Teaching Learners of English as an Additional Language (LEALs) in Mainstream Classrooms

Teaching LEALs in Mainstream Classrooms Brock University: Faculty of Education EDUC 8Y56 Winter 2013 ========================================================================

Instructor: Nina Webster
E-mail: nina_webster@ridleycollege.com

Required Texts:

• English Language Learners – ESL and ELD programs and services: Policies and procedures for Ontario elementary and secondary schools, Kindergarten to Grade 12, 2007
• Many roots, many voices: Supporting English Language Learners in every classroom: A practical guide for Ontario educators, 2005.

*Documents and publications available at: http://www.edu.gov.on.ca/eng/

Description:
The workshop series Teaching Learners of English as an Additional Language (LEALs) in Mainstream Classrooms is an introductory series designed for teachers who have little or no background in linguistics. Using a selection of readings, discussions, reflective and problem-based activities; teachers will develop a broad understanding and practical strategies (LEAL toolkit) for teaching LEALs in mainstream classrooms. Basic language teaching/learning theories and methods will be discussed. An awareness of the complexities of the English language and the common difficulties experienced by language learners will help prepare teachers to teach students whose first language is not English and who are simultaneously learning the English language and curriculum content. The goal is to provide teachers with the tools and “know how” necessary for ensuring that all learners receive high-quality teaching.

This series is intended for teachers who wish to provide linguistically and culturally responsive pedagogy in P/J/I classrooms. Topics addressed in the course include: issues related to language, academics, acculturation, myths and misconceptions; basic concepts of multilingualism; best practices for language learning and teaching; content based instruction; language learning assessment; program models for LEALs; teacher advocacy; and suggestions for celebrating and supporting students’ languages as part of a school-wide approach in multilingual schools.

NOTE: LEALS are sometimes referred to as English Language Learners (ELLs).

Learning Outcomes: By the end of this series participants will be able to: 1. Describe the basic knowledge, observational and problem-solving skills and attitudes that enable teachers to make informed classroom decisions 2. Discuss the application of language acquisition theory to teaching / learning
3. Develop a LEAL toolkit for mainstream classrooms 4. Collaborate with colleagues in the development of a group project 5. Acquire a working knowledge of the Ministry of Education’s Policies and Procedures that impact the education of LEALs.

**NOTE: Changes may occur as a function of class needs and scheduling. EACH WEEK NOTES WILL BE POSTED FOR YOU TO DOWNLOAD 

Series Outline** 1. Understanding the Language Learner & Classroom Teacher Welcome & Introductions -Who are LEALs and their teachers? -- terminology (LEAL, Allophone, ELL, ESL, ELD, CLD, LEP) -- new arrivals vs. Canadian born -- teachers role – theoretical foundations To do: • Journal Response • Discussion question • Add to LEAL toolkit 2. Working Together to Support LEALs Key Issues in LEAL education & Creating an Inclusive Classroom -Understanding the needs of LEALs (language/social) --myths and misconceptions of LEALs, learning English and the English language -- Schools/teacher programs and delivery models To do: • Journal Response • Discussion question • Add to LEAL toolkit•
3. How English Works: Language Learning: -concise yet comprehensive overview of the foundations of language learning -stages of English development Understanding Multilanguage acquisition -acquiring a language / how long/ English-only -corrections / encouraging To do: • Journal Response • Discussion question • Add to LEAL toolkit•
4. Adapting the Ontario Curriculum for LEALs -differentiating instruction -program adaptations -describing learning behaviours -making language/content accessible To do: • Journal Response • Discussion question • Add to LEAL toolkit • Questions for speakers

