard, the "What Works Clearinghouse" had said that SIOP did not have acceptable research showing that it was effective. I forget the exact wording, but my feeling is that the research that has been done did not meet the WWC's criteria for acceptable research.
5) What research backs up the other (currently unnamed) programs or approaches that people here would prefer?
Personal anecdote: When I started at my school district, ELL students had both ELA English class and ESL English class. Aside from ESL, they were in all mainstream classes. The two English classes was just added stress on the students, and on me as well, because while I was trying to help them bring their reading level up and increase their vocabulary, improve their grammar, etc., the ELA class was doing work that was much too difficult for many of my students. Oh, and biology vocab and worksheets were killing them as well.
Now, I actively collaborate with *all* of the content teachers, to help them help our ELLs. I help find materials; modify texts, assignments, and assessments; advocate for our ELLs; and make sure they receive the accommodations to which they are entitled. I proctor small group testing. I go into classrooms as much as I can, but also pull out if a student or students need more one-on-one help with the content or the English. I also do training for teachers on how to teach so that ELLs can better acquire the content (lots of sheltered instruction strategies). I also teach one ESL class for newcomers, to help them get a foundation in the language. Our current system seems to be working well, but to be honest, we've only been doing it a few years and we have a somewhat small and transient student population - so we don't have as much hard data as I would like.
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Chris Spackman
ESL Coordinator, The Graham Family of Schools
Columbus, Ohio
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Original Message:
Sent: 10-10-2017 23:02
From: Yaqueline Clauss
Subject: Marginalization of the ESL profession
I appreciate your contributions to the discussion from your personal experience. I understand the limitations in terms of budget and human force. However, the main issue here is that most of the ELLs are not having access to a meaningful educational program because they are not learning English as they should "English as a Second Language". This is a violation to their Civil Rights. There are very few successful stories of ELLs like the one that you have referenced, as a result of participation in the cited model of instruction. If the system continues as it is right now, our ELLs will graduate without the English language skills they need to succeed in life and college. I am advocating for ELLs because I know the power of language and I do not want ELLs to be in disadvantage. I want ELLs to be proficient and able to participate in their schools and communities. Most of the students I serve didn't complete elementary school, had years of interrupted education, experienced trauma, work 4- 8 hours everyday, etc. They lack of the transferable skills that could assist them in a Sheltered classroom without the support of an ESL teacher. I am talking about English learners " beginners and low intermediate"" who are having to deal with fustration and humiliation for being in an environment that is hurting them more than helping them. They deserve this topic to be debated and alternative solutions be explored to comply to the law. Most importantly, EL programs have to be researched to evaluate effectiveness. Thanks again.
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Yaqueline Clauss
Coolidge Senior High School
Original Message:
Sent: 10-10-2017 10:17
From: Rejane Martins
Subject: Marginalization of the ESL profession
I'll share my perspective in this having worked in K12 all my life once I moved to the US.
NCLB and ESSA have increased the accountability for the performance of ELs (as my district calls them). Many are struggling to meet these mandates for a number of reasons. But primarily budget, number of ELs and trained professionals are top issues in my reason.
In most districts, money is scarce. So they usually establish the ratio of 1 ESL teacher per 20-30 students. Mandate is met, but quality of instruction lacks. Think of a school who fits the criteria. How good of a job and ESL teacher can do when she's the only teacher for the entire school? That happens a lot in elementary schools across the US.
Qualified professionals is also very hard to find. In my area, there's plenty of licensed professionals. However, It is very hard to hire an ESL teacher knowledgeable enough to teach language through content. Additionally, these professional aren't unfamiliar with the demands of teaching long-term ELs.
I would also like to review the term "sheltered". SIOP (Sheltered Instruction Observation Protocol) a widely popular model for content-based language teaching, calls it an approach that integrates both language and content teaching. SIOP has ripped a lot of success by training content-area teachers (or non ESL teachers) how to do that. Given the context of K12, it is impossible to have an ESL teacher in every class there is an EL.
I disagree it isn't logical to combine both areas of knowledge. To me, it makes total sense that language learning is driven by a reason why to learn it. In fact, I had a student exit the ELL program within 2 years from her arrival in the US. Her drive? Get a college scholarship. She often says that, because she was studying for school, she feels she pushed herself to learn English as fast as she could. But to achieve such level of achievement, program has to have good structures in place.
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Rejane Martins
Alexandria City Public Schools
Original Message:
Sent: 10-10-2017 01:55
From: Nick Koretsky
Subject: Marginalization of the ESL profession
Never heard of this strange concept...
Authors of this concept should be taught swimming this way...
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[Nick] [Koretsky]
Original Message:
Sent: 09-10-2017 12:37
From: Yaqueline Clauss
Subject: Marginalization of the ESL profession
The ESL/ESOL program is being marginalized in some school districts. The implementation of Sheltered Instruction is hurting teachers and students. This model forces teachers to simultaneously teach Language development and the curriculum of another subject. It is being detrimental to the education of our children because of two reasons. First of all it is not logical to combine two different content courses. Secondly, Most of the teachers implementing the Sheltered Instruction Model are not ESL certified. I would like to hear what you think about this topic and if you have some ideas about how we can work towards the development of a policy that protects our profession and the right our children have to receive quality of education.
Thanks,
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Yaqueline Clauss
Coolidge Senior High School
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