Remember to start your #ELLCHAT tweet with the answer number to match the question you are answering. You’d be amazed how much easier it is to follow the chat!
Critics of bilingual programs and pull-out ESL are maintaining that ELLs are segregated in the U.S. into lower performing schools where they are put in remedial classes. #ELLCHAT
In addition ELLS are often pulled out of the gen ed classroom and don’t have experience of speaking with English-speaking classmates.
Let's start #ELLCHAT to discuss this.
I would have to say that I pull my #ELLs during their intervention block but I try 110% to make sure they receive relevant and meaningful language and content instruction #ellchat
A2) I always tried to do this. But we didn't have an intervention block so they had to come out of social studies or even part of the LA block. #ELLCHAT
I would have to say that I pull my #ELLs during their intervention block but I try 110% to make sure they receive relevant and meaningful language and content instruction #ellchat
a2 For young children, a big part of the inequity is extra number of disruptions needed for pulling them in and out of their classrooms - very hard on young DLLs/ELLs #ELLCHAT
#ELLCHAT Hi, I’m Kevin from Linden,NJ. I believe pull out is most effective for lower level PLs. Teachers can craft an environment where optimal comprehensible input can be delivered. Push in not as effective for these learners.
Q2. Coplanning with their classroom teacher ensures I can plug in, eso during writing. Do small group reading reinforcement in class during reading block. #ellchat
a2 For young children, a big part of the inequity is extra number of disruptions needed for pulling them in and out of their classrooms - very hard on young DLLs/ELLs #ELLCHAT
A2 Another big sign of inequity is when programs try to do things on the cheap, spreading one ESL tchr across many sites, leaving no choice of picking best time of day for each ELL/DLL #ELLCHAT
A2: I would have to say...no, our services are not equitable because we don't have the #ESL staff to serve all students.
I really want to work on co-teaching more to support ALL students #ellchat
#ELLCHAT Hi, I’m Kevin from Linden,NJ. I believe pull out is most effective for lower level PLs. Teachers can craft an environment where optimal comprehensible input can be delivered. Push in not as effective for these learners.
#ellchat
A2 This is the persistent, unsolvable question of our current model for ELs: what do they do in the mainstream CR that they can afford to miss? And yet, it is clear that support from a lang specialist (ESL Tchr) is critical.
A2 Another big sign of inequity is when programs try to do things on the cheap, spreading one ESL tchr across many sites, leaving no choice of picking best time of day for each ELL/DLL #ELLCHAT
THIS is happening more and more as funding gets cut...so sad because our ELLs suffer.
@SarahOttow calls it the OPPORTUNITY GAP not the achievement gap! #ellchat
#ellchat
A2 The question itself is impossible to answer. The solution lies in a shift from isolated educators to collaboration and shared responsibility for all student learning (meaning all students, and also all that they learn).
A2) ELLs in all gen ed classes, except for their English class - MYP Language Acquisition instead of MYP Language and Literature
Next year, double blocking English, so 1 less gen ed class. #ellchat
A2 Even though there are some benefits to that quiet time when ELLs are pulled out, when ESL tchr is spread too thin, better to do push-in so gen ed tchr can learn to implement some of what you do to get the most of your time for the child #ELLCHAT
My kiddos loved cloze passages. They treated it like a puzzle (gameification ftw)! You can even go further and have a reasoning component included in clozes. #ellchat#ela
In reply to
@TanELLclassroom, @Larryferlazzo, @KHullSyp
A3) We''ve already touched on one and that is the teaching load that most teachers of ELLs experience.
