SlideShare una empresa de Scribd logo
1 de 10
Research-Based Informationto keep in mind while teaching English Language Learners Bibliography: American Educator, Summer 2008, Teaching English Language Learners. Susana Dutro/2008, A Focused Approach to Systematic ELD.
Achievement Gap for ELLs 2007 National Assessment of Educational Progress, Fourth Grade ELLs: * scored 36 points below non-ELLs in reading. 	* scored 25 points below non-ELLs in math. Eighth grade scores:  42 points below in reading                                      37 points below in math
Statistics  1990 – 1 in 20 students  2008 – 1 in 9 students 2028 – demographers project 1 in 4 students  80% of ELLs are Spanish speakers   *24% are from families below poverty level before immigrating.  *Less than 40%  of the adult immigrants have a high school education.    *87.5% of ELL population were born in the US. Language and socioeconomic factors put ELLs at risk of poor educational outcomes.
CREDE ReviewA report on researched findings about educating English language learners: *Teaching students to read in their L1 promotes higher levels of reading in English. *What we know about good instruction and curriculum in general holds true for ELLs as well; but *When instructing ELLs in English, teachers must modify instruction, taking into account students ‘ language limitations.
Overview of English Proficiency Levels Beginning:  Student uses gestures, learns high-frequency words and basic phrases. Effective Instructional Practices: *Exposure to abundant basic vocabulary supported with visuals and realia. *Making explicit connections to known vocabulary/concepts in L1 if possible. *Model simple sentence patterns. *Provide many repetitions.
Early intermediate: Student learns to use routine expressions independently, responds orally/writing using simple sentences when provided scaffold. Effective Instructional Practices: *Give extensive practice in variety of ways to communicate thoughts. *Provide instructional feedback. *Repetitive and patterned text extends grammatical forms practice. *Begin building standard content vocabulary around standard content themes.
Intermediate: Student learns to use a variety of verb tenses and grammatical structures, express ideas, describe events, give information orally/writing, comprehend basic content learning. (All using scaffolds) Suggested Teaching Strategies: *Focus on array of academic purposes. *Explore word relationships: word sorts/graphic organizers. *Increasingly precise vocabulary using frames, stems … Exposure to varied and extended texts with scaffolds.  *Build English content vocabulary within thematic content.
Early Advanced: Student initiates and sustains spontaneous language interactions  Is able to comprehend increasingly complex  oral and written material. Uses academic vocabulary to represent thoughts.    Effective Instructional Practices: *Consistent exposure to complex narrative and expository text, focused on comprehension. *Develop academic vocabulary and complex tenses. *Address persistent problem areas in grammar. *Discuss and use metaphoric and figurative language. ,
Advanced: The student comprehends general and implied meanings. Writes for social and academic purposes, although expression is sometimes stilted. Have mastered language conventions for formal and informal use. Effective Instructional Practices: *Repeated opportunities to express thinking about abstract concepts. *Authentic practice opportunities to develop fluency and automaticity in communication. *Direct instruction of finer, more subtle points of usage.
Addressing the needs of ELLs through Research- Based Strategies will: Help to close the wide learning gap between  Ells and English speaking students. Benefit L1 and L2 students through best  Instructional practices. Reduce the costs of large scale under- achievement in the future of US society.  If any of these arguments appeals to you, then Advocate for research-based, ESOL instruction.

Más contenido relacionado

La actualidad más candente

The difference-between-esl-and-efl
The difference-between-esl-and-eflThe difference-between-esl-and-efl
The difference-between-esl-and-efladamalmarzuki
 
Blanscet Crain Evers Wk 3 Esl – English As A Second Language
Blanscet Crain Evers   Wk 3 Esl – English As A Second LanguageBlanscet Crain Evers   Wk 3 Esl – English As A Second Language
Blanscet Crain Evers Wk 3 Esl – English As A Second LanguageLeTourneau University
 
English as second and foreign language
English as second and foreign languageEnglish as second and foreign language
English as second and foreign languageANJU A
 
Classroom practices
Classroom practicesClassroom practices
Classroom practicesHDMcWhorter
 
