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What Works for Culturally and
Linguistically Diverse
Students
Dr. Tomasita Ortiz
International Center for Leadership in Education
National Level: No Child Left
Behind Act of 2001
• State academic standards
• Assessment and accountability system
• Instructional programs supported by
scientifically-based research
• High academic expectations for all
students
• Specific measurable performance
objectives for various subgroups (FRL;
ESE; LEP students; etc)
NCLB and Limited English
Proficient Students
• Monitor progress
– Academic achievement (Title I)
– English acquisition proficiency (Title III)
• Challenges:
– How to measure academic progress of ELL
• Use valid measures to monitor academic achievement
(simplified language or native language)
– Development of language proficiency standards
and assessments
– Identify programs that are supported by
scientifically-based research proven effective with
ELL
Session Objectives
Provide an overview of premises to consider as school districts
develop an instructional reform plan to comply with federal mandates.
The areas that must be considered are:
Second Language Acquisition Stages
English Language Proficiency Standards
Understanding Language Proficiency in School
Language Proficiency Levels to Differentiate Instruction
Framework for Linguistic and Academic Success
Professional Development for Capacity Building
Questions & Answers Session
First Area for Instructional
Planning
Second Language Acquisition
Stages
Stages of Second Language Acquisition
Preproduction Early Production
Complex and
Difficult Process
Advanced Speech Emergence
Intermediate
Preproduction Stage
• The student has minimal comprehension
in the second language
• The student does not verbalize in the
second language
Early Production Stage
• The student has limited comprehension in
the second language
• The student begins to use one or two word
responses in the second language
Speech Emergence
• The student has good comprehension in
the second language
• The student can produce simple
sentences in the second language
Speech Emergence
• The student makes grammar and
pronunciation errors in the second
language
• The student misunderstands jokes and
idioms in the second language
Intermediate Fluency
• The student has excellent
comprehension in the second language
• The student makes few grammatical
errors in the second language
Advanced Fluency
• The student has a near-native level of
speech in the second language
• The student uses multiple strategies to
facilitate the reading process
• The student needs support with highly
de-contextualized instruction
Time Frame for the Second
Language Acquisition Process
• Two types of language proficiency levels:
– Basic Interpersonal Communicative Skills
(BICS)
• At least two years to achieve BICS level
– Cognitive Academic Language Proficiency
(CALP)
• Between 5 to 10 years to achieve CALP
depending on instructional programs &
practices implemented
Second Area for
Instructional Planning
English Language Proficiency
Standards
First volume published in 1997
Three main goals
Second volume published in
2006
Three Goals
Five Standards
http://www.tesol.org
Standards drive educational reform and
seek
to ensure that all students, including
culturally
and linguistically diverse students, have
access to high levels of instruction and
achievement by defining the range of
competence within academic content
areas.
OVERVIEW
English Language
Proficiency Standards
Goal 1
To Use English
to communicate Standard 1
in social settings.
English Language Learners communicate
for social, intercultural, and instructional
purposes within the school setting.
Goal 3
To use English
in socially and
culturally ways.
PreK-12 English Language
Proficiency Standards, TESOL
Goal 2
To Use English to achieve academically in ALL content areas
Standard 2
English Language Learners communicate information, ideas, and
concepts necessary for academic success in the area of language arts
Standard 3
English Language Learners communicate information, ideas, and
concepts necessary for academic success in the areas of mathematics
Standard 4
English Language Learners communicate information, ideas, and
concepts necessary for academic success in the areas of science
Standard 5
English Language Learners communicate information, ideas, and
concepts necessary for academic success in the areas of social studies
PreK-12 Language Proficiency
Standards, TESOL
Language Proficiency
Standards build a conceptual
framework to plan instructional
reform for culturally and
linguistically diverse students.
Third Area for Instructional
Planning
Understanding Language Proficiency in
School
The Prism Model
Language Acquisition
Components
Dr. Virginia Collier
Language (2001)
Development
Social & Cultural
Processes
Cognitive Academic
Development Development
Curriculum Non-negotiable
Components
• Language Development
• Cognitive Development
• Academic Development
• Social and Cultural Process
• Research-Based Practices for LEP
students
COGNITIVE
Knowledge
SOCIOCULTURAL
Affective Factors
Rigor
Native Language & Culture
Higher Order Thinking
Social Culture
Learning Strategies
Meta-cognition
Language
Proficiency in School
Framework
LINGUISTICS
Phonology
Grammar
Pragmatics
Formal & Informal Registers
Vocabulary
Discourse
Social & Academic Language Functions
Connecting ALL Components for a
Balanced Curriculum
Academic
Development
Language
Development
Social and
Cognitive
Cultural
Development
Process
Connecting ALL Components for a
Balanced Curriculum
• Creates linguistic and academic success
for English Language Learners
• Ensures that students participate in grade
level curriculum that implements the Rigor
and Relevance Framework to achieve
expected gains needed for gap closure
Research-Based Premises
Suporting the Language
Proficiency Framework
• Language Proficiency for school
success is the outcome of cumulative
positive experiences inside and outside
the school environment
• Students may show complex thinking if
linguistic complexity is reduced and
contextual support is provided
Research-Based Premises
Suporting the Language
Proficiency Framework
• Two types of language proficiency levels are
needed for academic success: BICS AND
CALP
• Academic Language Proficiency is a predictor
of academic achievement
• Academic Language Proficiency is acquired
through sustained content-based ESOL
instruction that focuses on teaching academic
language
Surface and Deeper Levels
of Language Proficiency
Cognitive Conversational Language
Process Proficiency Process
BICS
Knowledge Pronunciation
Comprehension Vocabulary
Application Grammar
Analysis
Semantic Meaning
Synthesis
Functional Meaning
Evaluation
Cognitive/Academic
Proficiency
CALP
Fourth Area for Instructional
Planning
Language Proficiency Levels to
Differentiate Instruction
Levels of Second Language
Acquisition Proficiency Levels
Level I
Starting
Level V Level II
Bridging Emerging
Differentiated
Instruction
Level IV Level III
Expanding Developing
TESOL K-12 Language
Proficiency Levels
Language Proficiency Levels to
Differentiate Instruction
Educators must keep in mind that the
language proficiency levels are not an
indicator of cognitive functioning. A
student
at Level I is capable of performing at high
levels of rigor in the curriculum if
instruction
is made comprehensible by using
research-based practices for this student
Fifth Area for Instructional
Planning
Framework for Linguistic and Academic
Success
How can we support students to
achieve high levels of rigor in the
curriculum even if they do not
have high levels of English
language acquisition yet?