Often ELL tchrs go to 2+ schools and teach in the cafeteria. #ELLCHAT
YES!!! This is SO true!! I worked last year with @MrsCQuintana and we learned so much together! now that i'm not with her, she uses strategies we learned #ellchat#coteachat
A2 Even though there are some benefits to that quiet time when ELLs are pulled out, when ESL tchr is spread too thin, better to do push-in so gen ed tchr can learn to implement some of what you do to get the most of your time for the child #ELLCHAT
A3) ELs should have access to the same quality of curriculum and space (no closets or hallways!). If students can not access curriculum, there is no equity. #ELLCHAT
Yes, Emily, I agree. When talking about equitability, supporting ALL students as a push-in teacher helps secondary kids feel that the support is equitable and not focused only on them. Otherwise, some ELLs feel uncomfortable with the extra attention. #ellchat
A3 Here’s the tough question: Don’t want to segregate ELLs/DLLs, yet is good to group Ss w/ same language so they can talk to each other and so supports can be provided more efficiently. How to place Ss?? #ELLCHAT
#ellchat
A3 ELs often do not have the same access to cognitively challenging tasks, classes, or activities because their lang proficiency precludes them from qualifying - for example, gifted and talented programs, advanced classes, etc
A3: One challenge is some staff have low expectations of what ELLs can do. Mistake lack of English proficiency as lack of academic achievement. #ELLChat
A2) in PYP, push-in but also pull-out class - frequency depends on students' proficiency. Push-in effectiveness dependent on openness of classroom teacher. PYP Unit of Inquiry work supported in pull-out ELL class. #ellchat
A2) Because of the CR-154 in NYS kids at the entering and emerging levels get at least a period of stand alone, and a period of push in. It isn't enough though, especially if gen ed teachers do not differentiate. It's a culture shift and work in progress. #ELLCHAT
A3) Yes and this is the reason for this chat. Critics of current ELLs programing claim segregating ELLS from English speaking peers limits their access to an equitable education. #ELLCHAT
#ellchat
A2 This is the persistent, unsolvable question of our current model for ELs: what do they do in the mainstream CR that they can afford to miss? And yet, it is clear that support from a lang specialist (ESL Tchr) is critical.
Sometimes see this happen at secondary when we offer sheltered classes. One section only means most ELLs in that class which limits other options in schedules. #ELLChat
A2) Because of the CR-154 in NYS kids at the entering and emerging levels get at least a period of stand alone, and a period of push in. It isn't enough though, especially if gen ed teachers do not differentiate. It's a culture shift and work in progress. #ELLCHAT
For our school, ELL positions are sometimes filled with non-ELL-trained hires, which also reflects upon equitability - our students do not need a trained teacher to meet their needs... Usually works out, but sends a message...
#ellchat
In reply to
@emilyfranESL, @KarenNemethEdM, @SarahOttow
A3) Resources at the secondary level that are language and developmentally appropriate, Relevant PD for staff, teachers who differentiate, and funding in general. Lots of us give up our planning on the daily to try and fill the gaps. #ELLCHAT
a3 I think a big reason why this is so challenging is we are trying to maintain the same basic school day for decades and just trying to squeeze some kind of ESL service into existing, outdated framework #ELLCHAT
A3) Yes and this is the reason for this chat. Critics of current ELLs programing claim segregating ELLS from English speaking peers limits their access to an equitable education. #ELLCHAT
#ellchat
A2 This is the persistent, unsolvable question of our current model for ELs: what do they do in the mainstream CR that they can afford to miss? And yet, it is clear that support from a lang specialist (ESL Tchr) is critical.
a3 I think a big reason why this is so challenging is we are trying to maintain the same basic school day for decades and just trying to squeeze some kind of ESL service into existing, outdated framework #ELLCHAT
A3) Yes and this is the reason for this chat. Critics of current ELLs programing claim segregating ELLS from English speaking peers limits their access to an equitable education. #ELLCHAT
#ellchat
A2 This is the persistent, unsolvable question of our current model for ELs: what do they do in the mainstream CR that they can afford to miss? And yet, it is clear that support from a lang specialist (ESL Tchr) is critical.
