{"id":397,"date":"2019-08-02T15:06:55","date_gmt":"2019-08-02T15:06:55","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/suny-oneonta-education106\/?post_type=chapter&#038;p=397"},"modified":"2024-06-13T13:37:44","modified_gmt":"2024-06-13T13:37:44","slug":"9-2-emergent-bilinguals","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-hvcc-education106\/chapter\/9-2-emergent-bilinguals\/","title":{"raw":"9.2 Emergent Bilinguals","rendered":"9.2 Emergent Bilinguals"},"content":{"raw":"Language diversity is one kind of diversity found in schools. The term <em>English Language Learner (ELL) <\/em>has been used predominantly as a label to students who are developing their language proficiency in English. ELL is also the preferred term by state and federal agencies since it used to determine protected status for students who fall under this category. However, the term ELL tends to devalue the language(s) in which these students are proficient. The term e<em>mergent bilingual <\/em>has begun to replace the term ELL because it values the funds of knowledge and language competencies the students already have while celebrating their identity as someone becoming bilingual. Bilingualism or the students\u2019 emerging bilingualism is shown as an asset rather a deficit. All teachers will work with students with multiple languages.\r\n\r\nhttps:\/\/www.youtube.com\/watch?v=LCx55q6e0uA&amp;list=PL72WgjD2ZG710bx2s9DvJxwAoJRDypVAP\r\n\r\nAs an educator, it is our duty to ensure students acquire content knowledge as well as the academic language proficiency within all content areas for emergent bilinguals as well. Non-specialists or non-ESOL teachers need to scaffold and support the language development of emergent bilinguals in their classrooms.<em> Sheltered Instruction <\/em>(Center for Applied Linguistics, 2018) is an effective instructional model for teachers to use across content and grade levels. There are eight interconnected components for each lesson that uses sheltered instruction:\r\n<ul>\r\n \t<li>Lesson Preparation<\/li>\r\n \t<li>Building Background<\/li>\r\n<\/ul>\r\n<ul>\r\n \t<li>Comprehensible Input<\/li>\r\n \t<li>Strategies<\/li>\r\n \t<li>Interaction<\/li>\r\n \t<li>Practice\/Application<\/li>\r\n \t<li>Lesson Delivery<\/li>\r\n \t<li>Review &amp; Assessment<\/li>\r\n<\/ul>\r\nFor more information on lesson activities and research that use sheltered instruction, please visit <a href=\"http:\/\/www.cal.org\/siop\/resources\/\">http:\/\/www.cal.org\/siop\/resources\/<\/a>.\r\n\r\nIn addition to sheltered instruction, the Center for Research on Education, Diversity, and Excellence from the University of California outlines five standards for effective education of all students (Teaching Tolerance, 2019):\r\n<ul>\r\n \t<li>Joint productive activity: Teachers and students producing together<\/li>\r\n \t<li>Language development across the curriculum<\/li>\r\n \t<li>Contextualization: Connecting school to students\u2019 lives<\/li>\r\n \t<li>Challenging Activities: Teaching complex thinking<\/li>\r\n \t<li>Instructional Conversation: Teaching through conversation<\/li>\r\n<\/ul>\r\nFor more information and to see a list of indicators that demonstrate these standards, please visit <a href=\"https:\/\/www.tolerance.org\/professional-development\/five-standards-of-effective-pedagogy\">https:\/\/www.tolerance.org\/professional-development\/five-standards-of-effective-pedagogy<\/a>\r\n\r\nResources for NY teachers can be found on the page of the Office for Bilingual Education and English as a New Language:\u00a0<a href=\"https:\/\/www.nysed.gov\/bilingual-ed\">https:\/\/www.nysed.gov\/bilingual-ed<\/a>","rendered":"<p>Language diversity is one kind of diversity found in schools. The term <em>English Language Learner (ELL) <\/em>has been used predominantly as a label to students who are developing their language proficiency in English. ELL is also the preferred term by state and federal agencies since it used to determine protected status for students who fall under this category. However, the term ELL tends to devalue the language(s) in which these students are proficient. The term e<em>mergent bilingual <\/em>has begun to replace the term ELL because it values the funds of knowledge and language competencies the students already have while celebrating their identity as someone becoming bilingual. Bilingualism or the students\u2019 emerging bilingualism is shown as an asset rather a deficit. All teachers will work with students with multiple languages.