well everyone my name is Justin Pritchard uh and I'm going to be walking you through the next several modules uh where we talk about accommodating English language Learners at OCC and so I'm thrilled to have this opportunity and to describe a little bit about uh how our support has shifted and how we've Shi how we uh also maybe need to rethink how we support language Learners in the classroom and in academic support settings um and so just to kind of frame this uh this is an introductory video and uh it's going to lead into several modules that you're going to complete um with all with the goal of becoming a bit better versed in the kinds of supports that language Learners um can benefit from and so as always if you have any questions about any of this about the um content or about the rationale or the design or or navigating throughout any of this please feel free to stop by my office um I'm in Gordon uh 202a uh many of you know where that is but um certainly easy to find in the Learning Center uh if you don't and so today the goal is going to be really just giving an overview of how academic support Rel relating to English language Learners has shifted at OCC and framed some of the content and frame some of our terms um so I'm G to share my screen and we can get started uh and really just by way of of organization um I want to give a quick introduction to why this work is so necessary I want to talk a little bit about the challenge of L1 Prof iciency and and we'll talk about what L1 means uh and what proficiency means as we move through uh we want to talk about accommodating Ells and assessments and the benefits of those accommodations um and also talk about some research on the fairness and validity of providing accommodations to English language Learners um and so just to frame our work according to the most recent census data nearly one in5 households in uh the region that OCC describes as its reach right our kind of Tri County uh area uh speaks a language other than English at home so one in five of the students that we're targeting have uh are multilingual and have Proficiency in some other language to think about the the scope of this Syracuse City School District at our doorstep here right down the hill um describes that there indicates that there are over 70 languages 70 different languages spoken within their borders um and for most of these Learners most of these individuals one of the key issues in helping to support them is supporting processing time and time on task and we're to talk about some ways that we do that um but really to get from True beginner we'll talk about what true beginner means L1 um excuse me uh A1 to get to L1 proficiency which means similar to your first language takes between six and eight years and that time span really depends on um whether you've learned another language in the past how much English exposure you've had how long you've been in the country um or or how long you've been exposed to English I should say uh and and of course this is a long time if we told students that they needed to wait until they achieved full first language Proficiency in English um that's that's a long time to wait to earn a degree or an additional degree as many of these students that we all know have degrees uh in the country that they're from uh it's a long time to wait for a thrivable wage it's a long time to put your dreams on hold and so we don't have an overarching policy on accommodating student language needs outside of what's just been passed uh to help students in academic um testing scenarios so some key terms that I'm going to be using uh both today in in this presentation and throughout this training when I talk about L1 I'm talking about first language right so your L1 my L1 is English um if you grew up speaking English it's the first language that you learned your L2 is the second language that you learn in L3 and so on but it makes it easier because English often isn't a student's second language which you know if you look down here es oops I can't highlight ESL indicates that English is the second language which is sometimes the case but not always the case so it's just more accurate to talk about English being their L2 or spe more specifically their target language right so the it's the language that you're learning it's the language that you hope to acquire um and we frame all of this through a scale called the Comm European frame of reference or keer for short or kefir um this is an international standard it allows us to talk about language using common metrics and if you uh look at the the graphic that's to the right of the slide here A1 and A2 are considered basic right A1 is AEM merging proficiency A2 is situational proficiency so if you think about A2 you can go to the grocery store you can go to the doctors you know you can navigate uh some situations but you're not communicating Nuance of meaning when you shift over to B1 B1 really allows you to indicate preference and opinion B1 is the first level and think about paragraph level proficiency uh more building paragraph level proficiency B2 is being able to describe in detailed terms your ideas and your goals and your aspirations and your perspectives um it allows you to synthesize multiple ideas and talk about how those ideas intersect um so B2 is really where we're aiming when we're talking about academic proficiency you need to be able to do that in order to oops in order to enter the academic arena C1 and C2 are considered proficient C2 sounds proficient C1 is proficient and uses a uh maybe a different version of English or a different variety of English which we'll talk about in module one uh C2 sounds like an L1 speaker um although I I want to make sure C2 um almost always still has some accented English there are very few individuals who learn a language past the age of 11 who can mimic L1 uh L1 accent right so I think it's important to u to draw that parallel um