Agreed. They think they are helping the student, but in reality it prevents ELLs from making the same progress they otherwise would with the additional supports needed. #ellchat
A3: One challenge is some staff have low expectations of what ELLs can do. Mistake lack of English proficiency as lack of academic achievement. #ELLChat
A3: I think the biggest challenge for schools in the region is removing the stigma of "ELL". There is a lingering assumption that language proficiency > opportunity, but ELs should receive equitable opportunity to access content. #ellchat
A3) In this #MADPD session, https://t.co/ZAIGmjr5gf
these #ELLs say that they don't need to be apart. They don't need native language Peers. Nice to have only. And one of the is #SIFE missing 4+yrs of formal ed. #ELLCHAT
A4 Have an open mind about this: We don’t really have research about pull-out vs. push-in ESL, but we do have info about problems w/ pull-out for children with disabilities - good points for consideration here https://t.co/Etw8o0oDxJ#ELLCHAT
A4: The academic impact ELLs receive when segregated from Engl-speaking peers is the reduced amount of target language they need to be exposed to for acquisition purposes
#ellchat
A3) In this #MADPD session, https://t.co/ZAIGmjr5gf
these #ELLs say that they don't need to be apart. They don't need native language Peers. Nice to have only. And one of the is #SIFE missing 4+yrs of formal ed. #ELLCHAT
I teach with the Internationals Network for Public Schools model. The curriculum is rigorous. Each class integrates content and language support. But the ELLs in this "academy" are largely segregated from the rest of our urban high school. #ellchat
#ellchat
A2 The question itself is impossible to answer. The solution lies in a shift from isolated educators to collaboration and shared responsibility for all student learning (meaning all students, and also all that they learn).
A4) I've found that many ELLs feel they don't need support. They do not want to be different from their peers. But their academic performance may indicate need for support. #ELLCHAT
A3) In this #MADPD session, https://t.co/ZAIGmjr5gf
these #ELLs say that they don't need to be apart. They don't need native language Peers. Nice to have only. And one of the is #SIFE missing 4+yrs of formal ed. #ELLCHAT
This is what NY requires. We are not a WIDA state. It is hard when you push in and meet the minutes to help a student, but you aren't there everyday. Of course there are no regs for SIFE, but I need to be grateful that NY is somewhat progressive.
https://t.co/g6NDfTvteU#ELLCHAT
A4 If you must do ESL by pull-out, it really is critical that you participate in PD about the gen ed curriculum so you can match not only activities, but objectives, levels, and assessments. Am I dreaming about this? #ELLCHAT
A4) Since language learning is essentially a social process, interaction is a vital part of successful language acquisition and this separation can actually decelerate the language acquisition process #ELLCHAT
A4) I've found that many ELLs feel they don't need support. They do not want to be different from their peers. But their academic performance may indicate need for support. #ELLCHAT
A3) In this #MADPD session, https://t.co/ZAIGmjr5gf
these #ELLs say that they don't need to be apart. They don't need native language Peers. Nice to have only. And one of the is #SIFE missing 4+yrs of formal ed. #ELLCHAT
A4: EL students do not have access to the same content as their English proficient peers. Additionally, segregation limits oral language development opportunities with those same peers. #ELLChat
See, I sometimes see the opposite - they are more open to sharing and speaking when they are with those at a similar proficiency... some are more willing, but others are reluctant to respond in mainstream classes. Maybe classroom environment and expectations issue? #ellchat
THIS is excatly whey I LOVE @CabCoSchools' ESL coordinator @PalmaTeresa13
ESL faculty received a LOT of training this year to ensure that our lessons correlate with county curriculum
#ELLchat
A4 If you must do ESL by pull-out, it really is critical that you participate in PD about the gen ed curriculum so you can match not only activities, but objectives, levels, and assessments. Am I dreaming about this? #ELLCHAT
A4) when the Ts know how to support with sheltered instruction, differentiation should take care of it. Both of the Ss (& many newcomer peers) are passing all of their classes and state assessments.
