B U.S.-born students who are struggling and/or Long-term English Language Learners Served with ELL support services for more than 5 years Academic Development Language Development Cognitive Development Social & Cultural Processes Proficiency in English Developing or have attained full proficiency in social English; Have gaps in BICS vocabulary and CALP English; May be stalled at intermediate level of proficiency on state language ELP exam even after six or more years in LEP status Proficiency in native language (L1) Some proficiency in social language Little or no academic language in L1 Academic performance Making less than 1 year of progress each year toward achievement in subject areas Usually can decode but have difficulty comprehending text or completing grade-level writing assignments. Reading/writing below level of native English speaking peers May have L1 literacy May have mismatch between perception of language ability and reality Provide scaffolded instruction in content areas for ELLs through ELP Level 4 Provide literacy intervention appropriate for adolescent ELLs (meaning-based, reading comprehension strategies, analysis of complex text) Offer interventions, as needed, in the subject areas using materials Offer extended and flexible learning opportunities (e.g., extended day, weekend/evening classes, summer school) Provide daily, focused intervention opportunities that address all four domains (LSRW), with emphases on oral language development and academic language instruction for ELLs at ELP Levels 1 – 4 Encourage family to continue development of L1 at home. Offer engagement opportunities in the students’ L1, whenever possible Promote cognitive processes to transfer from L1 to English. Crystalized Knowledge Fluid Reasoning Working Memory Processing Speed Long-Term Memory Auditory Processing Visual Processing Executive Functioning Encourage and foster students’ knowledge base to transfer from L1 to English Practice perspective taking Community involvement Heritage sharing cultural background of the student and then; Decide how to provide a connection to: social support counseling medical legal housing employment Provide social emotional learning and support to include a focus on: Self-Awareness Optimistic Thinking Goal Directed Behavior Self- Management Relationship Skills Decision Making Personal Responsibility C Newcomer students who are on grade-level in L1 Well educated in home country Academic Development Language Development Cognitive Development Social & Cultural Processes
In US years or less Proficiency in English Recent arrivals from foreign countries: Beginning levels of English proficiency or above English language may be more advanced in reading and writing than in listening and speaking Recent arrivals from U.S. school districts with high quality bilingual/dual language programs: Developing or full proficiency in social English [BICS] Developing proficiency in academic English [CALP] Proficiency in native language (L1) Advanced or full social [BICS] and academic proficiency [CALP] in L1 Academic performance On grade level achievement in core content, electives and well-developed literacy in L1 With appropriate support, may show accelerated growth toward grade-level literacy and achievement in English Will likely show steady progress through English Language acquisition If native language courses are offered, credit accrual toward graduation can be rapid and successful May have difficulty with level achievement exams due to language, not academic content In danger of slowed growth without instruction in primary language when the content increases in difficulty Offer opportunities to accelerate progress through scaffolded content instruction via sheltered instruction model, as appropriate Offer opportunities to enroll in accelerated math and advanced coursework Offer opportunities to enroll in dual language programs, as appropriate Provide daily, focused intervention opportunities that address all four domains (LSRW), with emphases on oral language development and academic language instruction for ELLs at ELP Levels 1 – 4 Encourage family to continue development of L1 at home. Offer engagement opportunities in the students’ L1, whenever possible Promote cognitive processes to transfer from L1 to English. Crystalized Knowledge Fluid Reasoning Working Memory Processing Speed Long-Term Memory Auditory Processing Visual Processing Executive Functioning Encourage and foster students’ knowledge base to transfer from L1 to English Practice perspective taking Community involvement Heritage sharing Study cultural background of the student and then; Decide how to provide a connection to: social support counseling medical legal housing employment Provide social emotional learning and support to include a focus on: Self-Awareness Optimistic Thinking Goal Directed Behavior Self- Management Relationship Skills Decision Making Personal Responsibility D Newcomer students with interrupted or limited formal schooling (SIFE) Less than 2 years in US Academic Development Language Development Cognitive Development Social & Cultural Processes
Proficiency in English Beginning levels of English proficiency [BICS] Little or no academic language proficiency on arrival [CALP] Proficiency in native language (L1) Proficient in social language [BICS] Limited academic language proficiency [CALP] Academic performance Below grade level in academic subject areas in L1 and English Socio-cultural characteristics May be than grade-level peers May hold part- or full-time employment and be responsible to support self or family Tend to face multiple social and personal challenges within and outside of school. Provide content instruction through L1 and/or intensive scaffolded content instruction via sheltered instruction model for ELLs at ELP Levels 1- 4 Offer remedial math, as needed, provided through L1 or scaffolded instruction Provide literacy intervention appropriate for adolescent ELLs (meaning-based, reading comprehension strategies, analysis of complex text) Offer interventions to support learning in other subject areas Offer extended and flexible learning opportunities (e.g., weekend/evening classes, vocational program, extended time to graduation) Provide daily, focused intervention opportunities that address all four domains (LSRW), with emphases on oral language development and academic language instruction for ELLs at ELP Levels 1 – 4 Encourage family to continue development of L1 at home. Offer engagement opportunities in the students’ L1, whenever possible Promote cognitive processes to transfer from L1 to English. Crystalized Knowledge Fluid Reasoning Working Memory Processing Speed Long-Term Memory Auditory Processing Visual Processing Executive Functioning Encourage and foster students’ knowledge base to transfer from L1 to English Acquire knowledge through sensory experiences and manipulation objects Community involvement Heritage sharing Study cultural background of the student and then; Decide how to provide a connection to: social support counseling medical housing employment Provide social emotional learning and support to include a focus on: Self-Awareness Optimistic Thinking Goal Directed Behavior Self- Management Relationship Skills Decision Making Personal Responsibility Key Definitions: Cognitive Development