Review current American diversity statistics and their impact on public education Understand how public schools identify students with limited English language proficiency. Understand the different models of educating English Language Learners in American public schools Simulate English Language Learning Teaching Strategies that are used in today s American Public Schools

The American population is a constantly changing phenomenon, in size and composition. As of July 12, 2013, at noon, it stands at: 305,162,779 (US) 4.78% 6,723,798,198 (World)

Moving from the national to the local

Total Population: 299,398,485 49.1% male (147,434,940) 50.9 % female (151,963,545) Under 5 years of age: 6.8% (20,267,176) 05-09 years of age: 7.3% (20,549,505) 10-14 years of age: 7.3% (20,528,072) 15-19 years of age: 7.2% (20,219,890) 20-24 years of age: 6.7%(18,964,001) 25-34 years of age: 14.2%(39,891,724) 35-44 years of age: 16.0%(45,148,527) 45-54 years of age: 13.4%(37,677,952) 55-59 years of age: 4.8% (13,469,237) 60-64 years of age: 3.8% (19,805,447) 65-74 years of age: 6.5% (18,390,986) 75-84 years of age: 4.4% (12,361,180) 85 years and older: 1.5% (4,239,587) Median Age: 36.4 Average Household Size: 2.60 (105,529,122) Average Family Size: 3.18 (72,261,780)

White 62.2% (178,020,405) Black or African American 12.1% (34,962,569) American Indian and Alaska Native 00.8% (2,357,554) Asian 04.3 % (12,471,815) Native Hawaiian and Other Pacific Islander 00.2% (397,030) Hispanic or Latino 14.5% (41,870,703) Some Other Race 05.9% (17,298,061) Two or more races 03.3% (5,557,184)

Foreign Born Population 12.3% (37,547,789) Entered 1990 - March 2010 35% (13,178,276) Naturalized Citizen 41.9 % (15,767,731) Not a Citizen 58.0% (21,780,058) Undocumented (Estimated) 27.4% (10,300,000) Region of Birth Europe 13.6% (4,869,898) Asia 26.7% (9,534,429) Africa 03.5% (1,252,020) Oceania 00.005% (185,466) Latin America 53.2% (19,018,949) Northern America 00.02% (828,705) Language Other Than English Spoken at Home 19.7% (51,934,850)

M. Household Income $46,201.00 White $50,673.00 Black $31.969.00 Asian $64,238.00 Hispanic $37,781.00 Median Family Income $59,894.00 Per Capita Income $25,035.00 Male (Full-time)(FT/YR) $42.261.00 Female (Full-time)((FT/YR) $32,515.00

Families Below Poverty Line 10.2% (6,620,945) With Related Children Under 18 77% (5,155,866) With Related Children Under 5 38% (2,562,263) Families w/female Householder 50% (3,315,916) Individuals Below Poverty Line 12.3% (36.5 m) Under the Age of 18 17.4% (12.8 m) Over the Age of 64 10.8% (20.2 m) White 08.2% Blacks 24.3% Hispanic 20.6% Asian 10.3% Foreign Born 15.2% Naturalized 09.3% Not a Citizen 19.0% Based on 2006 reports

Marital Status 16 years and over Never married 59,913,370 (27.1%) Now married 120,231,273 (54.4%) Separated 4,769, 220 (2.2%) Widowed 14,674,500 (6.6%) Divorced 21,560,308 (9.7%) Civilian Veterans 26,403,703 (12.7%) Armed Forces 1,152,137 (0.5%) With a Disability(5 to 20 years old) 5,214,334 (8.1%) With a Disability (21 to 64 years old) 30,553,796 (19.2%) Gay and Lesbian 18 years and over Overall 10,456,405 (5%) Committed Relationships 3,136,921 (29%) Incarcerated 2,100,000 US has the highest rate in the world followed by Great Britain, China, France, Japan and Nigeria 726 inmates for every 100,000 Americans 60% racial or ethnic minorities 12.6% of all black men age 25 to 29 3.6% of Hispanic men age 25 to 29 1.7% of white men age 25 to 29

Population Enrolled in School 75,919,435 Nursery School/Preschool 4,785,409 (6.3%) Kindergarten 3,964,774 (5.2%) Elementary School (42.3%) 32,121,770 High School 17,008,891 (22.4%) College or Graduate School 18,038,591 (23.7%) Educational Attainment (25 +) 188,950,759 Less than 9 th grade 11,793,051 (06.2%) 9 th to 12 th grade (no diploma) 17,989,278 (09.5%) High School grad (including GED) 55,856,936 (29.5%) Some college (no degree) 37,984,610 (20.1%) Associate degree 13,960,054 (07.3%) Bachelor s degree 32,536,186 (17.2%) Graduate or Professional 18,830,644 (09.9%) High School Grad + 84.2% Bachelors Degree + 27.2%

High School Dropout Rate Total 10.3% White 06.8% Black 11.8% Hispanic 23.8% Asian 04.7% Foreign Born 25.9% Children of FB 17.1% Poverty Rate Total 12.7% White 08.6% Black 24.7% Hispanics 24.9% Asian 09.8%