Week 3 slide show esl and the new teacher march upload 101 free learning to...
Week 3 slide show esl and the new teacher   march upload 101 free learning to...Week 3 slide show esl and the new teacher   march upload 101 free learning to...
Week 3 slide show esl and the new teacher march upload 101 free learning to...LeTourneau University
 
Teaching English As A Foreign Language
Teaching  English As A  Foreign  LanguageTeaching  English As A  Foreign  Language
Teaching English As A Foreign Languageemmafox
 
Nnest In Japanese K 12 Oda
Nnest In Japanese K 12 OdaNnest In Japanese K 12 Oda
Nnest In Japanese K 12 OdaAiden Yeh
 
ENGLISH FOR ACADEMIC PURPOSES
ENGLISH FOR ACADEMIC PURPOSESENGLISH FOR ACADEMIC PURPOSES
ENGLISH FOR ACADEMIC PURPOSESUrvi Dave
 
Common Core for ELL
Common Core for ELLCommon Core for ELL
Common Core for ELLjwalts
 
El ls notinltl.5.14.12
El ls notinltl.5.14.12El ls notinltl.5.14.12
El ls notinltl.5.14.12rxalarcon
 
How well can they read? Preparing pupils for transition to Key Stage 3
How well can they read? Preparing pupils for transition to Key Stage 3How well can they read? Preparing pupils for transition to Key Stage 3
How well can they read? Preparing pupils for transition to Key Stage 3Challenge Partners
 
Teaching for Meaning and Accuracy
Teaching for Meaning and AccuracyTeaching for Meaning and Accuracy
Teaching for Meaning and AccuracyRexzel Rabacal
 

La actualidad más candente (15)

The difference-between-esl-and-efl
The difference-between-esl-and-eflThe difference-between-esl-and-efl
The difference-between-esl-and-efl
 
Blanscet Crain Evers Wk 3 Esl – English As A Second Language
Blanscet Crain Evers   Wk 3 Esl – English As A Second LanguageBlanscet Crain Evers   Wk 3 Esl – English As A Second Language
Blanscet Crain Evers Wk 3 Esl – English As A Second Language
 
English as second and foreign language
English as second and foreign languageEnglish as second and foreign language
English as second and foreign language
 
Classroom practices
Classroom practicesClassroom practices
Classroom practices
 
Week 3 slide show esl and the new teacher march upload 101 free learning to...
Week 3 slide show esl and the new teacher   march upload 101 free learning to...Week 3 slide show esl and the new teacher   march upload 101 free learning to...
Week 3 slide show esl and the new teacher march upload 101 free learning to...
 
Teaching English As A Foreign Language
Teaching  English As A  Foreign  LanguageTeaching  English As A  Foreign  Language
Teaching English As A Foreign Language
 
Guiding principles for
Guiding principles forGuiding principles for
Guiding principles for
 
Nnest In Japanese K 12 Oda
Nnest In Japanese K 12 OdaNnest In Japanese K 12 Oda
Nnest In Japanese K 12 Oda
 
ENGLISH FOR ACADEMIC PURPOSES
ENGLISH FOR ACADEMIC PURPOSESENGLISH FOR ACADEMIC PURPOSES
ENGLISH FOR ACADEMIC PURPOSES
 
Common Core for ELL
Common Core for ELLCommon Core for ELL
Common Core for ELL
 
Summary Matrix of TEFL I
Summary Matrix of TEFL ISummary Matrix of TEFL I
Summary Matrix of TEFL I
 
El ls notinltl.5.14.12
El ls notinltl.5.14.12El ls notinltl.5.14.12
El ls notinltl.5.14.12
 
How well can they read? Preparing pupils for transition to Key Stage 3
How well can they read? Preparing pupils for transition to Key Stage 3How well can they read? Preparing pupils for transition to Key Stage 3
How well can they read? Preparing pupils for transition to Key Stage 3
 
Multilingual research
Multilingual researchMultilingual research
Multilingual research
 
Teaching for Meaning and Accuracy
Teaching for Meaning and AccuracyTeaching for Meaning and Accuracy
Teaching for Meaning and Accuracy
 

