Breaking Through look-inside by Solution Tree

Margarita

EDITOR

Cop)"ighl C> 1011 by Solution T,,, P.... All 'igh...... IT... , i",l!>.ling 'ht 'iSm of "l'foJur'io. of ,hi. book i. whole M In 1"" in .ny form. W; ~"'th Mo"o" $I .. ", Bk>oming'''''' IN ·mo·) 11,11)]33.67361'<>11 ,>«) la,n><l<7700 FAX, 1l 11.3l6.mO ,m.il, in~ion· "<<.<om

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S<>I. ,,,,,, T_ P...... Pt"u."" llougl.s M. RIO. Publoili<" Robert Il Clouse Vic, P.-..u.nt or rro.h:rion : G,,'<ll<n ~ "'11' ~b .. ging P~rio" EJito" C><oline W;'" St.1or P,o.b;Iion &l f o" f.rh,-,uJ L,V)' Proof, ..J<" lioJ. Stifcrt T<XI 0."11""" Amy Sho<k Col'<! De'ig"''' Ria" AnJc""",

Table of Co n tents Ahu u11h. l'AJ i1o , ........ . I n1roJu, 1i'>n .\ la'8",ila (Ald"cn .

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\\"ayofSchoohng

Lan gu.ge •.\ t i M,i lye h i lci,en .l la'8",ilo Cald"cn. Chal'l~'

£If""t,v< Whole·&hool T"""h ing for Engli,h

ua,nero .27

Nobfrlli. Slavin ..... .

R"scarch on F.ngli,h Lea,ne, In'truclion Qaua, GoId'nb,'lI. . . . . ............ 39

Whole·Schooi ApprOlJrhc< to ""ademo< La nguage Proficiency Among Engli sh Lea'ners

1m, um,n,,", ....... .

Chaple,

Educat ing English Lear ncr" An Integrated 1'<"]>O<"ti'" Sa,-"h CApiltlli. La.ra AI",,,:, and Guadalup<" I'uldh. ... ,

C hapkr 6

. 6J

" ....... ". ,89

EiT""t,," Teaching for asand All Student" Vocabulary, R,,,ding, and Writing Within All

Subjects /JIil:ma.\tinaya RQW<". .. .. .. .. . ........ .. . W7

Teaching & io",. With Engl ish Language a nd

Literacy Oklttt Ut . , ........ ,

" .. , ........ ,' .1)9

Ch~ptc'1"

Lin king Li1e'''''y to Content in Pre",hool Math, Scien«, and Social Sci.",,~ Maria N. Trt~ ...... , " ....... " .145 Common I n.tr u<ti"". l A;",,,men t fo , Engli'h Learner" A Whoic·Sch",,1 Eifort JtargoGoI.liw ...... .. .. .. .. .. ... . ... .. . ]67

Ch~pt",

Re.ponse 10 Int..,.entioo for £ngli.h Lea 'ne,"

,1.1"'",1., 0'].: ..... ... " .. , ... , ........ ,' .185 Chaptc", 11

J..:ad.,..nip Mat t~'" for Lear ni ng Engli.h and J..:arning in Engli.h f1.na l;;quir'fiW ...... ,

.. . 207

Chaptc", 12

Bui lJ ing Cornmunihe. of rrocUre in Lmgu"u<ally an.! Culturally School ()i",k .. /la,,,,",,, D. i\co"a. K.is/,"a Anmom. and a.",ltnt J/i",,,, ..... , , ... , .... , ... ,' .227

Ch~pt~,

I mpicmenting t h~ Chang< .lta'gtI'i' a <:ald"an and 10.1 GJmt: ..... " .]45

Index . .

[)i,,,,,,,,

. .. ... ... ... ... 263

About the Edi tor

Margarita CalderOn l>!argarila cakl.ron, Pn !), i, prof.,"or emerita .nd .<cn~" «.<c.,cn ",;enUst .. Inc John. Ilor\<in. Uni,Tr.ity School of Educ' lion . H.. « ... «n, " .i ning, . nJ curricu lum Je,..,lopmcnl for lc.ching I.ngu.ge. ' rading ,,,mprehen'ion, and conl. nt knowkdgo to 1.:-12 Ellgli.h Icam<,. h•• b<:<;n ,ul'!'orl",llljIlhc New Yorl; C.",.gi< Corporalion l'oondation, th. U.S. O'I'. rtm.nl of Educat ion, tho u. S. [)op."mcnl of 1.. 00', Ihc N>tion.l 1",I,'Ul" of Health, .nd ,h. Ta .. Ed"" .. ion Ag<ocr. Her work n., focu,ed On dfeeti,·c instruction.! prt>c««" lwo·way . nd du. l· language program" teacher learning eommuni,ies, .00 I'mfe"ion.1 d ..'tlol'",.n' for ",hool, wit h I. ngu.ge ·minority I"'l'u l., ,,,o, and ",i.ing ",loIcsccn' ",,,,Iors. 'Ihe ,ulhor of m<>IT lhan on. hund red .,'ides, eh'pters, book" a nd teach.r "aining manu . I" D r. C.ld.,6n·, most r."ol pro· k"iolla l boo... rc r."chint R."ding Coml'reMn,iun 10 fntlish Lenrn",. K-S and reuching J/.c"Jing '0 hg{ish f.angllag<' I.earn"" Grad.. I)-{ 2. She . 1'0 d..·.loptd RIGO ~ (Read ing Inmuct ion, l Goo!. for Old., fk>Jcr.), • ,,·ric. of ill"'Wlllion "'SO<Irees k>' old.. .. ud.n" ...... Jing .. p .. lil ..... -SraJ. J 1.,..1•. RIGOR i, bting used in Nc,"' York Cil y, Ilo.Ion, Ilou""n, I"",i •• ill., S;a!l L. ke Cily, and o,hcr m.;Or <ili«.

