ࡱ> N( :/ 00DArialBlackmantt1 0DTimes New Romantt1 0 DWingdingsRomantt1 00DArial Blackmantt1 0"@ .  @n?" dd@  @@`` H,]>>**>> 5 ()   21     ()   21    >>**..HH,,HG////HG//HG,,..** >>  21  5 ()    21    >>**....HHHG,,HG//. / `abcdefghjklnopqrstuvwxyz{|}~  0AA@8$ %ʚ;ʚ;g4LdLdc 0:ppp@ <4dddd@w 0t1 g4UdUdTe 0hp@ ppA9___PPT10 6?  %O  =OiESL PANEL PRESENTATION$2 Current Issues with Generation 1.5 ESL Students  Outline of Topics(ELL/2nd Language Acquisition& & Patti Flores-Charter Who is a Generation 1.5 Student& ..Deborah Shulman ESL Programs in Community Colleges& ......................................Patti Flores-Charter LD Testing for Generation 1.5 and Crossover Students& & .& & ....Deborah Shulman BVAT Testing& & & & & & .& & & & & & .Linda Rovai Alternative Assessment& & & & & & & & & Sybil Kline Case Studies PPP >]!>5,[Learning Characteristics of English Language Learners (ELL) and Second Language Acquisition\\8Patti Flores-Charter LD Specialist Southwestern College 9Z9 [Learning Characteristics of English Language Learners (ELL) and Second Language Acquisition\\Threshold Hypothesis: If no lower threshold of proficiency in L1, then L2 will also be limited (Cummings, 1984) L2 Acquisition Simultaneous Sequential ZZZZZZZZ)  '       [Learning Characteristics of English Language Learners (ELL) and Second Language Acquisition\\S Oral Language: Receptive/expressive morphology Syntax Grammar Semantics pragmatics&DD [Learning Characteristics of English Language Learners (ELL) and Second Language Acquisition\\] Print Language: Vocabulary/spelling Grammatical rules Writing structure Comprehension skills&MM [Learning Characteristics of English Language Learners (ELL) and Second Language Acquisition\\r Basic Interpersonal Communication Skills (BICS): Where is the bathroom? Cognitive Academic Language Proficiency (CALP) Can we discuss Einstein s Theory of Relativity (Cummings, 1984) b2ZZ/Z@ZZ2/A[Learning Characteristics of English Language Learners (ELL) and Second Language Acquisition\\K L1 Characteristics: Variety Loss Codeswitching = Normal in L2 Acquisitiond6( # 6- Who is a Generation 1.5 Student?!!bDeborah Shulman Director Learning Skills Program Learning Disabilities Specialist Cabrillo CollegecZcT  Who is a Generation 1.5 Student?!!&Extremely diverse group in terms of: Socioeconomic status Educational background Immigration/citizen status Familial separation and/or familial support<%s%s Who is a Generation 1.5 Student?!!&Recent terms describing the group include: English language learners (ELL) Nonnative language speakers Second language learners or ESL students Culturally/linguistically diverse students<++  Who is a Generation 1.5 Student?!!&$Crossover Student- Straddles at least two cultures and two languages to varying degrees (Schwartz, 2004) Students who arrived as older adolescents: with adequate formal schooling in L1 and finished U.S. high school with little schooling in L1 and finished high school Long term U.S. residents: with little schooling in L1 and e"7 years schooling in U.S. with only schooling in English, but orally fluent in L1 with many years of English instruction and some schooling in their home language in U.S. (often bilingual classes) .kP+PzPPPPF+# :      Q"*t"! Who is a Generation 1.5 Student?!!&Language Acquisition for Generation 1.5 and Crossover Student Literacy in L1 helps students acquire and learn L2 Critical period for easily learning a language ends around puberty Ear based learners- internalize what they hear, often grammatically incorrect If not fully literate in L1, they often don t realize what gaps exist in their English (Reid, 1997)>ZZ*Z>  "    G" Who is a Generation 1.5 Student?!!&American Education for Generation 1.5 and Crossover Students Students are often pushed through ESL programs too quickly No Child Left Behind severely limits instruction students can receive in L1 while learning English (bilingual programs)=;x=;J -# Who is a Generation 1.5 Student?!!& Student identities are wrapped up in the language they use and their perceptions about the ways in which they use those languages (Harklau, 2000) Despite lack of total fluency, many of these students identify English as their primary language Students are often not academically proficient in English even though they graduated from American high schools Their exposure to American culture and education is different than traditional ESL student. They don t want and don t relate to ESL label (Schwartz,2004) They cannot easily be categorized in terms of language use (Schwartz, 2004)bPPl;&#ESL Programs in Community Colleges$$7Patti Flores-Charter LD Specialist Southwestern College8Z8 #ESL Programs in Community Colleges$$&fOrganization of English as a Second Language (ESL) Programs in College into four areas: 1. LISTENING fg#ESL Programs in Community Colleges$$&Organization of ELL Programs& 2. SPEAKING: Morphology Syntax Grammar Vocabulary Pragmatics&,0,0#ESL