Destacado

Research based information
Research based informationResearch based information
Research based informationteague_sandra
 
Research based information
Research based informationResearch based information
Research based informationteague_sandra
 
Radiologia
RadiologiaRadiologia
Radiologiasp bu
 
[三重门].韩寒.文字版
[三重门].韩寒.文字版[三重门].韩寒.文字版
[三重门].韩寒.文字版chen ji
 
Research based information
Research based informationResearch based information
Research based informationteague_sandra
 
BÀI 3: ĐIỀU HÒA HOẠT ĐỘNG CỦA GEN
BÀI 3: ĐIỀU HÒA HOẠT ĐỘNG CỦA GENBÀI 3: ĐIỀU HÒA HOẠT ĐỘNG CỦA GEN
BÀI 3: ĐIỀU HÒA HOẠT ĐỘNG CỦA GENHue Nguyen
 
Burns And ANAESTHESIA
Burns And ANAESTHESIABurns And ANAESTHESIA
Burns And ANAESTHESIAahmeddam
 
BÀI 5: NHIỄM SẮC THỂ VÀ ĐỘT BIẾN CẤU TRÚC NHIỄM SẮC THỂ
BÀI 5: NHIỄM SẮC THỂ VÀ ĐỘT BIẾN CẤU TRÚC NHIỄM SẮC THỂBÀI 5: NHIỄM SẮC THỂ VÀ ĐỘT BIẾN CẤU TRÚC NHIỄM SẮC THỂ
BÀI 5: NHIỄM SẮC THỂ VÀ ĐỘT BIẾN CẤU TRÚC NHIỄM SẮC THỂHue Nguyen
 
BÀI 2: PHIÊN MÃ VÀ DỊCH MÃ
BÀI 2: PHIÊN MÃ VÀ DỊCH MÃBÀI 2: PHIÊN MÃ VÀ DỊCH MÃ
BÀI 2: PHIÊN MÃ VÀ DỊCH MÃHue Nguyen
 
BÀI 1: GEN, MÃ DI TRUYỀN VÀ QUÁ TRÌNH NHÂN ĐÔI CỦA ADN
BÀI 1: GEN, MÃ DI TRUYỀN VÀ QUÁ TRÌNH NHÂN ĐÔI CỦA ADNBÀI 1: GEN, MÃ DI TRUYỀN VÀ QUÁ TRÌNH NHÂN ĐÔI CỦA ADN
BÀI 1: GEN, MÃ DI TRUYỀN VÀ QUÁ TRÌNH NHÂN ĐÔI CỦA ADNHue Nguyen
 
BÀI 6: ĐỘT BIẾN SỐ LƯỢNG NHIỄM SẮC THỂ
BÀI 6: ĐỘT BIẾN SỐ LƯỢNG NHIỄM SẮC THỂBÀI 6: ĐỘT BIẾN SỐ LƯỢNG NHIỄM SẮC THỂ
BÀI 6: ĐỘT BIẾN SỐ LƯỢNG NHIỄM SẮC THỂHue Nguyen
 
BÀI 4: ĐỘT BIẾN GEN
BÀI 4: ĐỘT BIẾN GENBÀI 4: ĐỘT BIẾN GEN
BÀI 4: ĐỘT BIẾN GENHue Nguyen
 

Destacado (15)

Must and have to
Must and have toMust and have to
Must and have to
 
Must and have to
Must and have toMust and have to
Must and have to
 
Research based information
Research based informationResearch based information
Research based information
 
Epson i canon
Epson i canonEpson i canon
Epson i canon
 
Research based information
Research based informationResearch based information
Research based information
 
Radiologia
RadiologiaRadiologia
Radiologia
 
[三重门].韩寒.文字版
[三重门].韩寒.文字版[三重门].韩寒.文字版
[三重门].韩寒.文字版
 
Research based information
Research based informationResearch based information
Research based information
 
BÀI 3: ĐIỀU HÒA HOẠT ĐỘNG CỦA GEN
BÀI 3: ĐIỀU HÒA HOẠT ĐỘNG CỦA GENBÀI 3: ĐIỀU HÒA HOẠT ĐỘNG CỦA GEN
BÀI 3: ĐIỀU HÒA HOẠT ĐỘNG CỦA GEN
 