•

BREA KING THROUGH

Dr. Caldcr6n h...1'0 <re.ted and di,«ted her o"' n in lern.lional in<lilute. for .dmini.lralo".I<ach.", and parent; , She is an expe"enced <la',room leacho., bilingual prosram di roetor, prof",_ ,;"".1 deydopment <<>ordlnat"" prot""'" of eJoca,ion.II""Jorsh,p

gradu.te progr.m •. anJ te""h., ,upervi",,_ Born in Juar•• , .\l oxicQ, Dr. C.lJer6n v,a' N"Cated in M"ico and the US, ",«;'iving a SA in English and .\1 A in hnguist,,,, from tM Un~",olly ofT""" a, Fl 1'• ." and her doc,,,,,,,. from Clo re""",!

Cradu.t. S<hool in

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Porn"""

California.

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Ca lJ<r6n's ..-or k, and <O nt.<1 pd~.olu!ion.lre ... om to book Dr. CalJer6n f"r p,.,(""ionai J<I~lop",enL

In troduction

Margarita Calder6n 110"" Joe. /J'''''kinS 'Ilvc"Sh: tifteli", Insr'"'licn 6- ,\,....<.<",,"1 fer R..."hi"S f.·"SI,,), I..... rnm d iffer from other book. in the upsurge ofbook. "" Engli.h lea,,,,,,, (£l.)! One diffe,e"". i. that th i. book attempt. to look at £l. f,om a la'ge' p""pe<Ii"", it r,oviJ", gu ideline. and ,<cornm.ndation' f"" a ...-ho]~."'hool.pproath to helping EL. ""h«,.., .. ademnlly wh,l. learnmg F.ngli.h.

lho", ,e.:ommondati"". are ba",d "" ernpi,,,al .tudio. thai Ihe '''''t ribute" to this anlhology do«,ibe in I heir ""pe<to,.., ,hap"''', He",-.,..,r, beyond the evidence b.,e, the con"ibut"', discu" the n""d to ma ke. 01"".1 <omm itm. nt to H . _and to all other ,h il · dren ...·ho may be struggling in ou, schooh , They dr . ...· '!leoti"" to peopl. who ha,,, already maJe .u<h a cornmitm.n t ;n ordinary school. and dimk" Ihroughout the Un ited St.t.... nd (".'lnaJ a. l he cornmon trait of .lIlh... school. i.th.t they h."" no1 gi"'" up hope, ·lh... hoollea'"'" ,on.tanl ty engage tearhe, •. «...,h ..... nd .pe<iali. l. 10 make lhe minuto.by.minute effort. thai m.ke a differe"". in <h IIJ rcn',

Ii"".,

'lhe .ugge>Ii"'" in thi' b<>ok ,tern f,om • "" .... l>oJy of ,o""""h, i",,]ud ing field 'tudies, cmrh •• i<ing thai language, lileracy, .nd ,ub· ject mat"-,, a .. learned fa.!.'r ",-hen inlegraled, .",n ;n short period, ofEngli.h a•• "",,,,,J langu.ge (ESI.) or I'nguage .,10 and bili ngual Mue.li"". Un I... , .1I1he te",he" in a school . rC..... 11r'''P''red to ,,,.. h th i, ..... y, the learning progre .. of Fl. in thai "hool ...·ill nel chanS'" f, orn lh. "atu, quo. In ,hapler 1, I di«u .. lhe •• 1...·0 ''''''cpU in Jepl h, pro"iding .""mp.... of ongoing stud ie, "" the integral;"" of langu.ge, li1<'I'acy,

BREA KING THROUGH

and COI1 lonl, along "'jlh a look al impjcmentalioo .!forlS. "IhiHhapl'" ,.uti"", again.t the u,," of c~r{.;n pracli<e! ,tomming lh. '.'1 f...· decade. 0( thc (...,,"liNh rontury. "'..," kno,,'lrdg< about ho ..· to

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eJlKate F,n!(h'h Ieo",er. "''as ba!<'<l mainly on guo",,"ork . I al,o out· I; .... what <"" raSffiU' l""h ... anJ ad mi oi.l ro1ors do col b/:><;Jral ,....'Y 10

'ludy their as. '" thc .. ",!IooI. leade .. take ri.k" study th_ 'i'ko. and C""linue ,,'orking I"",.. ,d their goal •. they.re finding thi. mOst •• ".,rJing, b<>1h for lh.", studenl. anJ them .. ~..,..

1"""""

In chapler 2, Robert Slav;n

d.""b", effodi,-. ",'hole·",h",,1

' •• ching for IlL._H. me.",. thot good te.ching for is good I_hing f", "1I'lud.na. tlOIlh. othe, way a,ounJ. anJ h. de"" ,,,,,. four ,tratesic.to rca<:h.1I children: (l) '''''''h ,,·cll -organi,.eJ. inte,.. ling I"..""" (21 maximin oppor'u"iti.. for .tudenl' to""", nol ;u" hca " kty con«pI" (3) ",.. imi", ""poriunilio< f<>r Ihtm 10 ,-",. bally de"rib. Iheir current unde"landmp 10 olhe, ,Iuden" and 10 hea, Iheir I""'r' """p"'li,'es and f""db.d, .nd (4) rna. imi,. "Pporiunili'" f<>r ",udenl' 10 " I<am hO,.-IO lca,n" Ihal"" 10 gain melarogn" i,,, ,.ill, 10 he lp them "uJy. rel.m informal ion, and apply nc,,' ,kill, . In chapkr 3, CI.ude Goldenberg <all, allenl,On 10 the facl I hat I here i, r.markably hllie r.se.rch documenling Ihe achi .."menl erf«ts of many of the pra<Ikeo recommended for or used "'l1h £Ls, i:\'en when "'. do h..'c ..'idenee of eff«tivene .., th. impan on "udont learning i. at b..t mod .. t. He .uggem fou, imporlanl pr inciple. th.t can "" ..., as a fr.mc",or . for de.igning dfcrti"c in"'""tional p<osram. for Hs: (I) eff«I,ve pr;o:lice. and program. for £1. and non -ll' overlap con.iderably: (2) ll. regull" add,tional in"ruction.l .uppor" due 10 language limit.tions: (3) promOling F.ngli.h language prOliciency mu.t be a pri<>rily for El.., and W Fl.' home langu.!!" i,. ,'aluable re",u". Ihal can be u,cd 10 promOle I hei' academ" ><hic ',,",cnt . He ,aulion, against qu kk boo and urge. <omprehen'ive awoades Ihat integrale mult iple components and create a focused and coherenl school"'idc approach 10 imp<o,·ing ..,hi",,,,,,enl for Fl •. T,,' o concepts that havo wilhstood the test of lime .re Jim Cummin" ba,k inlerpersonal <ommunicati," 'k ill, (BICSI and