Programs in Community Colleges$$&|Organization of ELL Programs& 3. READING Vocabulary Semantics&**#ESL Programs in Community Colleges$$&Organization of ELL Programs& 4. WRITING Vocabulary Semantics Pragmatics&* * #ESL Programs in Community Colleges$$&>Problems: ESL voluntary Time/Media Quality of Placement Tests& 4 47.5LD Testing for Generation 1.5 and Crossover Students66bDeborah Shulman Director Learning Skills Program Learning Disabilities Specialist Cabrillo CollegecZcT5LD Testing for Generation 1.5 and Crossover Students66& LD Testing for Generation 1.5 and Crossover Students These students cannot easily be categorized in terms of language use These students do not relate to themselves as ESL or ELL and often have very limited or non existent educational background in L1EEFE $5LD Testing for Generation 1.5 and Crossover Students66&Additional reasons to test Generation 1.5 and crossover students in English  Tests generally should be administered in the test taker s most proficient language unless language proficiency is part of the assessment (Standard 9.3, Council on Measures for Educational and Psychological Testing-revised, 1999) LD can exist in L2 and not L1 (Schwarz & Terrill, 2000) Compensatory strategies in L1 may mask LD in L1 Differences in language structure, such as sound-symbol correspondence LZZZZ8ZwZZL]         H  %5LD Testing for Generation 1.5 and Crossover Students66&Selecting the proper tests and subtests Carefully interpret verbal academic and cognitive test scores Consider non-standardized administration of these tests such as eliminating or extending time limits Guides such as McGrew & Flannagan s Selective Cross-Battery Assessment: Guidelines for Culturally and Linguistically Diverse Populations.)P,P), f'5LD Testing for Generation 1.5 and Crossover Students66&Hopes for the Future ADA Restoration Act of 2004- draft bill sent to the Congress by National Council on Disabilities (NCD) To restore the ADA to its original intent, not the restrictive interpretation often used by the Supreme Court Proposed change would place specific learning disabilities under Section 3B-physical or mental impairment This change could eventually include guidelines related to LD and ethno-cultural backgrounds (Rivera-Mills & Gould, 2006)XgRgR  (5LD Testing for Generation 1.5 and Crossover Students66&Hopes for the future (continued) Universal Design  Universally designed assessment should be designed to be valid and accessible with respect to the widest possible range of students, including students with disabilities and students with limited English proficiency (No Child Left Behind Regulation July 5, 2002)D!!/8/The BVAT  &Linda Rovai EAC (DSPS) Ventura College'Z'The BVAT  I Bilingual Verbal Ability Tests Munoz-Sandoval, Cummins, Alvarado, Ruef 4I!'D)!The BVAT  LBVAT Overview Origins in Woodcock-Johnson Specialized and Standardized Individually Administered Standardized Documentation of Student s Language Use and ExposureH{+"The BVAT  BVAT Uses Bilingual Education Program Entry and Exit Learning Disabilities Used with WJIII Tests of Achievement Gifted and Talented Program Entry %  % ,#The BVAT  f17 languages Arabic Chinese French German Haitian-Creole Hind Hmong Italian Japanese* Z Z C Korean Navajo Polish Portuguese Russian Spanish Turkish VietnameseDD.%The BVAT  Administration First Administered in English (L2) Items missed are then administered in the student s primary language (L1) Missed (L2) Items administered by: Individuals fluent in student s L1 Examiner (Primary) Translator (Ancillary)#* I !    *0'The BVAT  BVAT Clusters ELP BVA&  /&The BVAT  ELP Cluster: English Language Proficiency Cluster Broad based measure of receptive and expressive English oral language ability Gives CALP Score 3 Tests: Picture Vocabulary Oral Vocabulary Verbal Analogies:2h42h41(The BVAT  lELP: Three Tests Picture Vocabulary: expressive language semantic tasks, tests comprehension-knowledge Oral Vocabulary (Synonyms & Antonyms): receptive & expressive language skills; word retrieval skills; tests comprehension-knowledge Verbal Analogies: receptive & expressive language task; verbal reasoning; tests both fluid reasoning and comprehension-knowledgef[Duq2)The BVAT  BVA: Bilingual Verbal Ability Cluster Combines receptive and expressive language ability of two languages (L1 and L2) Used as an Aptitude Measure in determining learning disabilities|&&F&3*The BVAT  BVAT Aptitude Measurement Rationale:  The BVA may also be interpreted as the level of English language ability that would be demonstrated by the bilingual if all of that person s language abilities were available in English (BVAT Manual, p.3)&&&4+The BVAT  Tool for Equity in Assessment Taps into knowledge/ability developed in student s L1 but not yet present in L2 Opportunity to assess student s academic potential (comparison of ELP to BVA scores)4& !90Alternative Assessment&Sybil Kline, PhD, LEP