Burns And ANAESTHESIA
Burns And ANAESTHESIABurns And ANAESTHESIA
Burns And ANAESTHESIA
 
BÀI 5: NHIỄM SẮC THỂ VÀ ĐỘT BIẾN CẤU TRÚC NHIỄM SẮC THỂ
BÀI 5: NHIỄM SẮC THỂ VÀ ĐỘT BIẾN CẤU TRÚC NHIỄM SẮC THỂBÀI 5: NHIỄM SẮC THỂ VÀ ĐỘT BIẾN CẤU TRÚC NHIỄM SẮC THỂ
BÀI 5: NHIỄM SẮC THỂ VÀ ĐỘT BIẾN CẤU TRÚC NHIỄM SẮC THỂ
 
BÀI 2: PHIÊN MÃ VÀ DỊCH MÃ
BÀI 2: PHIÊN MÃ VÀ DỊCH MÃBÀI 2: PHIÊN MÃ VÀ DỊCH MÃ
BÀI 2: PHIÊN MÃ VÀ DỊCH MÃ
 
BÀI 1: GEN, MÃ DI TRUYỀN VÀ QUÁ TRÌNH NHÂN ĐÔI CỦA ADN
BÀI 1: GEN, MÃ DI TRUYỀN VÀ QUÁ TRÌNH NHÂN ĐÔI CỦA ADNBÀI 1: GEN, MÃ DI TRUYỀN VÀ QUÁ TRÌNH NHÂN ĐÔI CỦA ADN
BÀI 1: GEN, MÃ DI TRUYỀN VÀ QUÁ TRÌNH NHÂN ĐÔI CỦA ADN
 
BÀI 6: ĐỘT BIẾN SỐ LƯỢNG NHIỄM SẮC THỂ
BÀI 6: ĐỘT BIẾN SỐ LƯỢNG NHIỄM SẮC THỂBÀI 6: ĐỘT BIẾN SỐ LƯỢNG NHIỄM SẮC THỂ
BÀI 6: ĐỘT BIẾN SỐ LƯỢNG NHIỄM SẮC THỂ
 
BÀI 4: ĐỘT BIẾN GEN
BÀI 4: ĐỘT BIẾN GENBÀI 4: ĐỘT BIẾN GEN
BÀI 4: ĐỘT BIẾN GEN
 

Similar a Research based information

Mythbusters of second language acquisition
Mythbusters of second language acquisition Mythbusters of second language acquisition
Mythbusters of second language acquisition Carla Huck
 
Teaching english learners best practices
Teaching english learners   best practicesTeaching english learners   best practices
Teaching english learners best practicesDũng nguyễn Tiến
 
UNDERSTANDING YOUR ESL STUDENTS
UNDERSTANDING YOUR ESL STUDENTSUNDERSTANDING YOUR ESL STUDENTS
UNDERSTANDING YOUR ESL STUDENTSCarinne
 
T ex es tips spr15
T ex es tips spr15T ex es tips spr15
T ex es tips spr15Jodib226
 
Research Presentation
Research PresentationResearch Presentation
Research PresentationLeah Snedegar
 
English Learners in 21st-Century Classrooms and Language Acquisition Theories
English Learners in 21st-Century Classrooms and Language Acquisition TheoriesEnglish Learners in 21st-Century Classrooms and Language Acquisition Theories
English Learners in 21st-Century Classrooms and Language Acquisition TheoriesMika Ella Perez
 
local_media4775930823258548627.pdf
local_media4775930823258548627.pdflocal_media4775930823258548627.pdf
local_media4775930823258548627.pdfORENCIAHASPERVENICEM
 
2013 supporting the eal students in the mfl classroom
2013 supporting the eal students in the mfl classroom2013 supporting the eal students in the mfl classroom
2013 supporting the eal students in the mfl classroomIsabelle Jones
 
Ch. 4 oracy & literacy for english language learners
Ch. 4 oracy & literacy for english language learnersCh. 4 oracy & literacy for english language learners
Ch. 4 oracy & literacy for english language learnerssadhonau1
 