If'I\rodue~on

cogn ili'" "",demi<" language !"ofi,iency (CALI') , In cnapler 4, Jim r.,,'i";lS Iho", ,oncepts and add. "aluable inf",malion , Guadalupe valde. na, gi''''' u. greal in.ighl< for the h~a.t and mind th.ough Ihc )"'I". In chapler S,'M take. hcr ,,,I"able pe"p«_ ,,,-'" inlO a n<>w h",iton ~-i,h Ih~ empirical .tudi.. of hcr colleaSu ... Sarah Cap".11I and laura Ah"'r~', Thoir One·on·one En~(j.h proj«' de",ibe. ho ..· it might look in practice for "hools to mo,.. to".. rd 'M common ,Ore ".ndard., In chap'''' 6, Liliana Minaya-Row" di",u .... a .... y 10 int<glare languag.', liter.cy. and .ubj"'t.• r'" instruction in middle and high «hool. , Hcr detailed d".",pti on of Ihe featu,e. of each componenl i, <oupled with the profe."""al development design, Ihat "hool. ean adapt in ordc' to !"el"'e all "",hcr. in a "hooi to be "",hers of ""adem Ie language ..... diog, and wriling "'hen the .. are inl<Slaw.! into math, ",ien,e. soci.1 studies, or language am. Ol< h"" Lee addre .... the emerging dis<ipli n< oftcaching ",ie",e to H, in ,hap",r 7, She do"ribe. the tYre> of app'oach ... ,uch a. <oIlabor."", "",m"'OIk. that make "iene' intcr",,,ng, .clevant. and comprehen.ible to nO. 1hi. chapter "'ill ",rv< the "' ''",e Nueation commun ily " .. II. a. ne'" ",lenee .tandard. arecurrently boeing developed f'" all'tude"I<, including a •.

·Ihecd"".tion of ns noN.IO .",near ly-in pre",hool: In ,h.pler 8, Maria Trejo Outline.lhc ",,,,ar,h on early learning and Ihc benclilS fo, H, of d",,'loping rich language. malh, ",,,,nce, civies. social .tudie •• and prditomcy . kill, simul"n,>ou.ly in Engli1lr and ,he primary bng"ag.' , In chapte, 9. f.om • culturally ""pon'i'" educalion persp«hw. Margo Gottlieb po.es issues '" rrounJing com mon in.trucl ional a.",.<men' for EL. a. a wholc·"hool iMi.li''', She dof,ne. COmmON In;t,.tlw",,1 """""',,.,. di"insu"h .. it f,om ol hcr form. of a«C«· ment. and lays the foundati"" for the u'" of common inst ructional a.",,,ment data 10 <ou ntcrbala"". dal> from h;gh·.take. ""t;ng. r n chapter [0, Alba Orllz .ha,,, Ihc 'ssentlal comronents of ""pon,e to intervention (RTI) ro' fL, and e~plore, "'hat ctf«tj,,,

•

BRE AKING THROUGH

lh;.

.1""1''''''''

;nll ruClion 'hooW look like. chapter 11>0 import.nce 0[ .dd r«;;ng _r.tem.Ie",1 ,,,ucs thai '''''tribule 10 'lud~nl railure. Of cou" •. all oflhi. i. not po"ible "'ilhoUllhe commilment of and coot in""", lear nIng by the adull. in a ",hoo!. In chaptcr 11. Elena IzqUIerdo 100.. . 1 '"""0 of the old b<lid.. nJ mylh. that edu· Cal<><1 >Omotlln<'. hold on to lhal ""'" 10 be repiatN, '" thai a ",hoo!

may ". n,form.

£Juc.tion.1 as"""i" and <enlers can become <.1.1)"10 f"r profe"iona llcarning. In CharlC' 11, Barbara Awsla, K ri,lina An'I'om. and Chario,", Rivc, •. re,earch,,, and Ira; ncn f,om the George W•• hing''''' Un"""ily C<nkr for EqUIty and Excellence in Educatio n, .ha re "r"<gi •• a nJ m"'hod. ",hoo" haw .Jop1<'<1 10 creale beU'" ""ning '1"om. for both aJult. and children . In the final chap""

r.,.1 G6mo< and 1 highllgh' key mo"a!!",

from 'he au, hor. and funhor ....,orat. on ["or...ionall""rning, and on ..·hal i. ,equi ,ed for it '0 ha'" an imp"" on t.""h." and 'he;, FJ.~

lh,. chap'.r al>o d i",u,se, n,,,,· anJ ,en,ihle ""Y' of add ressing .ome of.he mo'e comrie>" i"ue, . ha' ha,,, ar isen .round English learne".

19--:;;::;=:::;-;:==-~0 .... Robe rt E. Slavin Robon 510... ,,,,,,'Wd.,,,", of .... C"'_""' u...." ,'j. ,.,,-,_ ...... ,ke ,.".",. '0< ~

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Chapter 2

Effective Whole-School Teaching for English Learners o.