Number of Persons 25 and Over Who Hold a Bachelors Degree or Higher (US) Total 26.7% (34.9%) White 80.5% (79.1%) Black 06.9% (08.2%) Hispanic 04.4% (05.5%) Bachelor s Degrees 2001-2002 Academic Year White 74.1% Black 09.2% Hispanic 06.4% Asian 06.4% Non-Resident 03.2%

Europe Asia Africa Oceania Latin America Northern America

Foreign Born Population 12.3% (37,547,789) Entered 1990 - March 2000 (13,178,276) 35% Naturalized Citizen (15,767,731) 41.9 % Not a Citizen 58.0% (21,780,058) Undocumented (Estimated) (10,300,000) 27.4% Region of Birth Europe 13.6% (4,869,898) Asia 26.7% (9,534,429) Africa 03.5% (1,252,020) Oceania 00.005% (185,466) Latin America 53.2% (19,018,949) Northern America (828,705) 00.02% Language Other Than English Spoken at Home 19.7% (51,934,850)

1990 Europe 4,350,403 22.9% Asia 4,979,037 26.3% Africa 363,819 01.9% Oceania 104,145 00.5% Latin America 8,407,837 44.3% North American 753,917 04.0% 2000 Europe 4,915,557 15.8% Asia 8,226,254 28.4% Africa 881,300 02.8% Oceania 168,046 00.5% Latin America 16,086,974 51.7% North American 829,442 02.7%

2000 31,107,889 11.1% 2020 38,259,000 11.8% 2030 43,887,000 12.5% 2040 49,622,000 13.2%

The foreign-born population in Illinois rose 86% from 1990 to 2006. The immigrant portion of Illinois population rose from 8.3% to 13.8%. Illinois ranks among the top six receiving states for new immigrants, following California, New York, Florida, Texas, and New Jersey. More than half of all immigrants in the US and in Illinois arrived in 1990 or after. About one-quarter arrived in 2000 or after. Illinois immigrants are moving beyond Chicago. Only one-third of all Illinois immigrants live in the city of Chicago, compared to 49% in 1990. Many recent immigrants now bypass Chicago and move directly to the suburbs and rural areas. In Illinois, 30 out of 102 counties saw their immigrant populations double from 1990 to 2000. Cass County saw an increase in its foreign-born population of 1141%.

1990 2000 Total 879,863 1,416,890 Europe 282,281 366,826 (including former USSR) Asia 200,327 321,239 Americas 357,666 703,709 Africa 10,503 23,087 Other 1,416 2,029

Mexican 582,028 Polish 137,670 India 76,931 Philippines 63,107 Former USSR 47,266 Chinese 44,809 Korea 35,468 Yugoslavia 29,724

Educating all children will require the will and commitment to understand and respond to cultural difference. To the extent that teachers know and understand how children s past experiences have been organized and explained, they are better able to fashion new ones for them. (Bowman & Stott, 1994)

Sweet or salty Tammy King, IRC, 2010

A Poet An Economist An Nutritionist A Historian Now in a group of four: Discuss how your language use changed depending on the focus. Tammy King, IRC, 2010

SOCIAL and INSTRUCTIONAL language The language of LANGUAGE ARTS The language of MATHEMATICS The language of SCIENCE The language of SOCIAL SCIENCE

Lau v. Nichols (excerpts) 414 U.S. 563 (1974) When children arrive in school with little or no English-speaking ability, "sink or swim" instruction is a violation of their civil rights, according to the U.S. Supreme Court in this 1974 decision. Lau remains the major precedent regarding the educational rights of language minorities, although it is grounded in statute (Title VI of the Civil Rights Act of 1964), rather than in the U.S. Constitution. At issue was whether school administrators may meet their obligation to provide equal educational opportunities merely by treating all students the same, or whether they must offer special help for students unable to understand English. Lower federal courts had absolved the San Francisco school district of any responsibility for minority children's "language deficiency." But a unanimous Supreme Court disagreed. Its ruling opened a new era in federal civil rights enforcement under the so-called "Lau Remedies." The decision was delivered by Justice William O. Douglas on January 21, 1974.

Identification Process STEP 1 Administer Home Language Survey (HLS) to all new school enrollees STEP 2 Identify students of non-english speaking background from HLS STEP 3 Administer prescribed English language proficiency screener to students who identify as non- English language background STEP 4 Review assessment results to determine need for program services (bilingual/esl) 23 ILL. Adm. Code 228.15

Home Language Survey (HLS) Public schools must administer the HLS to ALL new students (PK-Grade 12). Purpose - to identify students of non-english language background. Must be done at school enrollment time or before their first day of classes if in Pre-K. Must be in English and in the home language to the extent possible. Must include at least these 2 questions: Does the student speak a language other than English and if so, which language? Does anyone in the home speak a language other than English and if so, which language? Must have space for parent/guardian to sign and date it. 23 ILL. Adm. Code 228.15

Initial Identification Schools review each Home Language Survey (HLS). If another language is listed, they must assess the English proficiency of that student by using a screener. The assessment must take place no later than 30 days from enrollment date in the district, or If Pre-K, no later than 30 days after beginning participation in that program. If the language proficiency assessment yields test scores that fall below ISBE cut-offs, the school must provide the student bilingual education services. It must also annually report identified ELL students on the Student Information System (SIS). 23 ILL. Adm. Code 228.15

Early Exit Bilingual Model Three years out model. Uses native language as a bridge to target language. Goal is for child to become fluent in target language. Late Exit Bilingual Model Five to seven years and out model. Uses native language as a bridge to target language. Goal is for child to become fluent in the target language.

