[MOSAIC] 2nd language learners-for Heather

[Katduhay at aol.com]

In a message dated 5/6/07 4:34:43 AM, heather_wall_2000 at yahoo.com writes:
> I'm looking for some books/articles that share success stories in 
> situations similar to this. I can find info on schools that work with lots of 
> economically disadvantaged kids, but we're unique in that we have so many 2nd 
> language learners with so few 1st language students to serve as models. We're going 
> to be working a lot on balanced literacy next year, with a focus on writing 
> workshop, and so I feel like we're heading in the right direction.
> 

Heather,
I'm in a similar school as yours with a high population of L1 students with 
NEP/LEP status and few native English speakers.   We are also in comprehensive 
school reform because our school has not met the state standards (frustrating 
when our LEP students have to take the state assessment as NCLB mandates) and 
because of this have adopted a design model that focuses on the workshop 
approach to reading and writing.   We found Reeves work on 90/90/90 schools 
helpful.  His study, conducted at school sites with 90% economically disadvantaged, 
over 90% ethnic minority, and over 90% achieving at high standards (students 
MET reading standards), categorically analyzed trends and patterns in 
instruction.   Besides a strong focus on continuous improvement and student achievement, 
he found that these schools emphasize non-fiction genre study and non-fiction 
writing.
I agree with you that your focus on writing will be beneficial because as the 
teachers at my school found, non-fiction reading and writing increases our 
students' vocabulary, academic language, schema and prior knowledge base.   
Along with the MOT strategies that this list-serv supports, we find both explicit 
instruction in non-fiction and MOT comprehension strategies have been 
extremely helpful.   You can download a pdf at 
http://www.makingstandardswork.com/Downloads/AinA%20Ch19.pdf and his email is at dreeves at makingstandardswork.com

Kenji Hakuta's work out of Stanford Univ. has also been insightful.   He 
edited the comprehensive report Improving Schooling for Language-Minority Children 
and we found the entire document (497 pages worth!). helpful as they survey 
all the empirical studies done on English language learners and on schools that 
serve them.    Especially helpful were chapter 6 on program evaluation, 
chapter 7 on school and classroom effectiveness, and chapter 8 preparation and 
development of teachers serving ELLs.   After their review of 33 schools, they 
(like Reeves above) identify effective schools and classrooms that have similar 
attributes-- one of these attributes include explicit instruction in reading 
and writing strategies.   This document can be found at the National Academies 
Press website at www.nap.edu/catalog/5286.html

Finally, through Hakuta's work, we found a reference to Claude Goldenberg's 
work out of UCLA helpful for the practical application of ICs or instructional 
conversations that promote comprehension through oral discussion.   His 
article on this can be found in The Reading Teacher Vol. 46, No. 4.   Instructional 
Conversations came out of Tharp & Gallimore's work and in Goldenberg's 
article, he outlines a discussion-based lesson geared toward creating opportunities 
for ELL's conceptual and linguistic development.   Along with the MOT 
strategies, I use this IC discussion lesson template, especially when determining 
importance for the author's message/theme.   You can email me off-line for the the 
Goldenber'gs pdf from the issue of The Reading Teacher that my librarian 
located for me.

Kathy
Gr. 2


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