1. Organizing Language Instruction -Language program – program models -methods of multilingual instruction

GUEST SPEAKERS: Q & A Panel To do: • Journal Response • Discussion question • Add to LEAL toolkit•
6. Language Learning across the Curriculum Integrating Language and content instruction (including subject-specific) – Best Practices -applying strategies in the classroom -visuals, instruction, scaffolds, journals, projects, materials… To do: • Journal Response • Discussion question • Add to LEAL toolkit 7. Creating a Supportive Language Learning Environment -comprehensible instruction/feedback -Incorporating student’s languages -supporting beginning language learners /participation -school, parents, and community (a community of support) To do: • Journal Response • Discussion question • Add to LEAL toolkit 8. Planning instruction -framework for adapted unit planning To do: • Journal Response • Discussion question • Add to LEAL toolkit 9. Assessment -alternative assessment/evaluation/reporting -putting it all together & raising awareness among colleagues To do: • Journal Response • Discussion question • Add to LEAL toolkit 10. LEAL Toolkits for Mainstream Teachers Conference -Poster Presentations To do: • Journal Response • Presentation session

Task Descriptions

Weekly Discussions (weekly submissions x 10 weeks = TOTAL = 25%)

Reflective Journaling (10 submissions = TOTAL = 30%) Great teaching is grounded in a thorough professional vision: a commitment to a philosophy with a set of clear ideas, skills, attitudes, connections and approaches in education. One objective of this course is to help you to articulate your own position and professional vision in relation to teaching LEALs by tracking your learning, questions, growth and thinking throughout the course. The reflective journal is a place to examine underlying assumptions/beliefs/attitudes on which your philosophy of teaching is based. Reflective Journaling will be completed on Sakai. Each student is required to write an entry for each session. Reflective topics may be suggested by the instructor throughout the course. Reflective pieces are due prior to the next session to allow students with enough time to engage in the reflective process. Questions to consider: - How will your learning impact your future teaching? - Have any of your thoughts/beliefs changed as result of today’s topics? - Did anything in particular shock/evoke emotion? - Do you have any lingering questions or thoughts? - Reflect on experiences related to the topic, any ah-ha moments? - If the situation is different in practice than in theory, why do you think this is? - Observations or notes on your thinking (during class or readings)? - How has this session impacted your teaching/learning philosophy?

Each written piece requires a minimum of 3 key points from the session and connections to future teaching practice. It is important to remember that when I or others question your statements, this is not intended as an attack on you or your opinions. Rather, it is an invitation to expand on your initial statement and to reach deeper.

LEAL Toolkit (TOTAL = 35%) You will develop a personal LEAL toolkit in this course. The contents of the toolkit will be a compilation of material from the course readings, activities and student research. Individuals are responsible for meeting the minimum requirements of the toolkit and may choose to collaborate with 1 or 2 other participants. A variety of organizational systems may be used; however an accordion-style folder or binder is recommended. All LEAL toolkits must have the following components: q A continuum of language development (visual or summary) q Environmental supports q Student resources o Strategies to support students at varying levels on the continuum o IT (SMARTboard, webcams, websites) o Strategies for ongoing support/ to differentiate instruction q Professional resources (research tidbits on LEALs) q Alternative assessment methods q Strategies for parent partnerships q Tying in the first language (i.e. dual language texts) q Resources (websites, books, community) q Notes from Panel Presentation (Week 5) q Optional (recommended additions – I can assist you in arranging these): o Visit a school board Welcome centre and obtain information o Visits a mainstream teacher with LEALs o Interview ESL teacher o ESL class at one of the multicultural centres o Interview a Settlement Worker in Schools

Students must provide the instructor with an electronic copy of their toolkit (Microsoft Word, PDF, Scanned Copies, and/or Photographs) to be shared with the instructor and classmates. This collegial exchange allows all course members to maximize their toolkit contents and resources for future use. In session 10, the face-to-face session will allow participants to share their toolkits in an informal conference poster/presentation style session. You may present in any form you choose (a poster size display for your colleagues to browse or simply bring your toolkit for others to see). The goal is to raise awareness, share resources, and for participants to articulate and justify the contents of their LEAL toolkit while developing their advocacy skills.

