Introducing the Vermont Consortium for Language and Academics ESL Newsletter - Our Electronic Newsletter

Welcome to the first edition of VCLA’s ESL Newsletter. If you can remember as far back as August, you may recall receiving our initial message about this newsletter and the accompanying listserv function that will allow all of you to exchange ideas. That information will be repeated at the end of this message. You will, of course, be able to unsubscribe at any point.

Have you seen Vermont’s most recent ESL growth chart?

 (http://www.ncela.gwu.edu/policy/states/reports/statedata/2004LEP/Vermont-G-05.pdf)

Vermont’s situation is consistent with that of the U.S. as a whole. As the growth in the overall K-12 population has slowed and the number of incoming ELLs has increased, the ESL subgroup has become the most rapidly growing group in U.S. schools—a reality for which few schools are prepared. All over the U.S., educators have been working to acquire the skills to meet the needs of their increasingly diverse classrooms and to adapt old-style pull-out ESL programs to more effective models of instruction.  

In this newsletter—our first in a series of quarterly newsletters—we’ll provide information about the importance of incorporating ESL strategies into content classrooms, as well as information about some of the resources available.

The Importance of ESL Strategies in the Content Classroom

Research on second language acquisition and on the development of content literacy for ELLs has resulted in some clear findings about best instructional practices for ELLs. If you click on this link (http://www.smcvt.edu/sharedmedia/documents/vcla/ell_diagram.pdf), you’ll find a chart that gives a quick visual summary of the importance of putting ESL strategies in the hands of all teachers, not only ESL teachers. Since ELLs spend most of the school day in “regular” classrooms rather than ESL classrooms, and since Academic English is best learned in context, it follows that the regular classroom is the ideal place for ELLs to develop essential skills in Academic English. Similarly, since skillfully accommodated content instruction is essential to academic achievement for students who are still learning English, it makes good sense to provide classroom teachers with the skills needed to help their ELLs succeed.

Research has shown consistently that the systematic application of a handful of instructional strategies (known loosely as “sheltered instruction”) has resulted in significant improvements in achievement for ELLs, and for other students who struggle with language. We also know that the failure to plan appropriate accommodations in content classes results in inequitable access to education, which is linked to the myriad of school-related problems illustrated on the flowchart. Sheltered instruction strategies are easily incorporated into mixed classrooms, and teachers trained to use them frequently report that the benefits exceed their expectations.

Sheltered Instruction --Staff Development Resources

Sheltered Instruction Courses: VCLA continues to offer free on-site training in Sheltered Instruction for teams of content teachers using the well-researched SIOP model (Sheltered Instruction Observation Protocol), modified to include instruction in the Vermont and WIDA Consortium’s English Language Proficiency Standards for ELLs. Six 11-session courses taught around the state last year have enabled school districts to make great improvements in their ability to meet the needs of their students.

       Sheltered Instruction Study Groups: In situations where the 11-session model doesn’t fit, a SIOP study group might be an initial step at developing capacity. Teams of teachers and administrators, meeting regularly with VCLA facilitators, can set up a system of study and peer observation that will enable them to develop the skills and practices needed for increased success with ELLs.

       Sheltered Instruction Follow-up: SIOP training or study, using the district’s ESL teachers as co-facilitators, can be further supported by the development of a mentoring or coaching program adapted to the district’s immediate needs and individualized to fit the local context.

To discuss VCLA-facilitated training and resource development in your school or district, contact VCLA Coordinator Rita MacDonald at rmacdonald@smcvt.edu

       CLIMBS (Content and Language Integration as a Means of Bridging Success): A recent development of the Center for Applied Linguistics and the WIDA Consortium, CLIMBS combines the essentials of Sheltered Instruction with in-depth instruction in the use of the WIDA standards for English proficiency. CLIMBS may soon be offered as a pilot course in Vermont. Watch the VT ESL list-serv for details. (To join the list-serv, contact Jim Mc Cobb at James.McCobb@state.vt.us)

        The QUEST Institute: Based on a successful 5-year project in training teachers in the Burlington School District, the QUEST Institute has developed an online course through St. Joseph’s College in Rutland. http://bsdweb.bsdvt.org/district/Grants/quest/institute/Default.htm

The successful incorporation of ESL strategies into “regular” classrooms depends, in part, on effective collaboration between ESL and regular teachers. Some districts with whom we’ve worked have developed creative ways of co-training, co-teaching and collaboration.

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