Although some careful preparation is needed in advance to plan the lessons, it is well worth the effort. If teachers in a school want to implement an integrated language md content program for LEP students, there are several factors they need to consider.
Perhaps the most important is to identify content or mainstream teachers who are interested in modifying their instruction for LEP students and ESL teachers who are interested in incorporating subject matter into their language classes. It is crucial for members of these two groups to meet and work together for the program to be successfull. The meetings should begin as early as possible in the school year to allow sufficient time for curriculum development, discussion of methods, and identification of materials for use in the program.
Some staff development which focuses on methods and materials for both groups of teachers will also be necessary. Teachers may want to begin with a few pilot classes to demonstrate the effectiveness of the approach and to build support for it within the school.
For example, classes such as art, music, or physical education are ideal starting points because they combine high interest with relatively low language requirements. Later, the program may be expanded to include math, social studies, and science. After a school has decided which courses to include in this approach, a curriculum will need to be developed.
The first step is a thorough review of subject-matter competencies by grade level. The next step is to identify language objectives which complement each competency. Specific vocabulary should be identified together with relevant grammatical structures, functions, and literacy skills.
Because this development phase will take some time, it probably would be best to set aside part of a summer for a curriculum team to meet. That team should also begin identifying appropriate materials to implement the curriculum; these may be commercially available or available from cooperating school districts.
Unfortunately, there are currently few materials specifically designed for the content-enriched language class or for the language-sensitive content class, so teachers will need to work in teams to develop these. The language teacher can focus on language demands while the content teacher covers content objectives. The language teacher will probably feel more qualified developing vocabulary and other preview or follow-up activities. The content teacher, Ion the other hand, will be better qualified to develop activities related to the basic concepts and principles of each subject area.
It is vital, nevertheless, for both kinds of teachers to pay attention to both language and content to ensure that the materials provide for solid academic language and skill development. Activities which use interactive language practice are very effective, role plays, situational dialogues, problem solving for students working pairs such as those based on an information gap , and other meaningful exchanges.
Methods which require students to respond with actions, rather than words, are excellent for beginning language students. Students with very limited language proficiency may need to focus on survival language and skills before a heavy emphasis on content-based instruction is initiated. As students gain proficiency, reading and writing activities incorporating more sophisticated content and academic skills can be introduced and expanded.
Potential Problems. Facilitating cooperation between language and content-area teachers may be difficult. Schools are becoming increasingly compartmentalized, especially at the secondary level, and opportunities for communication or collaboration may be limited.
Some teachers may be reluctant to participate in cross-disciplinary programs of this type. However, the following guidelines may be of assistance. Language teachers may be resistant to participate without additional in-service training in the content areas. This is particularly true in the case of math and science. Another potential problem emerges from the normally wide range of educational backgrounds and language proficiencies existing within a given class.
Although language teachers are accustomed to dealing with students at various levels of language proficiency in a classroom, content teachers may not be.
These teachers need to be provided with in-service training focusing on classroom management and small group or peer instruction as a way of accommodating these differences. Finally, school and community attitudes may present a problem. Instead, it emphasizes the most important objectives of the mainstream curriculum while addressing language development goals. Programs for LEP students should not be equated with services for learning disabled or other special education students.
Content-enriched language or language-sensitive content programs help students to realize their full potential in a manner which is sensitive to their linguistic needs. The list of references included in this guide provide both theoretical and practical information. For further information, interested persons may contact one of the authors at the address below:.
Information correct as of publication date. Materials Needed House plant Parts of real plants. Structures Wh — questions and modal would. What would you like to buy? How much change would you have? Follow-up Activity Teach the children to estimate change by rounding to nearest ten and adding, e. Homework Students copy and solve subtraction word problems, e.
This lesson can be adapted to suit the level of competency, e. Cantoni-Harvey, G. Content-area language instruction: Approaches and strategies. Reading, MA: Addison-Wesley. Chamot, A. English language development through a content-based approach. In Issues in English language development. ERIC Abstract. Guidelines for implementing a content-based English language development program.
NCBE Forum, A cognitive academic language learning approach: An ESL content-based curriculum. The cognitive academic language learning approach: A bridge to the mainstream. Crandall, J. Content-based language instruction. Johnson, M. Montemayor, M. Celina Moreno, J. Annette Ramos Jocellyn Rivera Dr. MBA Dr. Full Menu. Resource Center. Program Leadership This second area refers to the priority and importance that bilingualism is given at all levels of the school organization. Program Articulation The key to program success is clear articulation of the components by everyone involved.
Many successful schools articulate instructional programs using the following process: Align the instructional program with the campus vision and goals. In other words, keep the campus vision and goals in mind when designing the program.
