Recommendations

Submitted by Sandra Del Castillo
 * Recommendations of the NLP Report**

In the NLP there was evidence mentioned that “children’s reading proficiency in their native language is a strong predictor of their ultimate English reading performance” (August & Hakuta, 1997; Greene, 1997; Willig, 1985) In addition, one of the reviews from the NLP from Yeung, Marsh, & Suliman, 2000 mentioned that bilingualism does not interfere with academic achievement in either language, and children are able to transfer some literacy skills acquired in their native language to the societal language.

These findings are what I believe in and have implemented in my classroom of English Language Learners. I am fortunate to have a classroom with a computer program such as the //Waterford Program//. In this program, the students have the liberty of selecting the language they want and need to use to build reading proficiency. It has the option of Spanish or English and in my classroom I have a total of four computers. I feed in the names of my students and their levels in the beginning of the year and the program basically runs itself calling the students on a daily basis. I monitor the students’ progress in writing, vocabulary development, reading, fluency, and reading comprehension. The program allows for the student to have a headset where they can answer verbally questions they are being asked, it records their answers, and it continually offers clarification of uncertainties.

I realize that not every teacher has access to this kind of technology. My English Language Learners students are fortunate to have this computer program that allows for mini-lessons and review of language arts standards in their native language of Spanish if they wish to select that language. I have noticed that some students will select Spanish for their instruction in the beginning of the year and later transition into English for their language of instruction. I appreciate the fact that the students get the chance to select when they feel they are ready to move on to English instruction on the computer. I provide a safe environment where they are not disturbed during their computer time, and they are also given headsets that allows for privacy. I monitor progress or digression when the students are gone for the day and I am able to hear lessons recorded throughout the day. I journal or take notes and work on students’ weaknesses throughout the year.


 * Additional recommendations for English Language Learners:**

Since it was mentioned in the NLP that children are able to transfer some literacy skills acquired in their native language to the societal language it makes language of instruction so important. As educators of ELL students one must be prepared to clarify or ask for additional help from inside or outside the classroom when it comes to making all our students proficient in English. I have witnessed numerous activities or lessons help ELL students and the following have helped me as an educator:

· Choosing a helpful and proficient in English student as an additional guide · Listening Center filled with books of students’ choice in various languages · Flash cards of concepts being taught · Vocabulary terms in various languages and subjects · Dictionaries in various languages · Thesaurus in various languages · Games such as hangman, word searches, memory & match, pictures cards, and anything fun and intriguing · Idioms (since this is a difficult concept for ELL students) · Grammar quizzes online from easy, medium, to difficult · Read aloud with a proficient buddy for support · Buddy Reading · Guided Reading · Interactive Writing · Magnetic words or letters · Preview and Review · Intervention Classes before or after school · Get parental support and foster that support with materials · Support and Clarification from the educator throughout the day


 * Web-based links for additional resources:**

[|**http://www.learnnc.org/lessons/search?scos_subject=English+Language+Development******]

[|**http://library.csun.edu/Collections/TCC/eslbiling.html******]

[|**http://www.ncela.gwu.edu/practice/lessons/******]

[|**http://www.1-language.com/******]

[|**http://sitemaker.umich.edu/356.hunemorder/lesson_plans******]

[|**http://coe.sdsu.edu/people/jmora/MoraModules/ELDInstruction.htm******]

[|**http://www.readinga-z.com/index.html******]

[|**http://www.mrshurleysesl.com/englishpractice.html****]

