U.S.-born students who are struggling and/or Academic Language Cognitive Social & Cultural Long-term English Language Learners Development Development Development Processes B Served with ELL support services for more than 5 years Proficiency in English Provide scaffolded Provide daily, Offer Community Developing or have attained full proficiency in instruction in content focused intervention engagement involvement social English; areas for ELLs through opportunities that opportunities in Heritage sharing Have gaps in BICS vocabulary and CALP English; ELP Level 4 address all four the students’ L1, cultural May be stalled at intermediate level of proficiency Provide literacy domains (LSRW), whenever background of on state language ELP exam even after six or more intervention with emphases on possible the student and years in LEP status appropriate for oral language then; adolescent ELLs development and Proficiency in native language (L1) Promote Decide how to Some proficiency in social language (meaning-based, academic language cognitive provide a Little or no academic language in L1 reading comprehension instruction for ELLs processes to connection to: Academic performance strategies, analysis of at ELP Levels 1 4 transfer from L1 – social support Making less than 1 year of progress each year complex text) Encourage family to to English. counseling toward achievement in subject areas Offer interventions, as continue development Crystalized medical Usually can decode but have difficulty needed, in the subject of L1 at home. Knowledge legal comprehending text or completing areas using Fluid Reasoning Working Memory housing grade-level writing assignments. materials Processing Speed Reading/writing below level of native English Offer extended and employment Long-Term speaking peers flexible learning Provide social Memory May have L1 literacy opportunities (e.g., emotional Auditory May have mismatch between perception of extended day, learning and Processing language ability and reality weekend/evening support to Visual Processing classes, summer include a focus Executive school) on: Functioning Self-Awareness Encourage and Optimistic foster students’ knowledge base Thinking to transfer from Goal Directed L1 to English Behavior Practice Self- perspective Management taking Relationship Skills Decision Making Personal Responsibility Newcomer students who are on grade-level in L1 Academic Language Cognitive Social & Cultural C Well educated in home country Development Development Development Processes
B U.S.-born students who are struggling and/or Long-term English Language Learners Served with ELL support services for more than 5 years Academic Development Language Development Cognitive Development Social & Cultural Processes Proficiency in English Developing or have attained full proficiency in social English; Have gaps in BICS vocabulary and CALP English; May be stalled at intermediate level of proficiency on state language ELP exam even after six or more years in LEP status Proficiency in native language (L1) Some proficiency in social language Little or no academic language in L1 Academic performance Making less than 1 year of progress each year toward achievement in subject areas Usually can decode but have difficulty comprehending text or completing grade-level writing assignments. Reading/writing below level of native English speaking peers May have L1 literacy May have mismatch between perception of language ability and reality Provide scaffolded instruction in content areas for ELLs through ELP Level 4 Provide literacy intervention appropriate for adolescent ELLs (meaning-based, reading comprehension strategies, analysis of complex text) Offer interventions, as needed, in the subject areas using materials Offer extended and flexible learning opportunities (e.g., extended day, weekend/evening classes, summer school) Provide daily, focused intervention opportunities that address all four domains (LSRW), with emphases on oral language development and academic language instruction for ELLs at ELP Levels 1 – 4 Encourage family to continue development of L1 at home. Offer engagement opportunities in the students’ L1, whenever possible Promote cognitive processes to transfer from L1 to English. Crystalized Knowledge Fluid Reasoning Working Memory Processing Speed Long-Term Memory Auditory Processing Visual Processing Executive Functioning Encourage and foster students’ knowledge base to transfer from L1 to English Practice perspective taking Community involvement Heritage sharing cultural background of the student and then; Decide how to provide a connection to: social support counseling medical legal housing employment Provide social emotional learning and support to include a focus on: Self-Awareness Optimistic Thinking Goal Directed Behavior Self- Management Relationship Skills Decision Making Personal Responsibility C Newcomer students who are on grade-level in L1 Well educated in home country Academic Development Language Development Cognitive Development Social & Cultural Processes
RSD-Typology-3.docx