Bilingual Education.ppt
Bilingual Education.pptBilingual Education.ppt
Bilingual Education.pptlisalayla
 
TESOL Staff Development PowerPoint
TESOL Staff Development PowerPointTESOL Staff Development PowerPoint
TESOL Staff Development PowerPointgoodoogasteve
 
Online ESL Specialist Certification Program.pdf
Online ESL Specialist Certification Program.pdfOnline ESL Specialist Certification Program.pdf
Online ESL Specialist Certification Program.pdfsimplisagetechnologi
 
Approaches To Language
Approaches To LanguageApproaches To Language
Approaches To LanguageScott Bou
 
Class 11 ell 2020
Class 11   ell 2020Class 11   ell 2020
Class 11 ell 2020rmcquirter
 
2014 supporting the eal students in the mfl classroom
2014 supporting the eal students in the mfl classroom2014 supporting the eal students in the mfl classroom
2014 supporting the eal students in the mfl classroomIsabelle Jones
 
Dictionary eld
Dictionary eldDictionary eld
Dictionary eldntfukuwa
 

Similar a Research based information (20)

English teaching strategies
English teaching strategiesEnglish teaching strategies
English teaching strategies
 
Mythbusters of second language acquisition
Mythbusters of second language acquisition Mythbusters of second language acquisition
Mythbusters of second language acquisition
 
Teaching english learners best practices
Teaching english learners   best practicesTeaching english learners   best practices
Teaching english learners best practices
 
Njtesol07
Njtesol07Njtesol07
Njtesol07
 
UNDERSTANDING YOUR ESL STUDENTS
UNDERSTANDING YOUR ESL STUDENTSUNDERSTANDING YOUR ESL STUDENTS
UNDERSTANDING YOUR ESL STUDENTS
 
Gross u11a3
Gross u11a3Gross u11a3
Gross u11a3
 
T ex es tips spr15
T ex es tips spr15T ex es tips spr15
T ex es tips spr15
 
Research Presentation
Research PresentationResearch Presentation
Research Presentation
 
English Learners in 21st-Century Classrooms and Language Acquisition Theories
English Learners in 21st-Century Classrooms and Language Acquisition TheoriesEnglish Learners in 21st-Century Classrooms and Language Acquisition Theories
English Learners in 21st-Century Classrooms and Language Acquisition Theories
 
English as Second Language (ESP)
English as Second Language (ESP)English as Second Language (ESP)
English as Second Language (ESP)
 
local_media4775930823258548627.pdf
local_media4775930823258548627.pdflocal_media4775930823258548627.pdf
local_media4775930823258548627.pdf
 
2013 supporting the eal students in the mfl classroom
2013 supporting the eal students in the mfl classroom2013 supporting the eal students in the mfl classroom
2013 supporting the eal students in the mfl classroom
 
Ch. 4 oracy & literacy for english language learners
Ch. 4 oracy & literacy for english language learnersCh. 4 oracy & literacy for english language learners
Ch. 4 oracy & literacy for english language learners
 
Bilingual Education.ppt
Bilingual Education.pptBilingual Education.ppt
Bilingual Education.ppt
 
TESOL Staff Development PowerPoint
TESOL Staff Development PowerPointTESOL Staff Development PowerPoint
TESOL Staff Development PowerPoint
 
Online ESL Specialist Certification Program.pdf
Online ESL Specialist Certification Program.pdfOnline ESL Specialist Certification Program.pdf
Online ESL Specialist Certification Program.pdf
 
Approaches To Language
Approaches To LanguageApproaches To Language
Approaches To Language
 
Class 11 ell 2020
Class 11   ell 2020Class 11   ell 2020
Class 11 ell 2020
 
2014 supporting the eal students in the mfl classroom
2014 supporting the eal students in the mfl classroom2014 supporting the eal students in the mfl classroom
2014 supporting the eal students in the mfl classroom
 
Dictionary eld
Dictionary eldDictionary eld
Dictionary eld
 

Último

Mastering the Unannounced Regulatory Inspection
Mastering the Unannounced Regulatory InspectionMastering the Unannounced Regulatory Inspection
Mastering the Unannounced Regulatory InspectionSafetyChain Software
 
