Approaching ELL Students
•Descargar como PPT, PDF•
2 recomendaciones•1,254 vistas
Approaching ELL Students - A Brief Introduction to Bilingual Education and Effective Research-Based Strategies
![[object Object],Maribel Vilchez www.maribelvilchez.com Olympia, Washington November 2009 “ You can do it all! It’s just a matter of dreaming… for free”](https://image.slidesharecdn.com/approachingellstudents-presentationweb-091119002611-phpapp02/85/Approaching-ELL-Students-1-320.jpg)
![[object Object],[object Object],[object Object],Approaching ELL Students](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recomendados
Recomendados
Más contenido relacionado
Destacado
Similar a Approaching ELL Students
Similar a Approaching ELL Students (20)
Último
Último (20)
Approaching ELL Students
- 6. Source: OSPI
- 7. Source: OSPI
- 9. Bilingual Programs Additive Subtractive Immersion Maintenance Submersion ELL S. E. I Transitional Pull out Self- contained Early Exit Late Exit Sink or swim
- 12. Academic Effectiveness of Bilingual Education Models
- 13. ELL student achievement in English language standardized tests in grade 11 according to program model (Thomas & Colllier, 2001- 2008).
- 14. Evergreen Elementary Vision Evergreen Elementary School has implemented a dual language educational program with the vision of producing students who are: * Bilingual in English and Spanish * Bi-Literate in Spanish and English * Achieving at or above grade level academically in both languages. * Understanding and respectful of our multi-cultural society.
- 15. 5 th Latino Reading School District State Year School District State 2005-06 37.5% 52.6% 56.4% 2006-07 33.3% 44.2% 52.5% 2007-08 44.1% 46.3% 57.2% 2008-09 65.7% 64.7% 55.4%
- 16. 5 th ELL Reading School District State Year School District State 2005-06 23.1% 26.7% 26.8% 2006-07 27.8% 27.8% 21.8% 2007-08 33.3% 33.3% 31.0% 2008-09 43.8% 47.1% 27.5%
- 17. 5 th All Science School District State Year School District State 2003-04 20.7% 22.3% 28.2% 2004-05 25.6% 19.1% 35.6% 2005-06 25.0% 25.4% 35.7% 2006-07 22.7% 27.0% 36.5% 2007-08 34.4% 30.8% 43.0% 2008-09 52.5% 40.8% 44.9%
- 18. 5 th Female Science School District State Year School District State 2004-05 29.2% 21.8% 38.1% 2005-06 27.0% 29.3% 38.9% 2006-07 23.3% 31.2% 38.4% 2007-08 40.6% 39.4% 46.3% 2008-09 64.7% 47.7% 46.9%
- 24. Sentence Frame
- 27. “ I've come to the frightening conclusion in that I am the decisive element in the classroom. It's my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or de-humanized.” Haim Ginott
Notas del editor
- This graph shows the effectiveness of various models of bilingual education. The first two are purely subtractive education. You can see that the students’ achievement improve for a short time before it begins to decline and never gets to the 40 th percentile. (define percentile). The next three models are a combination of additive and subtractive education. The more additive education is used in the model the higher the students’ achievement. Only one model is purely additive education. That is the two-way bilingual education. This graph shows that the research shows that students who graduate from these types of programs better than the monolingual English student. Our Dual Language is a two-way bilingual education program.