LD Specialist Cabrillo College & & & & & & & & & & & & & & & & .. Director Research and Development Assessment2000R&D www.assessment2000.orgP Alternative Assessment &Research on alternative assessment found need for development of new tests for ELL and CLD s Nondiscriminatory assessment mandated in federal education code for special education assessments California federal courts found IQ discriminatory for CLD students State Education Agencies (SEA) responsible to ensure assessment nondiscriminatory Conducted national survey of SEA s on alternative and nondiscriminatory assessment methods 67% of states responded but found few states provided training Few states had materials or resources on alternative or nondiscriminatory, nothing new and useful Also surveyed Nationally Certified School Psychologists Found modification of IQ predominant method of alternative and nondiscriminatory assessment Research on alternative assessment found need for development of new tests for ELL and CLD s ]PPSP[PP9PP]Q[  7>WAlternative AssessmentWhat is dynamic assessment Test& intervention& retest method Tasks are taught as part of the evaluation Examiner observes learning process Considered a better predictor of academic potential than static assessment for ELL/CLD students P Alternative Assessment &Theoretical Foundations IQ tests vs dynamic assessment Based on cultural-historical theory L.S. Vygotsky and A.R. Luria Both nature and nurture influence cognitive development Nature ! nurture interact, not simply nature + nurturejZZ%ZZ%\ 1,"> Alternative Assessment &$Alternative Test Development designed PASS+S Dynamic Assessment for dissertation project bilingual Spanish/English students grades 1 to 8 Strong psychometric properties .65 correlation with academic achievement Received 5 years of US Dep t of Ed, National Research Center funding to develop test Collected sociocultural norm sample Publishing on Assessment2000 website (NAXCLD Project) PPP*PUPjP*U  j3 S  Alternative Assessment &Kline Dynamic Assessment of Basic Psychological Processing: KDABPP Revised and extended the PASS+S Ages 6 through adult Universal Design Content reduced to 6 colors, 4 shapes, 18 numbers, and 8 positions Can be translated into any language (currently have Spanish and English versions) Computer administered in PowerPoint Directions narrated and animated Include language screener to determine dominant language for test contentCPGP7PPRPPCGHR  /;<=>?@ABCD E F G H IJKLMNOPQRSTUVWXYZ[ \!]"^#_$`%a&b'c(d)e*f+g,&5  0` fffff` ?̙ffE` ff333` C3ff3` &u3` ffff` **@fff̙fl` +3[Xd` 333f` 5D`|f>?" dd@*?lPd@ `F `A@`<``( n?" dd@   @@``PR    @ ` ` p>> L0 T L  (  2T ```  "```"  BG p"P`` D0 B  C @BCE6FGIQSTUV.WX@` B C "`` B0 hB  s *DԔ"  0옒 "{4<$ 0  T Click to edit Master title style! !P  0؛ "<$ 0  RClick to edit Master text styles Second level Third level Fourth level Fifth level!     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(2 (ESL PANEL PRESENTATION.-@Arial-. %2 D.Current Issues with .-@Arial-. 12 NGeneration 1.5 ESL Students .-՜.+,0     qOn-screen ShowCabrillo CollegeI-- 2ArialTimes New Roman Wingdings Arial BlackRadialESL PANEL PRESENTATIONOutline of Topics\Learning Characteristics of English Language Learners (ELL) and Second Language Acquisition\Learning Characteristics of English Language Learners (ELL) and Second Language Acquisition\Learning Characteristics of English Language Learners (ELL) and Second Language Acquisition\Learning Characteristics of English Language Learners (ELL) and Second Language Acquisition\Learning Characteristics of English Language Learners (ELL) and Second Language Acquisition\Learning Characteristics of English Language Learners (ELL) and Second Language Acquisition!Who is a Generation 1.5 Student?!Who is a Generation 1.5 Student?!Who is a Generation 1.5 Student?!Who is a Generation 1.5 Student?!Who is a Generation 1.5 Student?!Who is a Generation 1.5 Student?!Who is a Generation 1.5 Student?$ESL Programs in Community Colleges$ESL Programs in Community Colleges$ESL Programs in Community Colleges$ESL Programs in Community Colleges$ESL Programs in Community Colleges$ESL Programs in Community Colleges6LD Testing for Generation 1.5 and Crossover Students6LD Testing for Generation 1.5 and Crossover Students6LD Testing for Generation 1.5 and Crossover Students6LD Testing for Generation 1.5 and Crossover Students6LD Testing for Generation 1.5 and Crossover Students6LD Testing for Generation 1.5 and Crossover Students The BVAT The BVAT The BVAT The BVAT The BVAT The BVAT The BVAT The BVAT The BVAT The BVAT The BVAT The BVATAlternative Assessment Alternative Assessment Alternative Assessment Alternative Assessment  Alternative Assessment  Alternative Assessment  Fonts UsedDesign Template Slide Titles-_nsybilsybil  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root EntrydO)Current UserSummaryInformation(PowerPoint Document(DocumentSummaryInformation8