Changing Role of the ESL Teacher
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How has ESL education changed during the past 10 years? What impact has NCLB and RTTT had on your teaching?
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Changing Role of the ESL Teacher
- 1. The Changing Role of the ESL Teacher Judie Haynes NJTESOL/NJBE Spring Conference 2016
- 2. When did you start teaching ESL? Get into groups that best represent when you started to teach ESL. Brainstorm what’s changed 1980 and before 1990 2000 2010 After 2010 .
- 3. Teacher Discussion Discuss with a partner: 1. What are the biggest changes in your teaching methods and environment since you started to teach?” 2. How do you feel about the change in teaching?
- 4. What Changed? ESL teachers experienced: • Shift to push-in or collaborative teaching • Requirements that ESL teach with grade level texts • Emphasis on research-based teaching methods
- 5. What Changed? • Content teachers are expected to be teachers of content and language • ESL teachers are often expected to use materials and methods that they feel are inappropriate for ELLs
- 6. Key Challenges for ESL Teachers ELLs; • are often placed in classes where instruction is aligned to rigorous content standards. • need to develop conceptual understanding of the content • learn how to complete analytical tasks Valdés, Kibler, and Walqu Changes in the Expertise of ESL Professionals: Knowledge and Action in an Era of New Standards
- 7. Key Challenges for ESL Teachers ELLs need to know: • a repertoire of strategies to construct meaning from academic talk and complex text • how to participate in academic discussions, and to express themselves in writing across a variety of academic situations.
- 8. Key Challenges for ESL Teachers Inclusion of ELLs in new standards-aligned instruction in the content area classroom ELLs need to learn: • strategies necessary to comprehend and use language in a variety of academic settings so that ELLs can function in “inclusive” standards-based classrooms
- 9. How Teachers can Meet the Challenges of Collaboration with Others 1. Informal conversations before or after school 2. Curriculum alignment 3. Planning of instruction 4. co-developing classroom materials, and common assessments
- 10. Collaboration There are several models of coteaching. Key to a successful collaboration is: • roles of each teacher are clearly defined and • both teachers’ strengths are honored. • many ESL teachers complain that they are treated like aides in the classroom The Changing Role of the ESL Teacher from TESOL blog by Shaeley Santiago.http://blog.tesol.org/the-changing-role-of-the-esl- teacher/#sthash.1sBlbW6v.dpuf
- 11. According to Many Researchers According to Honigsfeld and Dove in their book, Common Core for the Not So Common Learner : • Instructional approaches such as co-teaching have a greater potential for a positive impact on ELLs (although they require more time and resources for adequate implementation.) • Teaching in isolation is no longer a viable option to ensure student achievement. It’s time for ESL and content teachers to join forces for the benefit of all our students.
- 12. ESL Teachers’ Role in Professional Development The specialized training of ESL teachers in SLA and their training in working with families from diverse cultural backgrounds can used to provide professional development for the entire staff. (Staehr-Fenner)
- 13. ESL Teachers’ Role in Professional Development ESL teachers can also provide professional development through • Mentoring • modeling strategies beneficial for ELLs. sheltered content instruction, participating in a Professional Learning Community (PLC) with content-area colleagues.
- 14. Standards-Aligned Instruction for ELLs School reformers believe that standard-based instruction: • Leverages home language(s), cultural assets, and prior knowledge. • Is rigorous, grade-level appropriate • Provides deliberate and appropriate scaffolds.
- 15. How is this type of instruction delivered in the ESL classroom?
- 16. Pull-out vs. Push-in ESL Programs Lively discussions on the NJTESOL/NJBE member hotlist about this issue. • pull-out ESL vs. having ESL teachers push- in to the general education classroom is still a hot-button issue for practitioners in the field.
- 17. Benefits of Pull-out vs. Push-in ESL teachers can: • teach grade level content using appropriate materials and text for ELLs. • easily differentiate instruction for ELLs of varying ELD levels in the same class • collaborate with classroom/subject area teachers on content.