<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"EP 1 -- Teaching Bilinguals (Even If You&#39;re Not One): Getting Acquainted\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/LCx55q6e0uA?list=PL72WgjD2ZG710bx2s9DvJxwAoJRDypVAP\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p>As an educator, it is our duty to ensure students acquire content knowledge as well as the academic language proficiency within all content areas for emergent bilinguals as well. Non-specialists or non-ESOL teachers need to scaffold and support the language development of emergent bilinguals in their classrooms.<em> Sheltered Instruction <\/em>(Center for Applied Linguistics, 2018) is an effective instructional model for teachers to use across content and grade levels. There are eight interconnected components for each lesson that uses sheltered instruction:<\/p>\n<ul>\n<li>Lesson Preparation<\/li>\n<li>Building Background<\/li>\n<\/ul>\n<ul>\n<li>Comprehensible Input<\/li>\n<li>Strategies<\/li>\n<li>Interaction<\/li>\n<li>Practice\/Application<\/li>\n<li>Lesson Delivery<\/li>\n<li>Review &amp; Assessment<\/li>\n<\/ul>\n<p>For more information on lesson activities and research that use sheltered instruction, please visit <a href=\"http:\/\/www.cal.org\/siop\/resources\/\">http:\/\/www.cal.org\/siop\/resources\/<\/a>.<\/p>\n<p>In addition to sheltered instruction, the Center for Research on Education, Diversity, and Excellence from the University of California outlines five standards for effective education of all students (Teaching Tolerance, 2019):<\/p>\n<ul>\n<li>Joint productive activity: Teachers and students producing together<\/li>\n<li>Language development across the curriculum<\/li>\n<li>Contextualization: Connecting school to students\u2019 lives<\/li>\n<li>Challenging Activities: Teaching complex thinking<\/li>\n<li>Instructional Conversation: Teaching through conversation<\/li>\n<\/ul>\n<p>For more information and to see a list of indicators that demonstrate these standards, please visit <a href=\"https:\/\/www.tolerance.org\/professional-development\/five-standards-of-effective-pedagogy\">https:\/\/www.tolerance.org\/professional-development\/five-standards-of-effective-pedagogy<\/a><\/p>\n<p>Resources for NY teachers can be found on the page of the Office for Bilingual Education and English as a New Language:\u00a0<a href=\"https:\/\/www.nysed.gov\/bilingual-ed\">https:\/\/www.nysed.gov\/bilingual-ed<\/a><\/p>\n\n\t\t\t <section class=\"citations-section\" role=\"contentinfo\">\n\t\t\t <h3>Candela Citations<\/h3>\n\t\t\t\t\t <div>\n\t\t\t\t\t\t <div id=\"citation-list-397\">\n\t\t\t\t\t\t\t <div class=\"licensing\"><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Original<\/div><ul class=\"citation-list\"><li>Foundations of Education. <strong>Authored by<\/strong>: SUNY Oneonta Education Department. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":85404,"menu_order":3,"template":"","meta":{"_candela_citation":"[{\"type\":\"original\",\"description\":\"Foundations of Education\",\"author\":\"SUNY Oneonta Education Department\",\"organization\":\"\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-397","chapter","type-chapter","status-publish","hentry"],"part":389,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/suny-hvcc-education106\/wp-json\/pressbooks\/v2\/chapters\/397","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/suny-hvcc-education106\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/suny-hvcc-education106\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-hvcc-education106\/wp-json\/wp\/v2\/users\/85404"}],"version-history":[{"count":12,"href":"https:\/\/courses.lumenlearning.com\/suny-hvcc-education106\/wp-json\/pressbooks\/v2\/chapters\/397\/revisions"}],"predecessor-version":[{"id":766,"href":"https:\/\/courses.lumenlearning.com\/suny-hvcc-education106\/wp-json\/pressbooks\/v2\/chapters\/397\/revisions\/766"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/suny-hvcc-education106\/wp-json\/pressbooks\/v2\/parts\/389"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/suny-hvcc-education106\/wp-json\/pressbooks\/v2\/chapters\/397\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/suny-hvcc-education106\/wp-json\/wp\/v2\/media?parent=397"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-hvcc-education106\/wp-json\/pressbooks\/v2\/chapter-type?post=397"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-hvcc-education106\/wp-json\/wp\/v2\/contributor?post=397"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-hvcc-education106\/wp-json\/wp\/v2\/license?post=397"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}