Class Participation/Attendance (TOTAL = 10%) You are expected to participate in all class discussions and tasks. Of course, the quality of this participation and not the quantity will be of primary importance. During session 5 we will have a panel of guest speakers for a Question and Answer session. Each participant must pose a minimum of 2 questions to the panel. Questions are to be posted online to avoid duplicate questions. Students may ask more than 2 questions, but must first wait for the whole group to post at least 1 question. This will be a great opportunity for you to take advantage of the professional knowledge of experienced professionals.

Accommodation Policy: As part of Brock University's commitment to a respectful work and learning environment, the University will make every reasonable effort to accommodate all members of the University community with disabilities. If you require accommodations related to a permanent disability to participate in this course, you are encouraged to contact the Student Development Centre Services for Students with Disabilities (4th Floor Schmon Tower ext. 3240) and also discuss these accommodations(s) with the professor/instructor.

Academic Misconduct and Penalties Because academic integrity is vital to the well-being of the university community, Brock University takes academic misconduct very seriously. Academic misconduct includes plagiarism, which involves presenting the words and ideas of another person as if they were your own, and other forms of cheating, such as using crib notes during a test or fabricating data for a lab assignment. The penalties for academic misconduct can be very severe. A grade of zero may be given for the assignment or even for the course, and a second offence may result in suspension from the University. Students are urged to read the section of the Brock University Undergraduate Calendar that pertains to academic misconduct. Students are also reminded that the Student Development Centre (Schmon Tower, Room 400) offers free workshops on writing and study skills and on avoiding plagiarism

If you have any questions or concerns about this outline please do not hesitate to contact me. RECOMMENDED TEXTS, DOCUMENTS and WEBSITES

Recommended Texts

Coelho, E. (2003) Adding English: A guide to teaching in multilingual classrooms. Toronto: Pippin Publishing Ltd. Bouchard, M. (2005). Comprehension strategies for English language learners. New York: Scholastic. Reiss, J. (2008). 102 content strategies for English language learners: Teaching for academic success in grades 3-12. Upper Saddle River, NJ: Merrill/Prentice Hall. Reyes, S. A., & Vallone, T. L. (2008). Constructivist strategies for teaching English language learners. Thousand Oaks, CA: Corwin Press.

Ministry documents (available at: http://www.edu.gov.on.ca/eng/)

• The Ontario Curriculum Grades 1–8, English As a Second Language and English Literacy Development - A Resource Guide, 2001
• The Ontario curriculum exemplars: English as a second language and English literacy development: ESL level 4, 2003.
• The Ontario curriculum exemplars: English as a second language and English literacy development: ESL level 1, 2000.
• English Language Learners – ESL and ELD programs and services: Policies and procedures for Ontario elementary and secondary schools, Kindergarten to Grade 12, 2007
• Many roots, many voices: Supporting English Language Learners in every classroom: A practical guide for Ontario educators, 2005.
• Supporting English Language Learners with limited prior schooling: A practical guide for Ontario educators, Grades 3-12, 2008
• Supporting English Language Learners in Kindergarten: A practical guide for Ontario educators, 2008

Websites - Canadian Heritage: http://www.pch.gc.ca/ - Center for Applied Linguistics: http://www.cal.org - Center for Multilingual Multicultural Education: http://www.usc.edu/dept/education/CMMR - Center for Research on Education, Diversity and Excellence: http://www.cal.org/crede - Citizenship and Immigration Canada: http://www.cic.gc.ca - Dave‘s ESL Café: http://www.eslcafe.com - Dual Language Showcase: http://schools.peelschools.org/1363/pages/dual.aspx - Electronic Magazine of Multicultural Education: http://www.eastern.edu/publications/emme - ELL Gains: http://www.edugains.ca/newsite/ell2/index.html - ESL Infusion at OISE/UT: http://eslinfusion.oise.utoronto.ca - International Children‘s Institute: http://www.childrensinstitute.org/ - Internet TESL Journal: http://iteslj.org - James Crawford’s language policy web site: http://www.languagepolicy.net/ - Multilingual Children’s Association: http://www.multilingualchildren.org/ - Welcome to Ontario: http://www.settlement.org