- 18. Benefits of Push-in vs. Pull-out Through collaboration, ESL teachers can: • collaborate in planning lessons that give ELLs the academic language they need to succeed in content area classes • Model teaching strategies for ELs • demonstrate what makes ESL teachers experts in teaching language Adapted from TESOL blog by Monica Schnee
- 19. Benefits of Push-in vs. Pull-out ESL teachers can: • work in small groups to differentiate instruction • Scaffold instruction so ELs can participate in content classes at every level of proficiency • provide a continuity of instruction that is seamless for the learner Adapted from TESOL blog by Monica Schnee
- 20. Benefits of Push-in vs. Pull-out • learn what the quality of English-speakers’ language is like. • ensure that ELLs’ experiences are valued in the general education classroom • give students appropriate comprehensible input and lower the affective filter. Monica Schnee: http://blog.tesol.org/pull-out-vs-push-in-esl-programs-in- elementary-schools/#sthash.QrCJ7GHa.dpuf
- 21. Hybrid Model Monica Schnee says in a recent blog “the key to students’ success is to offer ESL instruction in the classroom and also to pull out ELLs at the lower levels of acquisition for an extra ESL period a day to meet the social-instructional and basic academic language needs.z” She calls this a hybrid model of ESL instruction.” Push in vs. pull-out programs in the elementary school: http://blog.tesol.org/pull-out-vs-push-in-esl-programs-in- elementary-schools/#sthash.QrCJ7GHa.dpuf
- 22. Push-in or Pull-out? Why? Discuss with a small group what you think of the hybrid model. Report groups’ thoughts.
- 23. My Info Email: judieh@optonline.net Twitter: @judiehaynes #ELLCHAT- Monday nights at 9PM on Twitter Publications: The Essential Guide for Educating Beginning English Learners https://us.corwin.com/en-us/nam/the- essential-guide-for-educating-beginning- english-learners/book237736
Notes de l'éditeur
- In 1980 I taught in a Magnet Center in Orange, NJ. I had about 20 Haitian students in my room in grades 1-5. They were of varying levels of ELA.. Their background included those students who were working on grade level in L1 and those who had limited literacy in L1. The students in grades 3-6 spent the entire day with me. I thought that I was creating a safe enviornment for them where they could learn. In fact, they were isolated from their classmates and they didn’t know how to interact with them. I left the job when the district put two brothers in my classroom who were middle school aged but performed on a 2nd and 3rd grade level. They had rarely gone to school.
- -Emphasis on research-based teaching methods – Move away from eclectic methods used in past
- coteaching or closer collaboration between content teachers and ESL teachers, expecting content teachers to be both teachers of content and teachers of language, designing push-in models in which ESL teachers are in classrooms with content teachers, providing professional development for content teachers in the theories of second language acquisition and best practices for supporting ELLs and enhancing the status of ESL instruction and ESL teachers (Maxwell, 2013). Lack of understanding on the part of administrators the unsuitability of these requirements for beginning and low intermediate ELLS.
- Gone are the days of an ESL teacher worrying only about a student’s cultural adjustment and progress in English language proficiency. Now the stakes are much higher with proficiency in reading, math, and science being the ultimate goal.
- Challenge 2 - Teachers should recognize that it is possible to achieve the standards for reading and literature, writing & research, language development and speaking & listening without manifesting native like control of conventions and vocabulary.
- collaboration ranges from informal means (e.g., short conversations before or after school) to formal instructional approaches such as coordinated planning, curriculum alignment, codeveloping classroom materials, and common assessments. Formal instructional approaches - See more at: http://blog.tesol.org/the-changing-role-of-the-esl-teacher/#sthash.1sBlbW6v.dpuf
- Let’s explore collaboration and professional development as two areas where the role of the ESL teacher is evolving to meet these challenges.
- This is the opinion of many school reformers who are not teaching K-12 ELLs. Kenji Hakuta teaches at Stanford University, Waqui works for
- I need to say here that push-in has become very popular among school administrators since the advent of the Common Core Standards. I think there are some occasions when it works very well (i.e. teachers have mutual respect, common planning time) But a large percentage of cases it is disastrous for beginning and low intermediate ELLs)
- Teachers can see that classroom teachers can see that the best practice for Els work with all students
- ensure that ELLs’ experiences are valued the same way as those of their monolingual peers.
- It must be said here that Monica teaches mostly K-1 students using this hybrid model. She has built an excellent relationship over the last 8 years with the teachers she works with.