Rober! E, Slavin One ofllle ra,leOl·growing groups" studen" in Norlh Ame';';"n ",hool. con.im " <I"de nts ~'ho are learning to .peak Engli.h , 'rlley rue ""iou. diffic"ilie. in a,hi">i11& Ihe goal ......., CX~I for .11, for thcy mu.t lea,,, liter.cy. "um.racy. ",;cnco, and .",ial 'Iudie. ;u.1 hI:.' olh", 'Iudent<. bUllh<')' musl .Iso ""ome p,06<ien' enough in F.ngli,h "' benefil f,,,,,, .,..dmary F.ngli,h ",,,,,,clion. NOl ,'ory long ago. the d"boa, •• bOul,,,aching Englis), le.m· <n r.vol,,,J p,imarily a round ~'ha' 'hei, language of inSl, u,lion ,hQuld be. Adv""ate, of Ifan,it ional l:>ilingual cdu,a' ion a'gued Ihat children .hould be ,""uShiIO rcad in Iheir noli,.., language and Ifansi,ion.d to Engliu..only in,lfuction gradually. Olhe" a rguod f", ",u<lu red im me"ion •• "",ding 10 "'hieh Fl., "" r. laughl only in Engli ,h. "'ilh appropriale .uppom , Dual · language program. h..... long been popu lar in theorybul difficulllO pUI inlo pro,· lice. PoIiti,ally. a reaction again .. bilingual education has g really reduced Ihc likelihood th., EL. "ill ""ci,,,, much if any n.Ii,,,, Ian· guage in,,,uction. In any ca,e. """,,,,h ha, foond te,,' diffe,en«, in Engli'h oul<om.. for Spani,h.dominant EI.,tauSh, i"'Hally in Spani,h or in Engli.h (Sla" i n •.\1adden, Caldcr6n. Chamberla i n, 8< Hennessy.2011).

BRE AKING THROUGH

!'or ai l lhe"" rca"""" it i. more imporlanllhan C'''' that teache" h.." .olid SI , .logie. 10 help Engli.h learn"" .u«eed in the d.s;· ,OOm , Onee 100aH",d in pa,lS of the United SI.I". EL. a rc no ... fou nd e''''y,,'here in ~orlh America_Teache" i n e""Y lyre of I<hool <a n •• pe<1 to .""ountcr .tuden" "'ho are not fully profi< ienl in EngH.h. and 1hey mu" be ready to help Ihem .u<c""d.

Guod Teac hing lor ELs Is Good Te ac hing for All 'rho topic <>f eff«tl'" """,hing for Engli,h Iea,ner. iHompli<ated by,uch f... lor. a. "udena' home languagt... , 1e",I. <>f Engli.h 1""00' r i<ney. ex"",i"""'" 'nih Engli.h oul"de of I<hooI. and sorial da ..... , For In.,,,, and oU><, ""'''''0.)«,,,,,,.11,,,''0,,, aboul te... hlng FJ .• ""'-'" 10 be m.de wilh <auti",,_Obvil""ly. the child of middle·,Ia ... edurated p'ITcn" " ,ho emigr,led 10 the United SIal'" Or Canada has a wry d ifferent .. "",ienee than a child "'ho"" immigr.nll"ren" are nOllitor.", in thoIT home bnguag<; , imil. rly, • t.",hor "' ith a d." full ofSl"niolt -dominant children f..... a diff.rent ,halleng< from a """her <>f child,en ,peaking many languages. StudenlS "'ho enter school with lillie or no Engli.h, eithe, .1 p"",hool 0' kindergarten, and th<><e entering "ith lilll< FlIgli.h in the bter g,ad", ha,,, di<ll""l n",>do, and c,'on .ftor Engll'h i<'3rne" do ba,i< Eng l"h, thore i. a long proc ... of solid ifying and e:<tcnding their I<hooll. nguage and learning the school'. ,urrkulum.

h.,,,

For those "'h o ha"e pr ogre .. ed beyond understanding lhe rudim""" of Engl i.h, th" good ne,,', i. Ih.lthe ""Id""" gCMr_ ally find. ,h., eff,,,ti,,, .Ir.logic. for El. •• re broad ly olf"'t i,.., for Engli'h_proficient student> a, ,,·el l. The rc.ult i, lh.l .... hile there ar. ,ommon· .. n .. point> of emph.,i, or .claplation to 1he ne<:J. <>f po,h"ula, group' of chiW,en. I"""h ... <an be rea.onably c""fidenl lhat "'hatevet' they do 10 help Iheir Engli.h lea,,,,,,, ,u.;ceed in cla .. ,oom inSiruction "ill be bcnefi,iallo an of I hei, SludenlS. Tea,her. lh roughoul elem"nla ry .nd ""onclory «hool. Can I""rn .nd apply prown clawoom . nd «hool " r.legies "'ith confidence that thoy ar" bencflting th. EL, a. "..,11 a, olh", Sluden .. (Ch"" ng & ,I,,,in. 2005.2012).

~o.

,• o

Wh~t

Should Teacher$ Do?

Teachers <I Engl,," leame" mou ld omu", that thoy do the fol_ l",,' jns in daily in"'UcHo n (Calderon, 2001, Calde.On et al.. 2004 ;

Carlo eI al .. 2004: Cheu ng 8< SI.vin, 201 2; Slavin. 20121 : • Teach ,,·ell·organ i..,d, in[er.,ung """"" ,

• Mox im izc oppo.-tuniti.. for .tudrnl' to

",,0.

nol ju.t

"<'3f,

koyconcepl',

• Maximi,. orrOrlUn;,;'. for ",udenl' 10 "",bally de""ibe Iheir '" ".nt under"anding' to other .tudent. and 10 hear Ihci, p<:c'" pe"pc<ti\~, and foo.lb..,k. • Maxim;,,, "f'PO'", unih•• for .,"dents to 'lea rn ho'" to learn' by gaining motacogniti\'C ,kill. tha i he lp rhem .tudy. ,c,ain informalion, .nd kno~' ho~' to .pply nc,,' 'kills.

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LeI'. look .t _h of tn"", in lur n.

Tuc h Well·Organi ,ed, Interesting lessons £ngli'h I"" , n." depend on lh" clarity and "'g.ni"Uion of 1.,so n. "wn m,..., than other 'tud~nt '. lh~ n""d to "'" the .trurture of a I,,",on and be w'y dear about .,·h,"e it i. going, ... he,e they are on lh.l polh, and ,,·hat i, bemg .,ked of I hem .