Research continues to show
that
Culturally and Linguistically
Diverse students acquire and
learn grade level classes when
academic content rather than
the structure of the language
itself is the main focus of the
language instruction.
Framework for Linguistic and
Academic Success
• Focuses on content-based instruction
with strong components for:
– Linguistic Dimensions
– Academic Language Dimensions
Linguistic Dimensions
Basic Interpersonal Communicative Skills Proficiency
Phonology
Syntax Language Pragmatics Semantics
Morphology
Academic Language
Dimensions
Cognitive Academic Language Proficiency
• Highly Specialized
• Cognitively Demanding
• Critical Thinking
• Abstract
• Formal
Language Proficiency Quadrants
Jim Cummins (1994)
Show Tell
Tools Activities
Tools Activities
Tapes/CD/DVD Brief Oral Presentations
Film/Video Simple Games Overheads Use Graphic Organizers
Slide Show Survival Vocabulary Computer Text Answering Higher Level Questions
Computer Graphics Oral Language Exercises Textbook Summarize
Overhead Label Reference Books
Diagram Draw
Chart
Cognitively Undemanding + Context Embedded A C Cognitively Undemanding + Context Reduced
Try B D Do
Activities Tools Activities
Tools
Low to High Level Workbooks Analyzing
Dramatization Examining
Questioning Worksheets
Computer Simulations Evaluating
Lists Academic Vocabulary Computer Applications
Manipulatives Narrating
Key Phrases to Meet Needs High Stakes Tests
Pocket Charts Journals
Oral Reports/Scaffolding Research Reports
Letters
Cognitively Demanding + Context Embedded Cognitively Demanding + Context Reduced
Linguistic AND Academic
Language Dimensions must be
taught together if we are to
provide culturally and
linguistically diverse student a fair
chance to achieve high levels of
rigor and grade level academic
performance.
A Model for Implementation
Linguistic Dimensions
Language
Objective
Student
Performance
Content Academic Language
Progress Monitoring Objective
Dimensions
Comprehensible
Instruction
Support or Strategy
Based on Proficiency Level
Sustained Linguistic and Grade
Level Academic Rigor
• Focus on developing deep aspects of
language acquisition and learning
• Focus on developing high cognitive
demanding skills in a highly contextualized
framework
• Aligned the Rigor, Relevance, and
Relationships Framework in the context of
the second language acquisition process
Quality Interactions and
Relationships
• Focus on developing sustained
interactions and relationships with
students
• Focus on jointly developing academic
language knowledge mediated by the
second language acquisition process
Quality Grade Level Curriculum
• Aligned to International PISA* Standards to create a
world class education for all students
• Aligned to National and State Standards
• Aligned to National ESL & Language Proficiency
Standards
• Aligned to Research Findings in the Field of Second
Language Learning
• Aligned to Current Best Practices in the Field of
Teaching and Learning
*Program for International Assessment Standards
International PISA* Standards
www.pisa.oecd.org
Sixth Area for Instructional
Planning
Professional Development for
Capacity Building
Professional Development Plan &
Follow-Up Support
• Linguistics
• Culture
• Methods
• Curriculum
• Assessment
Professional Development Plan &
Follow-Up Support
Application of Research on Instructional
Practices
for Linguistically and Culturally Diverse
Students:
– Collier & Thomas
– Stephen Krashen
– Jim Cummins
– Socorro Herrera
– Anna Chamot
– Deborah Short
– Lily Filmore
– Kenji Hakuta
Implement a Continuous
Improvement Model
PLAN DO
Refocus for Continuous
Improvement
ACT CHECK
What Works for Culturally and
Linguistically Diverse Students
QUESTION & ANSWER SESSION
RECOMMENDED RESOURCES
• Mastering ESL and Bilingual Methods
(Herrera & Murry. 2005. Pearson)
• PreK-12 English Language Proficiency Standards
(TESOL 2006)
• School Effectiveness for Language Minority
Students
(Collier & Thomas. 2001. CREDE)
• Academic Success for English Language Learners
(Richard –Amato & Snow. 2005. Pearson)