some other terms elll is an English language learner enl is English as a new language um and I think it's important to say none of these are offensive none of these so some people say I don't know if I'm using the right term it's not that you know it's the right term or the wrong term you know it might be that they in English is a second language speaker but it might be that they in English is a third or a fourth or a seventh language um so we just know that English is new and we know that they're learning and so most places uh prefer elll or enl just because it's more accurate um but ESL isn't isn't a slate to people it just uh isn't always accurate um another way English is an additional eal English as an additional language is another um and Eli is English Language Institute of course um it's challenging reaching that C2 keer level proficiency um and in the past we've done that with a credit bearing model and without getting into all of the intricacies of this model the problem with this is that it was expensive and it started the students credit clock ticking and it took a long each of these is a 14-week semester we have one semester two semesters here's one academic year here's a second Academic Year here's a third Academic Year so if you start off as a a uh A1 true beginner in this class and it'll take you three academic years before you exit ESL 116 and begin taking credit bearing coursework now this isn't to say that this model was bad or ineffective as a matter of fact um in many ways this model was great because it allowed enough time on task to be successful but very few of the people who started here in ESL 87 at the very beginning ultimately made it to graduate a and so our new model our community based organization uh or EXC me our Eli model takes where they leave from a community- based organization so the basic language that they get through Northside Learning Center or Bob school or uh wherever and it gives them a pathway to credit bearing cours workk that's that's much more abbreviated uh and that can be more can be tailored to what their needs are and it exists outside of credit bearing space so that it doesn't start their credit clock ticking and they don't incur any um cost this is all free so they take li1 which is uh basic English right think about A1 A2 proficiency li2 is uh tries to move students from B1 to B2 proficiency and once they meet that B2 proficiency they shift over and this uh ESL 11613 or English for medical professions uh gives them the specific language that they need to uh function in that high B2 low C1 proficiency ideally but because this is so much shorter we really have to ground all of the rest of our work in academic support and that's where we come in um this is what the trajectory could look like and if you look at um you can move from A1 proficiency to B2 proficiency if you've never had any language learning experience in around two years if you've taken English as a foreign language in another country or if you have some English exposure or have t learned another language previously you can move from A1 to B2 Proficiency in as short as six months and so it's really important that in these faces that li1 and li2 sometimes students will Loop here they'll stay in li1 for a couple of rounds couple of seven we rounds they'll stay in li2 for a couple of swe rounds and then they exit to uh the next the next level but you can get here in about two years even if you've had no exposure right and so um then you can work on your proficiency while you're earning credit um and typically students spend about two cycles in each of these um they usually spend two cycles they spend an entire semester in li2 is what I've seen uh and then move into 116 U 103 so there's a lot of ways that we can accommodate and we're going to talk about this throughout the module so I'm going to go really quickly here but one of the ways that we can do this is to eliminate anxiety in the classroom by cultivating Multicultural linguistic awareness among the people that are helping students learn so the more we know about the language acquisition process and what can help students be successful the better poised we are to offer them the support and um offer them the emotional support that they need to build Proficiency in a language um this is in classroom teaching this is in academic support settings right this means offering additional time and other uh assessment modifications that don't take away from the construct measure so if it touches the learning outcomes of a course of the objectives of a course we shouldn't be doing it but if we're giving students the time and the space and the time on task necessary to build their proficiency through these assessments then we're doing the right thing some ways that we can do this in in uh the classroom or in tutoring sessions um I know many of you fun in both spes um are to provide you know glossies for uh for high-use words that are in your class that aren't content related right so you teach those content related terms um but on assessments you know you you uh remove the content related terms and give them just a basic English dictionary you give them a customized dictionary or glossery um or you just provide some extra time or you simplify the language all of these things give students the opportunity to [Music] um to practice the language and to build confidence in the content because what we're really doing in all of these spaces that ask is asking them to do two things simultaneously and so this was a very brief um overview of the kind of work that we're going to be doing I hope you found this uh useful and interesting and I look forward to seeing you in the first module if you have any questions as always my extension on campus here is 6093 if you're off campus that's 498 6093 um and my email address is right here I look forward to hearing from you and uh working in the discussion boards in our first module