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 * Key Topics: **


 * === School Safety .............. === || === Bullying ............ === || === Exclusive or Inclusive .............. === || === Upstanding or Bystanding === ||


 * School Safety **


 * Bullying **


 * Exclusive or Inclusive **


 * Upstanding or Bystanding **


 * Reflective Writing About This Week's Key Topics **

__** Heading **__

name weekly topic **English Language Learners** class date due ** 11/27/12 ** tutoring site number of hours tutored to date ** Copy and paste each question before writing your response to it **.

**1.** **Knowing your habits as a learner to this point in life, what tools or methods would you use to become proficient in a new language if you moved to a place where English is not the common language and you did not hear it spoken all around you? Would you begin learning before arriving at this destination or wait till you arrived there?** **2. Is there a policy or behaviors that you think might be effective in ridding a school of the put-down language common in the lives of students? (Use of the words gay, fag, les, as pejoratives, words** **"having a disparaging, derogatory, or belittling effect or** force __ **").** __

**3. Are there some experiences that you viewed in the film that you think would be helpful if they were done in** **high schools across the country? What experiences are they and why do you think these ought to be done?**

**4. Had you thought that sexual harassment might be increasing in schools? What surprised you most in the information from //Hostile Hallways//?**


 * 1) **Knowing about yourself as a learner to this point in life, consider what would help you to become proficient in a new language if you moved to a place where English is not the common language and you did not hear it spoken all around you? What tools or methods would you use to begin to learn the language?**
 * 2) Would you move for a while to somewhere whose language was not English by choice? Why or why not?
 * 3) Have you helped ELL students in the schools where you are tutoring or in other experiences? If so, what strategies did you use and what might you use now?
 * 4) **DOES THE ARTICLE ABOUT SHAKESPEARE HELP YOU THINK ABOUT LANGUAGE LEARNERS AND ENGLISH VOCABULARY IN WAYS YOU HAD NOT THOUGHT OF BEFORE READING IT?**

English as a New Language/English Language Learners = **Categories of English Language Learners:** =

** LEP **: **Limited English Proficient** **students generally those from language-minority households who are not proficient in the Standard English which is taught in schools**. Federal programs and school systems may also identify as LEP students those who have difficulty not only in speaking English, but also in reading, writing, or understanding it.

**NEP** : **Non-English Proficient** **students come to school with no or minimal English proficiency**.

**FEP** : **Fluent English Proficient** **students are former LEP students who demonstrate mastery of English in all 4 domains; writing, reading, speaking, and listening**.

** QUESTIONS APPLYING TO THE BACKGROUND SECTION--please read all the background information below before answering the questions :**
 * 1) **What do you think is the most effective method for teaching English as a Second Language learners to speak and read English?**
 * 2) **Which of the programs described below might you wish to participate in to learn a new language?**

= BACKGROUND: =

__//Types of Programs for Students//__
==== **__Sheltered Instruction__** is an approach to teaching English language learners that **integrates language and content instruction** to **provide access to mainstream, grade-level conten**t and **promote the development of English language proficiency**. ====

Sheltered instruction is a //** research-based approach **// **to instruction** for teaching specific academic content while promoting English language development. **Researchers identified features of instruction present in high-quality sheltered lessons** **to generate the** **//Sheltered Instructional Observation Protocol (SIOP) Model.//** This model **takes into account the special language development needs of English language learners** which distinguishes it from high quality non-sheltered teaching. Its eight components include : · ** Lesson Preparation **

**Language immersion**
==== is a way of teaching a second language where **in-class and outside of the class activities are taught in the target language (the new language)**. Educators distinguish between **language immersion** and **submersion programs.** ====

**Language immersion** --**a class of students is learning a new language together and they are all at the same level of knowledge**.
==== **Language submersion** **one or two students are learning the new language, by being**  **“thrown into the ocean to learn how to swim”** **instead of being gradually immersed in the new language**, which is the home language of the other students.====

**Full Immersion** :
**Almost all of the class time is spent in the new language. The** **goals are to become functionally proficient in the new language, to master subject content taught in the new language, and to acquire an understanding of and appreciation for other cultures**. This type of program is usually sequential, cumulative, continuous, proficiency-oriented, and part of an integrated grade school sequence.

**Partial Immersion** :
**About half of the class time is spent learning subject matter in the new language**. **The goals are to become functionally proficient in the new language (though to a lesser extent than through total immersion), to master subject content taught in the new language, and to acquire an understanding of and appreciation for other cultures**.

**__Bilingual Education__**:

 * ===== ** Transitional Bilingual Education ** ** involves education in a child’s home language, typically for no more than three years, to ensure that students do not fall behind in subject areas like math, science, and social studies while they are learning English ** . The goal is to help students transition to mainstream English-only classrooms as quickly as possible, and the linguistic goal of such programs is English acquisition only. The overwhelming majority of bilingual programs in the U.S. are transitional.  =====
 * ===== ** Two-Way or Dual Language Bilingual Education ** programs are **designed to help native and non-native English speakers become bilingual and biliterate**. **Ideally in such programs in a U.S. context, half of the students will be native speakers of English and half of the students will be native speakers of a minority language such as Spanish**. Dual Language programs are less commonly permitted in US schools, although research indicates they are very effective in helping students learn English well and aiding the long-term performance of English learners in school (Center for Applied Linguistics, 2005; Thomas & Collier, 1997; Lindholm-Leary, 2000). =====

South Louisiana seeks French/English or English/French teachers for public school language immersion programs:

Mississippi Schools seek Spanish/English bilingual teachers as Hispanic population increases in schools:

How does an exemplary program for teaching English as a new language to students really work? **No Longer Lost In Translation: Stacy Middle School, Milford, MA**

Shakespeare Had Roses All Wrong
 * Listen to the podcast or read the transcript of an experiment about how a person's home language affects the understanding of and choices of words in a new language.**

The State of the State: A Report on English Language Learners in Massachusetts (May 2012)

ADDITIONAL RESOURCES ABOUT THE TOPIC:
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__** What language do Americans need to know **__? http://xkcd.com/84/