;0 Imagine. for c.. mrk that a leacher i. pre.ontong. "'",On on lhe three br. nche, of the U.S. go,wnment. II i, e.,y f", Eb 10 1;"1 conf"«d if tho ",;,cn.::r "Stag< among the throe branch",. making it und,"r .,·hich i. being di !<u.«d. Pictorial ~ graphi< •• howong each of the bronche, a ,e tl."tv ,nd 0<1'''''"00 li kely to 8"'" EL. menial calegorie. in ..·h"h of 10......'.., " , r, th,n 10 file informati"" (and unfamilia, language). othor "ud ..... Th .... ne.d ~ In .. cad of just "'ying. "lh. ex«"ti '''' branch '0 •• , thO oj • is re.pon.ible for .<><urity. cdu,a ti on. and I...on ,nj b. ."", <I.. , in" m ation.1 .ff.i,,:. toacher Can .ho.,· .b.ut "h... " " 1""1 1'4 pokture. of policemen, .oldi.". ",hoo". and w/lot .. b,,,,, ..",j oj Ih ... . image. of other countries linhd ",ith a 1'c. tu ,. of the White Hou",. SO "uden" Can file the .,·ord, anJ 1'ctu res log<~her in I heir minJ, .

'"-:,,-.cc,,-,-,,-,-,,-,'.-,-,,c,-.,h. ",ut""

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BRE AKING THROUGH

Teach ... should .1"" '~,bally Of .ymb<>li<ally m.. ~ lransition. from one 10f'iC [0 another, pc, h.p! .aying. "We\" b«:n lalking about lhe kg/dar' .... mm,h, thcCoogrc .. , ... hith the la".....,-:",,- "-0"11

1"''''''

Ieom about the <X<C."W "'a"d., which rna, ,,, ,ure the 1'''-0 a'Ha ,·

ried 00'· On. of I h. mO.t common mi" . . .. "ach.rs ma ke In workmg ".ith F.ngli'h I"",n.ro i, tailing 10 be dea' about .,-a"ly "'hat they

are ••k,ng them to do. U';ng dear, oimple language ."ignmc nto or qU<,>'ion. help' _Toache .. may a t", moJol a good ""pon,. lor >!u _ de nts and 'hed 10 be ,u,. they k now "'hal to d(). Anoth", common mi,ta ke is ,_hing '00 <I"",'ly. Ju.t li ke o,,"c'y_ one else. n.!!", bore.! "'hen 'hings a re moving ,Jowly_U.ing many

examples. giving many opp<>rtunitic. to '''pond, and ,,,,,,hing dca', "'ell-organ;,£<1 Ie,son, wilh many vi,"al. 0110" " teach.rs to gO.1 • ra.ler tale, which both engag.: •• Iudena oru:l co",,, more maleriol.

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Maximize Opportun iti es to See Key Conce pts All children con benefil from more ,·i.u,1 inpullo iliuSiralc audilory in pul. Engli,h Icarn"" nced Ihi ..... n mO ,e, ho"·c,..,,, When ...." p"'"ible, Ihey """d to ..." picture, or videos of ..",n"al obj"''' '" idea. behind Ies,on <Ot" enl . Thi, pro,·id •• n01 only •• c~l· le nt longuog.: dc,-.I""mCnl, but olso mental "mo,'."· Ihat ch ildrt"n can relurn 10 ,..hen in daubl. r", """mplc,;n a lesson on adaptotkin, 10 Ihe environmenl among an imal" .hO'O·ing a 'po"ed leoporJ;n a dappled jungle nol on ly reinforce. 1he "'o,d Cfln'Q"fiagt. il also onchors Ihe c"""ept of ,,'hy it i. useful ror Ihe ~rJ 10 h..-. ']>OIs, and "'hy the leopord c,'OI"oo Ihal ""y, Sho" 'ing aclearty visible le"". ard dt<"f'P"".ring into a dappled fort<t fu , ther ancho" Ihe ,,'o,d onJ lhe concepl. Today... ill and ,id"" image. arC r.. diry a,,,;lable online for just about any .ubje<l.to be .hO'O·n on DVDI. ;ntoract".. ~·hilcl>oard;. v;Mo mon"o<>, or O1her device •. IIi, weli worlh finding ;mag<' 10 dr i'" home the l cy poin .. 0( any I"""" for EL •. 'lhe", arc a fc'" coution. to note, ho~·ever. Rc",""h "" the "'" 0( "idco and " ill imag.:. find. Ihat th"J' can be "",Ie .. or ""'rimen· lal ;f Ihey do nOl ,upport. Or ~'''r''', if they di",a" from the m.;n

point' (.\ t,)'<y. 20(9). Imag<' <>r information tnat di.tr""t ar< kno"'n a, "du<lM dn"i/•. Video or .till imag<' mu' l leaJ to the lesson obJ""tiw. lhe imag< •• houlJ "mpl ify or unify Ihe key idea •. not add fu , thor compllCation,_