Consult the research to identify the key principles and framework that will guide the identification of program components and strategies. Package the program so that all stakeholders can see relationships among program components. Select appropriate materials to include sufficient student reading materials in the library and classrooms. Student Assessment and Progress Monitoring When teachers sense that students are progressing academically and socially, they tend to do more for students.
Classroom and School Organization The ideal classroom organization is one in which the teacher capitalizes on the most efficient use of available resources, both material and human.
Classroom and School Climate and Environment The ideal classroom and school climate is one in which high expectations are concretely communicated to all students. Use of Both Languages and Cultural Diversity On the campuses where effective bilingual programs operate, there is campus-wide respect for the cultural differences of students.
Availability of Books The most successful classrooms are print-rich. Instruction The instructional strategies employed by effective bilingual teachers mirror strategies used by effective language arts teachers. In successful schools teachers receive staff development that values their knowledge and experience, uses the collective knowledge of the teachers to develop solutions, provides new knowledge and skills that support the instructional programs they are implementing, supports teachers with on-site technical assistance such as classroom modeling and mentoring, celebrates successes teachers experience with other teachers, and pairs teachers with presenters in planning workshops and other training activities.
Parent Involvement In effective schools, the parents of LEP students are well informed about the bilingual program as well as the general curricula and other activities in which the students participate. Accountability Successful campuses have a well-defined system of accountability for administrators, teachers, parents and students. Effective Bilingual Education Program Checklist Vision and goals exist, are communicated to students, and guide the instruction.
Program leaders are well-informed on the rationale for bilingual education and share an active commitment to bilingualism. They pro-actively involve the community and private sector in the design and development of the bilingual program. Linkages to central office staff are facilitated by clear roles and responsibilities of central staff. The central office staff provide leadership, credibility and respect for the program.
Student assessment and progress monitoring uses baseline student data on language and content knowledge to plan and adjust instruction. Classroom and school organization is based on the most efficient way of maximizing the impact of instruction. It creates small organizational arrangements e. Road to the Community Plan shows a collaboration between the Macalester-Groveland Community Council MGCC and the City of Saint Paul to create a road map that illustrates key steps as a guide for communities to reference as they embark on their community plan process.
This document is a tool intended to offer best practices and insights to guide the conversation between district councils and their respective communities as they develop their own unique approaches to the community plan. Fawcett, S. Concerns report handbook: Planning for community health. Preventing adolescent pregnancy: An action planning guide for community-based initiatives.
Healthier communities action kit. Michigan Community Health Assessment. Forum I handbook: Defining and organizing the community. Lansing, MI: Author. Minkler, M. Community organizing and community building for health. New Brunswick, NJ: Rutgers. Moore, M. Community capacity assessment.
Albuquerque, N. Murphy, Frederick. New York: Springer. Wikin, B. Planning and conducting needs assessments: A practical guide. Skip to main content. Toggle navigation Navigation. Assessing Community Needs and Resources » Section 1. Chapter 3. Chapter 3 Sections Section 1. Understanding and Describing the Community Section 3. Collecting Information About the Problem Section 5. Analyzing Community Problems Section 6. Conducting Focus Groups Section 7. Conducting Needs Assessment Surveys Section 8.
Identifying Community Assets and Resources Section 9. Developing Baseline Measures Section Conducting Concerns Surveys Section Determining Service Utilization Section Conducting Interviews Section Conducting Surveys Section Implementing Photovoice in Your Community Section Windshield and Walking Surveys Section Arranging Assessments That Span Jurisdictions.
The Tool Box needs your help to remain available. Toggle navigation Chapter Sections. Section 1. Learn how to develop a plan for community assessment to guide efforts to better understand community needs and resources. What do we mean by needs and resources? Why develop a plan for assessing local needs and resources? Who should be involved in developing a plan for assessing local needs and resources? When should needs and assets be identified? How do you develop a plan for assessing local needs and resources?
Answers include: It will help you gain a deeper understanding of the community. Each community has its own needs and assets, as well as its own culture and social structure -- a unique web of relationships, history, strengths, and conflicts that defines it.
A community assessment helps to uncover not only needs and resources, but the underlying culture and social structure that will help you understand how to address the community's needs and utilize its resources. An assessment will encourage community members to consider the community's assets and how to use them, as well as the community's needs and how to address them.
That consideration can and should be the first step in their learning how to use their own resources to solve problems and improve community life.
It will help you make decisions about priorities for program or system improvement. It would obviously be foolhardy to try to address community issues without fully understanding what they are and how they arose. By the same token, failing to take advantage of community resources not only represents taking on a problem without using all the tools at your disposal to solve it, but misses an opportunity to increase the community's capacity for solving its own problems and creating its own change.