Ts deserve training w practical ways 2 support. #ellchat
A4) I've found that many ELLs feel they don't need support. They do not want to be different from their peers. But their academic performance may indicate need for support. #ELLCHAT
A3) In this #MADPD session, https://t.co/ZAIGmjr5gf
these #ELLs say that they don't need to be apart. They don't need native language Peers. Nice to have only. And one of the is #SIFE missing 4+yrs of formal ed. #ELLCHAT
This idea is similar to the Massachusetts Next Generation ESL Curriculum Project. The idea is to take a curriculum unit and create a parallel language based unit. #ellchat
But the integration has to be facilitated. Some teachers seem to have a knack for facilitating integration between ELLs and other students. Other teachers are lost. #ELLCHAT
A4) Since language learning is essentially a social process, interaction is a vital part of successful language acquisition and this separation can actually decelerate the language acquisition process #ELLCHAT
A4: There's much debate on this topic. I believe the negative impacts outweigh the positive in that ELs removed from the classroom are missing out on core content instr. However, the needs of the student should always come before pedagogy. #ellchat
NO parent what's their child to be treated different...so why do we do it at school?!? We owe them quality at ANY level of English proficiency #ellchat
A5: While we can & should track data for equitable access to things like AP classes, performance on assessments, etc., we need to include student voice in process, too (quantitative & qualitative data) #ELLchat
A5) Opportunities for all students to share about their cultures, experiences, and differences. In developing a sense of value for all, from Ts and Ss, this would help all students reach their potential. #ellchat
I believe in giving ELLs access to real books. Sometimes these are excerpts. I don't want them to just have Xeroxed excerpts. Verse novels and diaries are accessible. #ELLCHAT
A2: I think our ELD program is becoming more equitable. I am working closely with teachers and admin on a collaborative program that fits the needs of our student and teacher pop. Only students with very specific needs are removed from the classroom (dyslexia, LD). #ellchat
A5 This discussion is making me realize the root of many of these challenges can be found in the complete separation of college programs for elementary ed and ESL teacher ed. If the university professors don’t collaborate, how can they promote integration in schools? #ELLCHAT
Q5) Federal guidelines released this year by DOE & DOJ explicitly warn against segregating ELLs. They emphasized need for inclusive environments,#ELLCHAT
OMG!!! I couldn't agree more!!! This is HUGE!! Our ELLs NEED authentic books...books that represent them and open windows to other's cultural values too #ellchat
A5) Report from DOE & DOJ mentions that ELLs “may be at risk for school failure, delayed graduation, and negative academic self-concepts” when unnecessarily segregated from mainstream classrooms. #ELLCHAT What do you think?
A5: Culturally Responsive Instruction, more training to help Gen Ed Ts in understanding best practices for ELs and SLA, high quality curriculum, partnerships between EL Ts and Gen Ed Ts. #ELLChat
A4 Have an open mind about this: We don’t really have research about pull-out vs. push-in ESL, but we do have info about problems w/ pull-out for children with disabilities - good points for consideration here https://t.co/Etw8o0oDxJ#ELLCHAT
Q5 Collaborative learning and projects, such as science fair projects, give ELLs access to deep learning. Simulations and debates are good for history. Beware of worksheets. #ELLCHAT
A5) Language Rich Classrooms w Ts that have training in teaching w comprehensible input. Ts also deserve training in techniques like #QSSSA. Everyone can participate & everyone benefits. @Seidlitz_Ed#ellchat
A5 I think we’re going to see move toward proactive approaches. I wrote about this w/ @pambrillante in Universal Design for the Early Childhood Classroom to prepare teaching and teachers to meet EACH student’s needs https://t.co/2ZBYdND7jj#ELLCHAT
A5: Culturally Responsive Instruction, more training to help Gen Ed Ts in understanding best practices for ELs and SLA, high quality curriculum, partnerships between EL Ts and Gen Ed Ts. #ELLChat
A6: @sarahdavisESL, @DTiradoESL, and I have prepared CANVAS presentations to support our campus with @SIOPModel next school year!
We truly believe THIS will impact a lot of students
#ellchat
A6 My unusual answer that you will probably all agree: TIME!! If districts planned and supported more time for co-panning, professional development, and appropriate scheduling - many of today’s issues could be resolved! #ELLCHAT
A6) I spent the 1st 6 years of my teaching career teaching ELLs from Haiti in a special Gr. 1-4 class. ELLs spent the whole morning with me. They never really learned to get along with their classmates. #ELLCHAT
A6) Build awareness for all! That includes core academic teachers, to specialist teachers, to the secretaries and support staff. The responsibility annoy fall only on content and ESL teachers. #ELLCHAT
Grad course was called PreK-3 Reading. There were 2 textbooks. One focused solely on early reading, and the other textbook focused on the demands of reading in grades 6-12. #ellchat
A6: Do an equity audit & then set goals based on areas of greatest need. Important to have leadership team collaborating to make changes across district. #ELLChat
