Karina E. Chapa, M.Ed. Language Proficiency, Biliteracy and Cultural Diversity

Transcription

1 Karina E. Chapa, M.Ed. Language Proficiency, Biliteracy and Cultural Diversity

2 PROFESSIONAL LEARNING ESSENTIAL AGREEMENTS Be respectful of others Be an active participant Take care of your needs Use electronic devices as learning tools

3 Second Language Acquisition ELPS LPAC AGENDA

4 SECOND LANGUAGE ACQUISITION

5 Content Objective Today I will analyze the second language acquisition process and understand its impact in the education of English Language Learners. Language Objective Today I will discuss with my peers the second language acquisition process and I will share orally and in writing my individual language profile. Session Objectives

6 SLA Anticipation Guide

7 Affective Cognitive LANGUAGE = IDENTITY Social Language stands at the center of the many interdependent cognitive, affective, and social factors that shape learning. David Corson, 1999 Language Power 3-Step Interview

8 BICS Basic Interpersonal Communication Skills 1-3 years CALP 5-7 years Cognitive Academic Language Proficiency The Iceberg Theory J. Cummins, 1981

9 BICS L1 1-3 years BICS L2 1-3 years CALP L1+L2 5-7 years Double Iceberg Theory J. Cummins, 1981

10 BICS Spanish BICS English CALP Spanish + English My Language Profile 1999

11 BICS Spanish BICS English CALP Spanish + English My Language Profile 2017

12 BICS L1 BICS L2 CALP L1+L2 Your Turn! Create your own language profile Birthday Line

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14 La chimica è la scienza che studia la composizione della materia ed il suo comportamento in base a tale composizione. The Power of Cognates

15 La chimica è la scienza che studia la composizione della materia ed il suo comportamento in base a tale composizione. The Power of Cognates

16 Your Turn! ALL ish.com/vocabulary/spa nish-cognates 1. Individually make a list of 5 academic words from any content area. 2. Turn to your partner and combine your two lists of words (even if from different content areas). 3. Find another pair and exchange your lists. 4. Write the Spanish cognates next to each academic word. Use Google Translate if needed. 5. Calculate what percentage of the words are cognates.

17 Content Objective Today I analyzed the second language acquisition process and understood its impact in the education of English Language Learners. Language Objective Today I discussed with my peers the second language acquisition process and I shared orally and in writing my individual language profile. Session Objectives

18 ENGLISH LANGUAGE PROFICIENCY STANDARDS: ELPS

19 Content Objective Today I will examine how to implement the ELPS in all content areas and how to analyze TELPAS data to guide instruction. Language Objective Today I will share (orally and in writing) different ideas on how to linguistically accommodate instruction for ELLs. Session Objectives

20 ELPS ANTICIPATION GUIDE kahoot.it create.kahoot.it

21 19 Texas Administrative Code 74.4 Chapter 74. Curriculum Requirements Subchapter A. Required Curriculum 74.4 English Language Proficiency Standards Adopted December 2007 Statutory Requirement

22 ELPS Resources LIAG and ELPS Instructional Tool

23 1. Listening (K-12) 2. Speaking (K-12) 3. Reading (2-12) 4. Writing (2-12) ELPS Mingle!

24 TELPAS-ELPS CONNECTION Utilizing TELPAS to Guide Instruction

25 T E K S STAAR TELPAS E L P S TEKS vs ELPS

26 Academic Proficiency Language Proficiency STAAR TEKS TELPAS ELPS Relating Factor: evaluates/measures TEKS vs ELPS

27 TELPAS Levels

28 10% 30% 10% 50% TELPAS Domains NEW! Online in 17-18

29 ELPS Resources LIAG and ELPS Instructional Tool + DMAC Reports

30 How to Run TELPAS Reports by Language Domain Go to Home Page Go to State Assessment Select TELPAS Select Instructional Reports Select Student Language Proficiency Rating Generate Report DMAC TELPAS Reports

31 Sample DMAC Report

32 Content Objective Today I examined how to implement the ELPS in all content areas and how to analyze TELPAS data to guide instruction. Language Objective Today I shared (orally and in writing) different ideas on how to linguistically accommodate instruction for ELLs. Session Objectives

33 LPAC PROCEDURES Instructional Impact

34 Content Objective Today I will review the initial identification process for ELL, as well as the exit criteria to reclassify students. Language Objective Today I will discuss with my peers the initial identification process for ELL, as well as the exit criteria and how this information should impact instruction. Session Objectives

35 Providing Comprehensible Input

36 Limited English i Proficen t Training Flowchart All Students LPAC Procedures Initial Identification Process Language spoken at home and by student = English Non-LEP Home Language Survey Language spoken at home and by student = English and any other language Test Language spoken at home and by student = Not English Language Pre K 1st = Oral Language Profic i en t Test (OLPT) 2nd 12th = OLPT + Norm Referenced Standardized Achievement Test (NRT) LEP LPAC Meetin g Non-LEP c i General Educatio n Cl assr oom Parental Notif n atio Placement: Bilingual Program Placement: ESL Program

37 LEP Non-LEP General Educatio n Cl assr oom Parental Notif n atio LPAC Placement: Bilingual Program Placement: ESL Program Procedures Parental Permission Parental Permission No Yes Yes No Initial Identification Process Parent Conference LEP Denial Bilingual ESL Parent Conference LEP Denial Meets Exit/ Reclassificatio n Cr it eria Meets Exit/ Reclassificatio n Cr it eria Non-LEP (LEP Code = F or S) (Monitor) Non-LEP (LEP Code = F or S) (Monitor)

38 ELL Exit Criteria

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40 Content Objective Today I reviewed the initial identification process for ELL, as well as the exit criteria to reclassify students. Language Objective Today I discussed with my peers the initial identification process for ELL, as well as the exit criteria and how this information impacts instruction. Session Objectives

41 I used to think But now I know Tickets Out

42 Karina E. Chapa, M.Ed. Language Proficiency, Biliteracy and Cultural Diversity Director Facebook: Region One ESC