Submitted by M. Teresa Ramirez**
 * Recommendations for Language of Instruction

Utilizing effective instructional programs that meet the needs of English-language learners has been a topic of debate for many years. Should English-language learners be taught through bilingual programs or through programs that use English only? Much research has been done to find an answer to this question. Studies have found significant gains in the acquisition of English when English language learners received native language instruction (Covey, 1973; Huzar, 1973; Kaufman, 1968; Maldonado, 1994; & Plant, 1976). Studies that compare bilingual instruction with English-only instruction demonstrate that language-minority students instructed in their native language as well as in English perform better, on average, on measures of English reading proficiency than language minority students instructed only in English (August & Shanahan, 2006). From personal experience I agree that bilingual education works when it is well designed and well implemented. The research seems to be in favor of bilingual education yet, in 1998 California voters passed Proposition 227 mandating that all children in California public schools be taught in English, with the exception of those children whose parents apply for a waiver. This does not mean that we cannot assist our English-language learners in developing literacy skills in their first language to facilitate second language literacy development. Spanish/English bilingual trade books like those by Jan Romero Stevens can be used to develop cognate vocabulary, reading comprehension, reading strategies, spelling, and writing. Spanish/English bilingual books are especially helpful because they not only contain English text but also a Spanish translation. This would allow English-language learners to compare the texts and make connections between the languages. Activity: //Carlos and the Cornfield/ Carlos y la milpa de maiz// by Jan Romero Stevens  Procedure: Ask the students what they think the book will be about from the book cover and title. What is going to happen and where? Read each page slowly in the primary language first and then in English. Ensure that the students are comprehending through the use of voice intonation, gestures, pictures, and vocabulary. Ask questions about cognates they hear as well as comprehension questions. Does Carlos want to buy a red knife or a bicycle? How will he make the money to buy the red knife? What will he help his father to plant, chile or corn? Is the job easy or hard? Did Carlos put three seeds in each hole? How many did he put in each hole? How does Carlos feel when the plants start to grow, good or bad? What does Carlos buy when he sells his red knife? When does Carlos plant the new seed, in the morning or the night? What color of corn seed did Carlos buy? Are Carlos's parents angry with him? Why or why not? Evaluation: Ask the students what lessons they learned from the story. Ask for volunteers to translate the saying, "You reap what you sow" Although the story takes place in Espanola, New Mexico, talk about the possibility of it taking place somewhere else. http://storytrail.com/SWCL/pages/main2f.html http://www.nabe.org/education/index.html http://www.bilingualeducation.org/

** Submitted by Blanca Rivera ** Throughout Chapter 14 of the NLP Report, there has been no indication that bilingual education impedes academic achievement in either the native language or English. In fact, most of the studies discussed in the chapter showed results that favored bilingual programs (Huzar, 1973; Maldonado, 1994; Plante, 1976). The studies demonstrated that ELL students may learn to read best if taught to read in both their native language and English. Reading instruction in a familiar language may serve as a transitional bridge to success in English due to the similarities in phonetic orthographies between both languages, such as with Spanish and English. There are a plethora of activities that can be delineated to enhance the academic achievement of an ELL student. These activities can vary from activities for recent arrivals to activities for ELL students getting ready to be transitioned into English-only classroom settings. Some activities may require instruction on computer and internet use, but can yield a myriad of resources for the ELL student. Here are a few activities that I have used in my classrooms to engage ELL students: ·  Provide various opportunities for oral language development o  It may sound obvious, but I will say it again. Allow students the opportunity to talk, talk, talk. ·  Listening Center with books in English and Spanish ·  Dictionaries and thesauruses in various languages ·  Mini-lessons on cognates and root word derivatives ·  Buddy Reading with a strong English reader ·  Intervention Programs ·  Labeling classroom items in both languages o  Enhances reading, spelling, and possible identification of cognates ·  Self-selected reading material in English or Spanish o  Builds student motivation to read o  Improves reading fluency ·  Core Curriculum Web Sites o  Helps the ELL student access state- mandated curriculum online §  Information can be accessed at anytime §  Information is presented in different, kid-friendly ways ·  Provide a list of interactive web sites that ELL students can visit ** http://iteslj.org/v/s/
 * Chapter 14 NLP Recommendations**
 * __ Web-Based Links for Additional Resources __

http://www.manythings.org/e/vocabulary.html

http://www.sitesforteachers.com/

http://www.csun.edu/~hcedu013/eslplans.html#Lesson%20Plans

http://www.digitaldialects.com/English.htm

http://www.vocabulary.co.il/

http://www.dmoz.org/Kids_and_Teens/School_Time/English/