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Barbara Brozek Staff Photo

Welcome 

I teach English Language Learners at North Haven's four elementary schools. My classes are designed to help students in the following areas:

  • Feel more comfortable in his/her classroom
  • Develop Conversational skills
  • work on various content areas to aid the classroom teacher. 

My students learn strategies and gain practice to better comprehend, speak and write in English. Classes meet in small "pull out" groups regularly. 

My schedule is as follows:

Green Acres: Monday, Tuesday, Wednesday mornings

Clintonville: Monday, Thursday and Friday afternoons

Ridge Road: Thursday and Friday mornings

Montowese:  Tuesday and Wednesday afternoons

 


Stages of Language Acquisition

 

 PreProduction/Silent Period/Pre-Emergence of L2:

Students communicate with gestures and actions.

Lessons focus on listening comprehension.

Lessons build receptive vocabulary.

 

Early Production:

Students speak using one or two words or short phrases. Lessons expand receptive vocabulary. Activities are designed to motivate students to produce vocabulary which they already understand.

 

Speech Emergence:

Students speak in longer phrases and complete sentences. 

Lessons continue to expand receptive vocabulary. Activities are designed to promote higher levels of language use.

 

Intermediate Fluency:

Students engage in conversation and produce connected narrative.

Lessons continue to expand receptive vocabulary. Activities are designed to develop higher levels of language use in content area.

Reading and writing activities are incorporated into lesson.

 


BICS and CALPS

It is important to know the difference between Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALPS). Students are using BICS during the third stage of second language acquisition ( speech emergence 1-3 years). These are cognitively undemanding forms of communication about familiar topics ( family, friends, TV, etc.). Many educators are impressed with this level of English because students may converse quite fluently with little accent. However, students at this level have not mastered CALPS (5-7 years). the cognitively demanding language skills required for higher-level thinking and academic success.

 

Students who are able to speak fluently and hold conversations in English ,yet are low achievers in reading, writing , test taking, may still be developing CALPS and are not as fluent in English as they appear.

 
 

 


Teach to Varied Learning Styles

 

Encourage students to participate in class

Give students more wait time: at least 15-20 seconds

Have high expectations of your students

Use cooperative learning and put students in groups with English- speaking students

Use physical activity: model, role- play , act out

Repeat and rephrase often

Emphasize the 5-8 most important vocabulary words of a lesson

Focus on the 2-3 key concepts of a lessons

Use Concrete language and questions

Simplify complex questions

Use children's literature/ lower grade level materials to teach content

 

Class/Homework

Reduce assignments

Simplify complex tasks

Adapt the task to the student's skill levels

Ignore spelling or grammar errors except for when explicitly taught

Allow students to take breaks when working : their brains tire quickly!

 

Assessment Modiications

Tip: Assess ESL students according to what they can do rather than what they cannot do.

Technique:Modify the tests you give.

Test key concepts or main idea

Avoid test questions asking discrete information

Make a simplified language version of the test

Simplify instructions 

Provide word banks 

Give students extra time to complete tests

Give students objective tests: matching , multiple choice ,etc.

Make all or part of the exam oral

Alternative Assessments

Portfolios

KWL Charts using pictures  or simplified writing

Role plays , Interviews

 


Books for Teachers

 

 

The following two books are in each of the four Elementary schools.

1. Getting Started with English Language Learners , How Educators Meet the Challenge by Judie Haynes

 

2. Classroom Instruction that works with English Language Learners by Jane D. Hall and Kathleen M. Flynn

 

 


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