Muimize Opp ortunities to Verllall y De$cribe end Heer feedback lhi. i, P"',har< the mO" 'mportant of the principld d<»,ribed in t hi , chapte r. Any""" "'ho has e"" 'lICcessfully Iea,,,,,d a lango.g< k"",,-, h",,' imporl<tnt it i. to ule it many t,m< •. in ",-",. "-.Y'. to sol", "",I problem .. l h" i, why pe<>pl< ",ho . tudy languag<' in Kh",,1 for many yea " may learn litt le in compari,on to tho.e "'ho Ii"" in a fo,cign country fo, even a fe ...· m""tn •. Some H. a re bra", a nJ c""fi dent in u.ing the .. n<",' Engli .h, but many a re .hy an d un.ure of themseh" • . not ",anting to be laugned at. Teache" have long noted how qukk ly mo.t EL.le.,n playground Engli.<lt but ho'" .Iowly thcy learn Khool Engli.n. lhe ,,,,",on i.that, in an integrated «hoot or in daily life, EL. arc lil:ely to usc thdr bu rg<oni"ll PlIgli.h . kill. ca.uall y "'ilh thdr P""" On Iho playground. but tney may be too silent and .ny in da" to g<1 much practice ,,· ith forma l Fllgli.h. If you tra,'" in a foreign cou nlr y anJ ha ,~ partial , kill ... ,Ih t he languag< .poken there, thmk aMul ho..much "".ier " i, to orJer food (a . kill }'I>U are li kely to pF.>.:lice often) tho" it ,,·(.,M be to dtseuss sek"". or hterature (a 'kill in "'n kh f'J" are unlikely to ha'" had much verbal practice). lhe ",lution to.- t hi. rroblem i, regular, da ily usc of cooperali'" learn ing . t rategie. (Sl.,·i n, 1'l95. 2012; Webb, 2008). lh.", arc ",et hoJ. in "'hkh child ten wo,k in team. (u,ually off""r to five) and heip ""'h other learn .. aJemic conlont. lhe ",,:co," of the learn depend. "" the individuallea, ning of all team membe,.. For example, in a tecnnique called ",.do"" "p"'ltr, each team member has a _I<t number. At regulal intc" -als, the t"",ner call. "" -number Inr""': for example, to <cpr""'nl Ihetr team • . Team. Cam points loward ~'<'dJy '<'<ogn",on Nt"-'" on these re.ponse._Smce studen" do not kno ...· "'no ,,'ill be called, they mu,t prepa re allleam members to an,"'e , any queM ion.

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W. II·.truttu<. ; ".po"'''' "~d. "'pr •• , tho ,• 01 [",I,,"

''''"'''f ...,",n,

In In. p.oe... of preparing cach other, teaching ""eh <>I hcr, .. ~ing <:3Ch othor que<· tions, and 10 On, '.am member< gel plenty of oprortuniti .. ", "pre" lheir c"rrenl

underslandong" obt.in reeJba<; k, and mOst importantly. use Iheir "'hool Engli.h in meaningful <"nlexts. A grcat deal of ,."",,,h ha. found thai ""II'>!ru<tureJ <<>oper.li", learning mel hod. <>f this kind imp'''ve Ih. learning <>f Engl ish learn." a. ""oil •• lh.l of other 'Iud""" of.1I age. anJ in many .ub;ects (C. lder6n, I !orlz·Uozatowitz. & SI,,'in. 1998; 51»',n, 1995: Webb,

''' "." .. "'." .. 10>1 01

othor "ud,nu 01 ai, " .. onl oft ."nv 'obIOCI"

2008). Ma~imjle

Opportunities to Gain Me lacognilive

S~ill$

Long .go. it ,,-., b<li<'",d that ..,me ",uden" jus, kn<>,.. how 10

learn and ",h.rs didn\, and th.r. ".,.n) much 0 .... could do ab<:>ut it Today. r..... r<h has identifi.d many m.teg ... for le.rning th.t .11 children can learn and apply (Bran,ford ...1., 2005, 51.v in, 20lll , Engli'h learne" appear to bcnc6t in particular from the", met ... og_ nillW ' ki ll' (Cheung & Sla,-in, W121. One mot.cognit,w .ki]] usN "'",,, many ,ubj«" i, particu larly u"-'lul for Engh<h lear .... rs, 1h" i.the u'" of graphic org:Jni,,,,,. ,uch a< ~'eb,. char". out ltn«, onJ ", <>no GraphIC orga nllerS hrlp "udon" sort out thoir th in ki ng on a giwn topic .nd identify linkages. major and minor poin", and so on. Figure 2, I (page ll) .how, a parti.lly filloJ OIIt ide. troe, ~'h i ch i, atyre of graphic organ i,er. Another ul«ul strategy for reading n... ative or expository text i. called dafj!i<aMn. When" uden" read. they often encounter ~·or J. Or phra",. the,.. do nOt unde,.,t."" , 10 avoid blocking tbe flo,,'. >tudenture oncOIIfag<><i to mark Jifficu It word. ",it h • "icky note and thon go back .t regular interval, to figure them OIIt. Sometime. tho ,,-ord, ha .." b«n mad" dcar by lat'" cont"nt. but if not. "udonts afe tought. ,ot of ""tegtel. ,uch as u.ing cootext. ~kgfound knowledge, and okclroni< or print d iclionaries.

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B••• g .. Am • .,.•• Ciliz ••

Fig ". 1.1: A ... "ioll, comp ....... 04 •• " ..,

",_d,eM" i, a u.. ful " r.logy, "p"'",lIy for n."ali,,, I~", and ,"mma"",,',"" i. u.eful fOI all to,", of texL 11><", an.! "the, mela_ <<>gMI"" ,"alegi •• , ",,",' i«J many t ime. ,,'i,h <oope"'"'' g'ouJ>l, gi'" •• udent> a .. n .. of ma"ery over .heir , ... Jing, "'-'iling, and ,on'.nt learning_ a ,onfid • ...,. that 'hey don't mere ly know (hing. but kno'" h","' (0 learn anylhing Ihey enc<tllnt.. (Bran.ford e( a l., 2006, Pre"ley, 200), S<:hun k 8< Zimmerma n, 20031.

Comprehensive School Reform Any teach .. of EnglISh le.r""" (and 01 he, <ludenUI <an use lhe '''.'egie. ju", dil<u.",d. a nd for most teache,., 'hey may be all

BREA KING THROUGH

I h., ,. n""dod, lIo..-"",r. ,n «hool. """ '118 many d ,<a<!'"nlagcd Sludenl'. a. Or MI. more ,omprehen" ve .olulion. ore "''''Iablc. lh. ..-'dely ";od and ",a<o<i,,,1}' ""lu.I<'<I i. Su".., for All •• program thai "''0'<0 ",'ilh all "udenlS in grad", pre" 10 8. Suc.",. for All p,,,,,i dc • ..-ton,; '" p""b,i 0",,1 d""" I" pment i no

m""

• C""p"rati,,, learnlnS • T",<hing of m<l""ognil,,'" learn ing.lo.Iea,n .kill, • EmbEdded multimedia I"ideo <ontent 10 illu""ate key <"""pIS)

• Fa".",,«d, "dllng """,n.