Web & Social Media Analytics Previous Year Question Paper.pdf
Web & Social Media Analytics Previous Year Question Paper.pdfWeb & Social Media Analytics Previous Year Question Paper.pdf
Web & Social Media Analytics Previous Year Question Paper.pdfJayanti Pande
 
microwave assisted reaction. General introduction
microwave assisted reaction. General introductionmicrowave assisted reaction. General introduction
microwave assisted reaction. General introductionMaksud Ahmed
 
Student login on Anyboli platform.helpin
Student login on Anyboli platform.helpinStudent login on Anyboli platform.helpin
Student login on Anyboli platform.helpinRaunakKeshri1
 
Q4-W6-Restating Informational Text Grade 3
Q4-W6-Restating Informational Text Grade 3Q4-W6-Restating Informational Text Grade 3
Q4-W6-Restating Informational Text Grade 3JemimahLaneBuaron
 
POINT- BIOCHEMISTRY SEM 2 ENZYMES UNIT 5.pptx
POINT- BIOCHEMISTRY SEM 2 ENZYMES UNIT 5.pptxPOINT- BIOCHEMISTRY SEM 2 ENZYMES UNIT 5.pptx
POINT- BIOCHEMISTRY SEM 2 ENZYMES UNIT 5.pptxSayali Powar
 
The basics of sentences session 2pptx copy.pptx
The basics of sentences session 2pptx copy.pptxThe basics of sentences session 2pptx copy.pptx
The basics of sentences session 2pptx copy.pptxheathfieldcps1
 
Beyond the EU: DORA and NIS 2 Directive's Global Impact
Beyond the EU: DORA and NIS 2 Directive's Global ImpactBeyond the EU: DORA and NIS 2 Directive's Global Impact
Beyond the EU: DORA and NIS 2 Directive's Global ImpactPECB
 
Contemporary philippine arts from the regions_PPT_Module_12 [Autosaved] (1).pptx
Contemporary philippine arts from the regions_PPT_Module_12 [Autosaved] (1).pptxContemporary philippine arts from the regions_PPT_Module_12 [Autosaved] (1).pptx
Contemporary philippine arts from the regions_PPT_Module_12 [Autosaved] (1).pptxRoyAbrique
 
BASLIQ CURRENT LOOKBOOK LOOKBOOK(1) (1).pdf
BASLIQ CURRENT LOOKBOOK  LOOKBOOK(1) (1).pdfBASLIQ CURRENT LOOKBOOK  LOOKBOOK(1) (1).pdf
BASLIQ CURRENT LOOKBOOK LOOKBOOK(1) (1).pdfSoniaTolstoy
 
Advanced Views - Calendar View in Odoo 17
Advanced Views - Calendar View in Odoo 17Advanced Views - Calendar View in Odoo 17
Advanced Views - Calendar View in Odoo 17Celine George
 
Introduction to AI in Higher Education_draft.pptx
Introduction to AI in Higher Education_draft.pptxIntroduction to AI in Higher Education_draft.pptx
Introduction to AI in Higher Education_draft.pptxpboyjonauth
 
SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx
SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptxSOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx
SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptxiammrhaywood
 
Arihant handbook biology for class 11 .pdf
Arihant handbook biology for class 11 .pdfArihant handbook biology for class 11 .pdf
Arihant handbook biology for class 11 .pdfchloefrazer622
 
Z Score,T Score, Percential Rank and Box Plot Graph
Z Score,T Score, Percential Rank and Box Plot GraphZ Score,T Score, Percential Rank and Box Plot Graph
Z Score,T Score, Percential Rank and Box Plot GraphThiyagu K
 
Grant Readiness 101 TechSoup and Remy Consulting
Grant Readiness 101 TechSoup and Remy ConsultingGrant Readiness 101 TechSoup and Remy Consulting
Grant Readiness 101 TechSoup and Remy ConsultingTechSoup
 
Nutritional Needs Presentation - HLTH 104
Nutritional Needs Presentation - HLTH 104Nutritional Needs Presentation - HLTH 104
Nutritional Needs Presentation - HLTH 104misteraugie
 