It goes a long way toward eliminating unpleasant surprises down the road. Identifying needs and resources before starting a program or initiative means that you know from the beginning what you're dealing with, and are less likely to be blindsided later by something you didn't expect.
Some reasons why you should: It allows you to involve community members from the very beginning of the process. This encourages both trust in the process and community buy-in and support, not only of the assessment, but of whatever actions are taken as a result of it.
Full community participation in planning and carrying out an assessment also promotes leadership from within the community and gives voice to those who may feel they have none. An assessment is a great opportunity to use community-based participatory research , further involving community members and increasing community capacity.
A good plan will provide an easy-to-follow road map for conducting an accurate assessment. Planning ahead will save time and effort in carrying out the process. A planning process will give community members the opportunity to voice their opinions, hopes, and fears about the community.
Their idea of priorities might be different from those of professionals, but they shouldn't be ignored. Among those who should be involved: Those experiencing needs that should be addressed. It's both fair and logical to involve those who are most directly affected by adverse conditions.
They know best what effects those conditions have on their lives, and including them in the planning process is more likely to produce a plan that actually speaks to their needs. Health and human service providers. These individuals and organizations, especially those that are community-based, often have both a deep understanding of the community and a strong empathic connection with the populations they serve. They can be helpful both by sharing their knowledge and by recruiting people from marginalized populations to contribute to the assessment.
Government officials. Elected and appointed officials are often those who can help or hinder a community change effort. Engaging them in planning and carrying out an assessment helps to ensure that they will take the effort seriously and work to make it successful. Influential people. These can can include individuals who are identified as leaders because of their positions -- college presidents, directors of hospitals and other major organizations, corporate CEOs -- because of the prestige of their professions -- doctors, professors, judges, clergy -- or because they are known to be people of intelligence, integrity, and good will who care about the community.
People whose jobs or lives could be affected by the eventual actions taken as a result of the assessment. These include teachers, police, emergency room personnel, landlords, and others who might have to react if new community policies or procedures are put in place.
Community activists. The content areas are provided initially in the native language with a carefully planned introduction into each grade of specified subjects using sheltered English techniques. From the beginning of the program at the kindergarten level, students spend a portion of each day with English speakers.
Russian and Spanish speakers are also grouped together for English language development. The staff reported that this accelerated their English acquisition because both kinds of students were forced to use English to communicate with each other.
Students remain in the program through at least the fifth grade. IDRA researchers noted that all the instruction is uniformly of high quality and reflects best practices recommended for mainstream and second language-learners.
Students often work in cooperative, heterogeneous groups or with partners. Student-to-student and teacher-to-student interactions are frequent, meaningful and focused on instructional tasks. Activities are hands-on, and teachers use a large variety of materials: bilingual books of many genres and types as well as visual, audiovisual and art materials. Many students were observed receiving individual or small group assistance from additional teachers, bilingual educational assistants and parents.
This extra help is provided inside their classrooms or in quiet, cozy corners in the halls outside. All students, English-learners and native English-speakers, are integrated in one of the morning and afternoon homerooms. This gives everyone an opportunity to mix with each other as a group and begin and end each day together. The first and last periods of the day, students are with the same teacher and their mainstream class.
This gives students a feeling of being more integrated into the entire school. Language capability is assessed by administering a home language survey. The ETP coordinator makes the appropriate assessment to determine the particular English learning level of each child.
Additionally, kindergarten and first grade students are given the Brigance Screen to measure basic language skills, and teachers use various classroom assessment methods to determine how students are progressing during the year.
Although the school is moving toward a late-exit program, presently only those in kindergarten through second grade are in such a program. Third, fourth and fifth graders are in an early-exit program, having made the transition into English. Other students are identified as mainstream English, and some students are placed in literacy centers. Sheltered English techniques are used to help students who have not mastered English by the end of fifth grade. The school also has an English Plus program, through which parents can opt to have their children continue to learn their native language.
The kids are very interested in speaking to their grandparents, so they are motivated to learn. The children are not embarrassed to speak Russian in school, because they use it at home and in their neighborhood. Although the state of Oregon requires that by third grade students are transitioned to English, the school continues to create avenues for supporting the students in their native language while they learn English.
Heritage Elementary School exhibits three of the most important elements of successful bilingual education practices: 1 a dedication to providing the most successful learning and development programs to the students; 2 teachers and staff who truly care about the students and are passionate about teaching, and 3 parents who become involved and volunteer in educational activities.
Josie Danini Cortez, M. Comments and questions may be directed to her via e-mail at feedback idra. Permission to reproduce this article is granted provided the article is reprinted in its entirety and proper credit is given to IDRA and the author.
Phone: Fax: Cavazos Morgan Craven, J.
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