• Frequent formali,,, .." .. men" .nd fooJbac~

• Computcr-'''i,tcJ ,malt-group or ,ndiv,dual ilCd tutoring for .tr"uling rcader.

• Parent invol",menl and .oIuli"" of oot-of-«h",,1 problem. 5u<ce" for All ha, been panku larly ,u"."ful in schools ""ving English I.. rncrs, in all type. of <ommun ili •• (Botman ot aI., 2007; o.ld",OO, He".·!..,,,,',,""i,, , & SlaVIn, t998; Cheung & Slavin. 200S. 2012; Slavin. ,\lodden. Cham bE" , & ila<by, 2(09). h "'... one of Ih. fo"" program, a"'.. rde.! .. ale -up funding by th. U.S , Dcparlmcnt ofEducali",,', In"''''ng in Inno'"tion rrogt.m, ""hi<h he lps «hools adorl prog,am. Inat ",we mel. high ".ndard of ""i· den'''' of elf«ti,,-,,,,,, .. Unitin') 10 Improve Schools lot English Lurnef$ Impl"menling a "hooh.'ide .tra",sy 10 imp'o," learning "ut<om., fo' Eng li 'h I.arners ,hould invol"e .11 t.achers and adminimators in the «hool. Staff members .houlJ ag,ee "" goal •. Ioo~ at ,um rna" •• of ",..."h on eff«tive p,ograms. and then formul.te a plan f'" profo";011.1 de",I"""",nt .nd impl"",,,rnation of pro"en app,""rh~ •. lhey might <on,ido" "",king inhm,lion on ro mp,ehen,ive ,dorm model, thaI ",'ilt deal ",ilh all ""y i"",,. in impro"ing OUt,""'e!, '" they may d«,de 10 3>"""bl. Inei, o"'n >C1 of "W,oo,h.. , Whirhe,,,, initial 'l'OI<gi" art ,ugj;<-"I<d, .ubg,oup' may ,'olunl." 10 explo,e ophon., find Oul aboul <0,1. and lime

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requirements, and in,..'Stigote di.trict, .tato, and Title I r."""... to .uppoort pro[e"ional d.,,,lopmont. Pro"ide" of comprehen .. ,,, rdorm Or othor prof.. "onal dn"lopment approach .. might be invited to pre",nt at the school. and 0 delegation migh t ,·i.it othor ",1:>001. to oe. model. <I pro,.. n. replkable prosram, in prortke_ The proteI< of formrng a plan for pr<leuional ""'elopment ,hould be informed by c"iden,e of effIXt""ne" for variou, 1"0' gram. and 'I'I'r_he •. lhol i •. tho cmp!tasi. should be on !,,"os,am, that ha,.., met tho f<>llo" 'rnll "andard, (Sla,·in. 2008), l. lh. p,ogram has been ,,·alual.d in cornpa , i''''' 10" ~·dl·

matched conlr<>l groop. 2. Stud ies h,,·. takrn place 0'-« period. of at kaSl t,,'. I,·o ~-<"'k., involving many school •. :!. Stud .." "scd fair and reliable m.",ures of . ki ll. taught in

all da;I< •. 4. Learning. in the grouf>! using the !""ogram "'a. significantly higher than lea'n;ng in <ontr<>l grouf>!_ Rev"",', of studio> on elf",ti", p'ogram, for Eng lISh lear no" and O1h.,. "uJents or!""" on lhe Be" EviJence Encydopedia (BF];I, at "'''',,·,be.tevidence,org, COlldU$iOIl

Eifert;'·. teorh ing of Engli.h learne" i. mainly a qu."ion of adapting prown 'Pr'"""hes for stud""" in general for the parti,ular n",'<i. of stud~nts Ic,,,nrng Engli<h. All students bendlt f,om ~·dl· ot'lKtu«d Ic"MS .• uppOrt;,.. vi.ua l., ,oope'"t"... learning, and m"'",osn it"', skrll>, but F.ngli.h k""n,,,, 01'1"'''' to h",,, partkum,ly mong _d, fOf the .. "rales;'., in order to help lhem huild the Ian· guage, confidence, strategies. and m"'rvation r.ecJed bral!. Re .... rch on olfoeti'''' melh<>ds fOf Engli.h Iearn",. gi"" .",ry ind""tion th.t leacho" can e""blc th.", stud""" to ",hie,,, al mlKh hightr ]e."I. Ihan tho,"" that .re currently Iypical.

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References end Resources

Cbou""

R. E.. A. Cli>_tbkn, A.. ~loJ.:Ito, 1<. A. &; CholOO<t>. B. (l(J()7' Fw' ,.ad"" ""t<00>t. "'-Ib. O>tlOtW "noJom,U<I fItId ",.'01 Suc<... k>r All. "'.,...,. ... . £mo"",001 "''"''''''''''''', H I)). 7G1 7()J. Bnn,lord. 1_. ,or<. :< •• So.~",. R.. ~ u"l. Po. ~,r.w.",. P .• B,U. P.. " .1 . (lOOoH .... '"I~ lOoo"ord . _ Qt .y",'WY' In p, A'mOOt' &; P. Wi n .. (td,.lllot.d_ of (I..! N ., PI' IW

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sr••

~1. IlOOI). C."kul ••• d "'to 00d~l<' "'N to ""h lIb .p<>klO(! 11 ... «1 EO(!lbh rrui<ltot 10 ""d E"IIIl.h. ,. R. SIo.'o &; M . ColJ<olo (E.u.). fJf"'i¥< lA" •• ".d,,~ Irr.1S L JOj,

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Cakl.roo, ~t.. A"g",t. D.. Sl ...... R. E.• Du .... D.• M~ .. S. A"S; Cb<u"iI. A.

n." ••,••

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"""i'" "..."",.

IIQ. of . Pn>:W'" "" .... All, B.M_ lob", Itopi<l ... UnN<"~y. ("" .. ." R..... "h .. tb. W>i:>I'" .,,- SI 00."" PI",od " RiOk-

(2001).