Último (20)

Mastering the Unannounced Regulatory Inspection
Mastering the Unannounced Regulatory InspectionMastering the Unannounced Regulatory Inspection
Mastering the Unannounced Regulatory Inspection
 
Web & Social Media Analytics Previous Year Question Paper.pdf
Web & Social Media Analytics Previous Year Question Paper.pdfWeb & Social Media Analytics Previous Year Question Paper.pdf
Web & Social Media Analytics Previous Year Question Paper.pdf
 
microwave assisted reaction. General introduction
microwave assisted reaction. General introductionmicrowave assisted reaction. General introduction
microwave assisted reaction. General introduction
 
Student login on Anyboli platform.helpin
Student login on Anyboli platform.helpinStudent login on Anyboli platform.helpin
Student login on Anyboli platform.helpin
 
Q4-W6-Restating Informational Text Grade 3
Q4-W6-Restating Informational Text Grade 3Q4-W6-Restating Informational Text Grade 3
Q4-W6-Restating Informational Text Grade 3
 
POINT- BIOCHEMISTRY SEM 2 ENZYMES UNIT 5.pptx
POINT- BIOCHEMISTRY SEM 2 ENZYMES UNIT 5.pptxPOINT- BIOCHEMISTRY SEM 2 ENZYMES UNIT 5.pptx
POINT- BIOCHEMISTRY SEM 2 ENZYMES UNIT 5.pptx
 
The basics of sentences session 2pptx copy.pptx
The basics of sentences session 2pptx copy.pptxThe basics of sentences session 2pptx copy.pptx
The basics of sentences session 2pptx copy.pptx
 
Beyond the EU: DORA and NIS 2 Directive's Global Impact
Beyond the EU: DORA and NIS 2 Directive's Global ImpactBeyond the EU: DORA and NIS 2 Directive's Global Impact
Beyond the EU: DORA and NIS 2 Directive's Global Impact
 
Contemporary philippine arts from the regions_PPT_Module_12 [Autosaved] (1).pptx
Contemporary philippine arts from the regions_PPT_Module_12 [Autosaved] (1).pptxContemporary philippine arts from the regions_PPT_Module_12 [Autosaved] (1).pptx
Contemporary philippine arts from the regions_PPT_Module_12 [Autosaved] (1).pptx
 
BASLIQ CURRENT LOOKBOOK LOOKBOOK(1) (1).pdf
BASLIQ CURRENT LOOKBOOK  LOOKBOOK(1) (1).pdfBASLIQ CURRENT LOOKBOOK  LOOKBOOK(1) (1).pdf
BASLIQ CURRENT LOOKBOOK LOOKBOOK(1) (1).pdf
 
Código Creativo y Arte de Software | Unidad 1
Código Creativo y Arte de Software | Unidad 1Código Creativo y Arte de Software | Unidad 1
Código Creativo y Arte de Software | Unidad 1
 
Advanced Views - Calendar View in Odoo 17
Advanced Views - Calendar View in Odoo 17Advanced Views - Calendar View in Odoo 17
Advanced Views - Calendar View in Odoo 17
 
Introduction to AI in Higher Education_draft.pptx
Introduction to AI in Higher Education_draft.pptxIntroduction to AI in Higher Education_draft.pptx
Introduction to AI in Higher Education_draft.pptx
 
Staff of Color (SOC) Retention Efforts DDSD
Staff of Color (SOC) Retention Efforts DDSDStaff of Color (SOC) Retention Efforts DDSD
Staff of Color (SOC) Retention Efforts DDSD
 
SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx
SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptxSOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx
SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx
 
Arihant handbook biology for class 11 .pdf
Arihant handbook biology for class 11 .pdfArihant handbook biology for class 11 .pdf
Arihant handbook biology for class 11 .pdf
 
Z Score,T Score, Percential Rank and Box Plot Graph
Z Score,T Score, Percential Rank and Box Plot GraphZ Score,T Score, Percential Rank and Box Plot Graph
Z Score,T Score, Percential Rank and Box Plot Graph
 
