Unit 1: Why Teach ELLs Academic Language in Content Classrooms?
NAVIGATE TO: 
Grace's Portfolio | ETAP 623 Fall 2017 Section 7619 | Academic Language Building for ELLs in Content Classrooms
Unit 1 Objectives:By the end of this unit, the participants will: * Understand the importance of supporting ELLs develop academic language in content classrooms. * Understand the drawbacks of not helping ELLs develop academic language. * Reflect on instructional practices related to academic language development for ELLs. * Summarize the reasons for supporting ELLs develop academic language in content classrooms.
Why is it important to teach ELLs academic language?
- Academic language requires explicit and mindful instruction: Most ELLs are born in the US. Many of them are fluent in everyday interpersonal communication in English but struggle with academic English, after all the years immersed in schools.
- Low graduation rates: According to statistics, many current ELLs struggle to graduate from schools all over the country. The situation is dire in NYC.
- Common Core State Standards: There has been a push for text complexity and rigor across content areas, making learning daunting for ELLs.
Terms Defined
- Current ELLs are ELLs who have yet arrived at a native like fluency in the English language.
- Former ELLs are ELLs who were identified but have tested out and arrived at a native like fluency in speaking, listening, reading and writing.
- Long Term ELLs are ELLs who have been in the educational system for about 7 or more years but have yet tested out of ENL and reached native like fluency level. Many of the the long term ELLs are born here in the US.
Case Study
Visit the Website: Classroom Scenario
Quick Summary:
- Some ELLs may be fluent in social language but not academic language, especially long term ELLs.
- Some ELLs are fluent in speaking & listening but struggle with reading and writing.
- Academic language is important for academic and professional success.
- Academic language needs to be explicitly taught across all diciplines
Student Writing Samples
Without Support for Academic Language Development
Student Writing Sample A:
With Support for Academic Language Development
Student Writing Sample B:
How are the two compositions different?
How can we bring ELLs from A to B?
Look at Statistics
[High School Graduation Rates]
ELLs in NYS 2015-2016-- New York State High School Graduation Data
ELLs in NYC 2009-2016 --Read the full report:NYC high school graduation rates
What do the numbers represent?
1. In NYC, four-year high school graduation rate for current ELLs fell nearly 10%, from 40.5% to 30.8%.
2. Jointly, only about 50% of current ELLs and former ELLs graduate from high school.
3. If you have ELLs in your class, chances are likely that even though some of them pass your class, they might still not make it for graduation.
Terms Defined
- Current ELLs are ELLs who have yet arrived at a native like fluency in the English language.
- Former ELLs are ELLs who were identified but have tested out and arrived at a native like fluency in speaking, listening, reading and writing.
- Long Term ELLs are ELLs who have been in the educational system for about 7 or more years but have yet tested out of ENL and reached native like fluency level. Many of the the long term ELLs are born here in the US.
[Sample NYC High School Data] John Bowne High School
For years 2015 & 2016:
- The graduation rate dropped drastically from 48% to 22%, after the new common core regents exams for ELA and Math have taken effect.
- The dropout rate increased from 20% to 33%.
@ For data of individual schools in NYS: NYS education data @ For ELL data in different states: ELLs: How Your State is Doing
Complex Texts and Rigor/ CCSS
With the Common Core Regents rolling in, the ELLs have been confronted with tremendous challenges. Language is the most basic tool ELLs need to tackle the challenges.
Sample Reading/ Writing Tasks:
ELA Regents: reading comprehension, text analysis response, argumentative essay
Social Studies Regents:
Science Regents:
Math Regents:
How do we help our ELLs deconstruct the complex texts and make meaning?
How do we help our ELLs write/ talk in a sophisticated manner suitable for academic/ career settings?
Unit Summary
ELLs & Academic Language
- Upward mobility: High school is the most critical stage in a child's education because it serves as the gateway to higher education and upward mobility. Academic language is the language for higher education and career.
- Across all disciplines: Many academic vocabulary words, language functions and text structures can be transferred and reinforced across different content areas. All subject teachers can directly contribute to the language development of ELLs.
- Academic language = challenging: Academic language can be challenging for mainstream students and it is even more challenging for ELLs.
- Direct instruction: Incorporating direct instruction of academic language in content instruction can go a long way in promoting comprehension and sophistication of learning products.
Let's Help Our ELLs Now!
End of Unit Reflection
Write a Summary
- Why is it important to support ELLs develop academic language?
Reflect:
- How often do I incorporate direct instruction of academic language in my class?
- Last year, ________ (number) of ELLs passed my class.
- According to statistics, about _________ (number) of them will graduate/ would have graduated from school.
Case Study
- Do you have an ELL student who is like Carlos mentioned in the "Classroom Scenario"?
If yes, what have you been doing to help the student with the development of academic language? Let's follow this student along the mini-course and see how we can help him/ her!
Questions or Thoughts:
- What questions or thoughts do you have after completing unit 1?
Getting Around
Unit 1: Why Teach Academic Language in Content Classrooms?
Unit 2: How to Serve ELLs? The Basics
Unit 3: Academic Language
Unit 4: Language Objectives
Unit 5: Evaluate & Create Lessons with Language Objectives
Connect with Others
Additional ELL Resources
References