Maintenance Heritage Language Program Class composed of SAME native language speakers. Goal is to maintain language while learning the target language. Dual Language Model Class is composed of half native language and half target language speakers. Goal is for both groups of children to become bilingual in both languages.

Maintenance Heritage Language Program Class composed of SAME native language speakers. Goal is to maintain language while learning the target language. Dual Language Model Class is composed of half native language and half target language speakers. Goal is for both groups of children to become bilingual in both languages.

Cloud, Genesse, Hamayan ELL s use their home language to help them learn English much the way a child uses the straps to pull on their boots it is much easier than if a child just tries to tug away at the boots themselves Krashen: The role of MEANING The role of COMPREHENSIBLE INPUT The role of LOW ANXIETY Cummins Proficiency in English used for COMMUNICATIVE PURPOSES Proficiency in English used for ACADEMIC PURPOSES EMPOWERMENT OF STUDENTS Long the role of INTERACTION

Annual Examination What: ACCESS for ELLs test: Assessing Comprehension and Communication in English State-to-State for English Language Learners. ALL ELLs must take it. Includes ELLs with IEPs and ELLs whose parents refused bilingual program services Testing continues until student attains minimum scores showing he/she is no longer LEP/ELL. When: national testing window, usually January. Test results help determine: The student s progress in learning English If the student is still LEP/ELL and needs to continue in the program (TBE or TPI), or If he/she is ready to exit the program To exit from the program, the ACCESS test scores must show at least: Composite level of 4.8, and Literacy level of 4.2 23 ILL. Adm. Code 228.15

Levels of Language Proficiency (measure with ACCESS) Listening, Speaking, Reading, Writing Entering Beginning Developing Expanding Bridging Reaching A student can display different levels of language proficiency within BICS and CALPS and within each of the language skill areas. We first learn to read. Then we read to learn. These are two very different conceptual skill sets.

Must provide sensory, graphic or interactive support during assessment and instruction. 4 EXPANDING 5 BRIDGING 1 ENTERING 2 BEGINNING 3 DEVELOPING Only level where grade level text can be used with minimal support. Tammy King 2010

(Students) are ready to learn something, but start from different places.... When children enter school we need to observe what they know and can do, and build on that foundation whether it is rich or meager. Marie Clay

Regular practice with complex test and its academic vocabulary Students should practice with academic vocabulary through multiple opportunities across all four language domains and for multiple academic purposes Building knowledge through content-rich nonfiction and informational text Students should write consistently, during and after reading short and extended texts, and respond to text dependent questions Reading and writing grounded in evidence from text Students should write daily and consistently during reading of short and extended texts to show evidence of their application of reading strategies, such as predicting, visualizing, inferring, summarizing, questioning and connecting. ELL students are learning to read English while simultaneously reading to learn English content. The older the ELL child, the farther his/her English language peers have progressed in English language content development.

Select words that are important for understanding the essential learnings and the text. Do not exceed the number of words that student can remember (around 6 to 10 per lesson) depending on the learners age and/or stage of proficiency. Select words that can advance student s word learning skills (words with particular prefixes or suffixes for example) Teach words that are frequent, useful and likely to be encountered in the content area. They should be highly transferrable to other units or content areas. Do not directly teach words if students can use context or structural analysis skills to discover the word s meaning. Be sure that you select an appropriately leveled passage to begin with, one for which you will only need to teach a small number of words prior to reading.

Water Cycle: What vocabulary words are important for understanding? How can you use gestures to represent the vocabulary? How can you use pictures to represent the vocabulary? How can you have repeated exposures to the vocabulary? How can you use technology to assist in the teaching? How might these strategies help all of your students not just the ELL s?

Standards: Motivation: (Building background) Theme: Lesson Topics: Presentation: (Language and content objectives, comprehensible input, strategies, interaction, feedback) Objectives: Language Practical Application: (Meaningful activities, interaction, strategies, practice/application feedback) Content Learning Strategies: Review Assessment: (Review objectives and vocabulary, assess learning) Key Vocabulary: Extension: Materials: Reproduction of this material is restricted to use with Echevarria, Vogt, and Short (2008), Making Content Comprehensible for English Language Learners: The SIOP Model.)

Learn more - Please visit our website at www.luc.edu/cpell Feedback: 1 evaluation form (please complete and turn in.) Further Reading March 2013 Educational Researcher Please take an Educational Leadership journal for further reading. Thank you.