TataKelola dan KamSiber Kecerdasan Buatan v022.pdf
TataKelola dan KamSiber Kecerdasan Buatan v022.pdfTataKelola dan KamSiber Kecerdasan Buatan v022.pdf
TataKelola dan KamSiber Kecerdasan Buatan v022.pdf
 
Grant Readiness 101 TechSoup and Remy Consulting
Grant Readiness 101 TechSoup and Remy ConsultingGrant Readiness 101 TechSoup and Remy Consulting
Grant Readiness 101 TechSoup and Remy Consulting
 
Nutritional Needs Presentation - HLTH 104
Nutritional Needs Presentation - HLTH 104Nutritional Needs Presentation - HLTH 104
Nutritional Needs Presentation - HLTH 104
 

Research based information

  • 1. Research-Based Informationto keep in mind while teaching English Language Learners Bibliography: American Educator, Summer 2008, Teaching English Language Learners. Susana Dutro/2008, A Focused Approach to Systematic ELD.
  • 2. Achievement Gap for ELLs 2007 National Assessment of Educational Progress, Fourth Grade ELLs: * scored 36 points below non-ELLs in reading. * scored 25 points below non-ELLs in math. Eighth grade scores: 42 points below in reading 37 points below in math
  • 3. Statistics 1990 – 1 in 20 students 2008 – 1 in 9 students 2028 – demographers project 1 in 4 students 80% of ELLs are Spanish speakers *24% are from families below poverty level before immigrating. *Less than 40% of the adult immigrants have a high school education. *87.5% of ELL population were born in the US. Language and socioeconomic factors put ELLs at risk of poor educational outcomes.
  • 4. CREDE ReviewA report on researched findings about educating English language learners: *Teaching students to read in their L1 promotes higher levels of reading in English. *What we know about good instruction and curriculum in general holds true for ELLs as well; but *When instructing ELLs in English, teachers must modify instruction, taking into account students ‘ language limitations.
  • 5. Overview of English Proficiency Levels Beginning: Student uses gestures, learns high-frequency words and basic phrases. Effective Instructional Practices: *Exposure to abundant basic vocabulary supported with visuals and realia. *Making explicit connections to known vocabulary/concepts in L1 if possible. *Model simple sentence patterns. *Provide many repetitions.
  • 6. Early intermediate: Student learns to use routine expressions independently, responds orally/writing using simple sentences when provided scaffold. Effective Instructional Practices: *Give extensive practice in variety of ways to communicate thoughts. *Provide instructional feedback. *Repetitive and patterned text extends grammatical forms practice. *Begin building standard content vocabulary around standard content themes.
  • 7. Intermediate: Student learns to use a variety of verb tenses and grammatical structures, express ideas, describe events, give information orally/writing, comprehend basic content learning. (All using scaffolds) Suggested Teaching Strategies: *Focus on array of academic purposes. *Explore word relationships: word sorts/graphic organizers. *Increasingly precise vocabulary using frames, stems … Exposure to varied and extended texts with scaffolds. *Build English content vocabulary within thematic content.
  • 8. Early Advanced: Student initiates and sustains spontaneous language interactions Is able to comprehend increasingly complex oral and written material. Uses academic vocabulary to represent thoughts. Effective Instructional Practices: *Consistent exposure to complex narrative and expository text, focused on comprehension. *Develop academic vocabulary and complex tenses. *Address persistent problem areas in grammar. *Discuss and use metaphoric and figurative language. ,
  • 9. Advanced: The student comprehends general and implied meanings. Writes for social and academic purposes, although expression is sometimes stilted. Have mastered language conventions for formal and informal use. Effective Instructional Practices: *Repeated opportunities to express thinking about abstract concepts. *Authentic practice opportunities to develop fluency and automaticity in communication. *Direct instruction of finer, more subtle points of usage.
  • 10. Addressing the needs of ELLs through Research- Based Strategies will: Help to close the wide learning gap between Ells and English speaking students. Benefit L1 and L2 students through best Instructional practices. Reduce the costs of large scale under- achievement in the future of US society. If any of these arguments appeals to you, then Advocate for research-based, ESOL instruction.