S/.>.,-,.. R. E. own r.1f..:" ofbill"l!..1 "'or.... ''''' ''''<\1",,<1 ''''""'I.t>.! """f'<"II"'" OIl otwl< .. , 1<.... ""''''i ","" Spo"~b to E~I~h md"'i- f./t""""'7 5<1»>1 ".,,0/, 99(1). "J_'66.

Co","_ M .. "'0"1.,, .. _",- R.. '"

Cokl..oo. .'1 _E.. ~ ~""'y>.,.,,.... L . (1OOJ). [)nip'" , od

''"rl'''''"""g ,.., -~.•,

''''2''''" 1""",,<>;1 o .k,. CA, C<>rwl" P,... C.~o. .'I.~" AugII". P, . •'I,~,;n. B.. Srow. C. 1:.. p,.,>It,. C. lW"''''' P. bUllOpo/

.. aI. (100') CIoo'", 'ho i"" M<l{"'I~ tIM vo<.bW"y Offiio oi -Oill ... ""!I''I!< 1.. , ... " '" 1>11 ''11",1 .".. .. " "" ... "' ~...,sb.g 11<".. "h QIo' ''"1)< J9(1). 1&8 ll~

,lao,"""""

Chtou:'Il.A, ~ 51"',,,1l E. 11OO}). EJf«"'~ md""r"llfOOl' lOt ~ ~ It",..., .".. .. 1M, t.."I! ""gt_ "" ""'. Y u ud ..., _8i1,.,• • 1 1I< ...."'h I, 19\II.l!I 1.7.

/<l., ••

fIfrr'!"< "".1.,P"if"""1>< "." .",,·..,..10.., £ogI'>IlI• I"".", ,. til< <I'''''''''1g,.dt~ A "J""''''~' B."I_ Conto, /0{ R<>t>«h.D<! Rtf" .. E<1<><"Ioo. F"I".O, $,.$1 .... , "- R, E,.C.l<lo,Iin. .' 1 .. & [lu"n.1I. (2001< E"",,~'o ~"'II .. m, lOr l"loo"""''', In .........{)' . 0<1 mkl<ll . "hooI~ 10 R. I:. 51_ . D<! .'1, C..... ~ (EM). >8""" _ ,.... po ('''.'''' ' ''''~ 111'. , . ).0). M.hw . ... ~" l_",",,, E<lI>ou...

Cb.\"~. A" ~ Si>1'tO. R. I:. (l(I1l)

.,.og<

.\bytr. II. E. (I_" M./lI .. ,d.. I"""t Ol<>;l N.) U""~" . y

p,,,,_

p,...,lty. •11. (l003).

P')'<h~y

",,/1<,1>

)0"...

y",k,

C"'b"~g<

oi'.""y .".. I.""y '"" "",11,,,._ ]" W.

~t.

R<l''''''''' 5' C. Ii. ~I Ll ~, (Ed,.). f'•• ~_ ofhy</oQ/OfU. \ •.,...... 711'\'. )JJ 356. 1 _ 0 . ~~ ,,1lty.

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SChu. .... D.ll. &; Z,., ... ,ru.o. B. I. (l003). St" . . ."'" .DdI .. ,"'''@-ln'''.M. Il.tyMd. &- G.1i. M ...... (Ed~).I"'I<d_""'~, ' ' '..... 7(1'1' SO 711). H_o.:<I.WIIty. SUo ..... R. E, (100.1). WhOl ,,~'""'_,

..,'.'1, .....' I. ,yOlh"'llll\l ",,,,.l1.,..'I""i""'

["""''''no' .......,,"t<.J7(IU

SIa,in. R. E. (MI). F,d".,.,ooIpo,,-II.;O'lU' 1M;>ry .. .,,..,,',,,( ..... h «IJ- _ _ AUy. &- Bo.coo. SIa ..... It E.• &- C.,<lto\o. ." , IEJo j.llO(1). Mah ....... :<), L...... "'. Erlt... ...

f/fr<'' ' I""i', ....p rot,.., "Mdt.,.

SIa""" R. ~. & C""',,@-A.1106O). 1\0>0' <10 En¢"" ,, _ " , ... , .... &1".,10.<1 u. •..,hlp, 61(6),!.l S/,

Ito," 10.-...11

"""11"'11<'" """'' II

SIo,·In. It E. &- CbtuIJi. A, IlO(5). A ,y .. h ..lod , .... , '" I"",,,,,,,,,, ." En¢'''' 1.00"'$<1........ "".i<wof&l' ''tIo.. III<'''''''h , 7.1(2).1"

a •.

of""",..

SI"'ln. R. F... &; M. d.i.n. ". A. (1_). F.If«" I."" (",I~" ... ,.., 0"" I.", ..go lor .11 0" ,ho "h ~,~"", .. '" " ..... 01. "'~ , ri"il E",I"". }O. ''''of P,d"". "". P So,,,, ... f'lMod . , R!<l, <en,J9J ,,6-

04.""""" of""""

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SI", .. It I .. M..;J<.. :<, A" C.i';'roo. ~t. Ii.. Cb • ...,.rI>I .. A. &; IIt ..... y, M, (l~' ". Il<od, "II .Dd .. "II"'$< ""',""'" of • • ,.... Y'" "odo;o , .. J <I~''''' ,Ion '" " . . ,~Ioool Mill'll"] tJumloo. 1>1".,10..1 f>'ol•• ,,,, • •• d 1\>11', A ..!yo/>, JJ(,), , ; S& SUo,'\n. It Ii. •.\I • .w. .. :<, A"Cb • ...,.", B" &- 1I.xbj< B. IlOO9). _

.. mI<>. ,ItU

.m.,s""",p 011. l bou .. "" 0 .1<,. C ~, Conin P..... "·obIl. S. M. (l003)' I...,n'", 'n " ,,,II g~ In T. L. Good (FA.). II" ""' 0, <d.",.,,,, A "im"" M.d_ IPI" lO) 1"). Loo A"",,'" SAGE.

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