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Teaching English Language Learners in Career and Technical Education Programs (Teaching English Language Learners Across the Curriculum) PDF

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Teaching English Language Learners in Career and Technical Education Programs Today’s classrooms increasingly include students for whom English is a second language. Teaching English Language Learners in Career and Technical Education Programs explores the unique chal- lenges of career-oriented education, and provides simple and straightforward advice on how to teach English language learners (ELLs) alongside all students in today’s Career and Technical Education programs. The authors’ teaching framework and case studies draw from common settings in which career and technical educators find themselves working with ELLs—in the class- room, in the laboratory or workshop, and in work-based learning settings. By integrating CTE and academic instruction, and embedding career development activities across the curriculum, readers will gain a better understanding of the challenges of teaching occupationally-oriented content to a diverse group of learners in multiple settings. Special Features: ƒ Engaging vignettes vividly illustrate real-life interactions of veteran teachers and ELLs in the classroom ƒ Graphs, tables, and charts provide additional access points to the text in clear, meaningful ways Victor M. Hernández-Gantes is Associate Professor in the Department of Adult, Career, and Higher Education, University of South Florida. William Blank is Professor in the Department of Adult, Career, and Higher Education, University of South Florida. Teaching English Language Learners Across the Curriculum Series Editors: Tony Erben, Bárbara C. Cruz, Stephen J. Thornton Teaching Mathematics to English Language Learners Gladis Kersaint, Denisse R. Thompson, Mariana Petkova Teaching English Language Learners in Career and Technical Education Programs Victor M. Hernández-Gantes and William Blank Teaching English Language Learners through Technology Tony Erben, Ruth Ban, Martha Castañeda Teaching Social Studies to English Language Learners Bárbara C. Cruz and Stephen J. Thornton Teaching English Language Learners in Career and Technical Education Programs ViCTor M. HErnánDEz-GAnTES AnD WiLLiAM BLAnk First published 2009 by routledge 270 Madison Ave, new York, nY 10016 Simultaneously published in the Uk by routledge 2 Park Square, Milton Park, Abingdon, oxon oX14 4rn Routledge is an imprint of the Taylor & Francis Group, an informa business This edition published in the Taylor & Francis e-Library, 2008. “To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.” © 2009 Taylor and Francis All rights reserved. no part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or here- after invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark Notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Library of Congress Cataloging in Publication Data Hernández-Gantes, Victor M. Teaching English language learners in career and technical education programs / Victor M. Hernandez-Gantes and William Blank. p. cm. — (Teaching English language learners across the curriculum) includes bibliographical references and index. iSBn 978-0-415-95758-8 (hb : alk. paper) — iSBn 978-0-415-95757-1 (pb : alk. paper) — iSBn 978-0-203-89439-2 (ebook) 1. English language—Study and teaching—Foreign speakers. 2. Career education. 3. Technical education. i. Blank, William. ii. Title. PE1128.A2H466 2008 428.2'4—dc22 2008001568 ISBN 0-203-89439-1 Master e-book ISBN iSBn 10: 0–415–95758–3 (hbk) iSBn 10: 0–415–95757–5 (pbk) iSBn 10: 0–203–89439–1 (ebk) iSBn 13: 978–0–415–95758–8 (hbk) iSBn 13: 978–0–415–95757–1 (pbk) iSBn 13: 978–0–203–89439–2 (ebk) Contents List of Figures � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �ix List of Tables � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � x Series Introduction � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �xi Acknowledgements � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �xiii Introduction � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 1 PArT 1 — Your English Language Learner Tony Erben� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 9 1�1 — Orientation � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 11 1�2 — The Process of English Language Learning and What to Expect � � � � � � � � � � � � � � � � � � � � � � 13 Principle 1: Give ELLs Many opportunities to read, to Write, to Listen to, and to Discuss oral and Written English Texts Expressed in a Variety of Ways . . . . . . . . . . . . . . . . . . . . 14 Principle 2: Draw Attention to Patterns of English Language Structure . . . . . . . . . . . . . . . . . . . . 15 Principle 3: Give ELLs Classroom Time to Use Their English Productively . . . . . . . . . . . . . . . . . 16 Principle 4: Give ELLs opportunities to notice their Errors and to Correct Their English . . . . 16 Principle 5: Construct Activities that Maximize opportunities for ELLs to interact with others in English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 1�3 — Deciding on the Best ESOL Program � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 21 1�4 — Teaching for English Language Development � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 26 vi Contents 1�5 — Not All ELLs are the Same � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 30 Stages of Cultural Adjustment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Cultural Practices at School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 1�6 — Culturally responsive Pedagogy � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 35 1�7 — Not All Parents are the Same � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 38 ideas: on Fostering Access . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 ideas: on Fostering Approachability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 ideas: on Achieving Good Follow-Through . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 1�8 — English Language Learners with Special Needs � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 41 PArT 2 — The Changing Landscape of Career and Technical Education � � � � � � � � � � � � � � � � � � � � � 45 2�1 — From Vocational Education to Career and Technical Education � � � � � � � � � � � � � � � � � � � � � � � 49 Career and Technical Education—Making a Strong Comeback . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 no Longer a Dumping Ground for English Language Learners and others . . . . . . . . . . . . . . . . . 50 A Transformation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Helping At-risk Students Stay in School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 English Language Learners at Higher risk of Dropping out . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 What are the Biggest Causes of Dropping out? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Can Career and Technical Education Help keep English Language Learners in School? . . . . . . 57 Career and Technical Education Fosters Positive Peer and Adult relationships . . . . . . . . . . . . . 61 Helping All Students Transition to Work and Further Education . . . . . . . . . . . . . . . . . . . . . . . . . . 63 2�2 — Career and Technical Education � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 67 Learning about Work and Self . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Learning through Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 Learning for Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Learning at Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 2�3 — Nature of Teaching and Learning in Career and Technical Education Programs � � � � � � � � � � 95 Decoding the Alignment of Curriculum and instruction in Career and Technical Education Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 nature of instruction: Linking Content Focus and Teaching Strategies . . . . . . . . . . . . . . . . . . . . 99 Deciding on Content Focus: knowledge and/or Skills? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Teaching and Assessment Strategies: Choosing the right Tools . . . . . . . . . . . . . . . . . . . . . . . . . . 100 Contextual Teaching and Learning: Premises and Promises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 Contextual Teaching and Learning: Connecting “knowing” and “Doing” . . . . . . . . . . . . . . . . . 103 The role of Authentic occupational Contexts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 From Situated Learning to Cognitive Apprenticeship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104 Promising Premises of Contextual Teaching and Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 Active Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 implications for Teaching English Language Learners in Career and Technical Education Programs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 Contents vii PArT 3 — Teaching English Language Learners in Career and Technical Education Programs � � � 111 A Framework for Teaching and Learning in Career and Technical Education Programs . . . . . 111 Making instructional Decisions across instructional Settings . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 Bridging Contextual Teaching and Learning and English Language Development . . . . . . . . . . 113 Connection to English Language Learners, Supports and Services . . . . . . . . . . . . . . . . . . . . . . . 116 Teaching English Language Learners in Career and Technical Education Programs: Making the Framework Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 3�1 — A Starting Point � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 117 Setting a Frame of reference about Your Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 Deciding on Target Content and Core Understandings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 Linking Target Content and Learning in the Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120 Setting the Criteria for Acceptable Performance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120 3�2 — Using Interactive Instructional Strategies in the Classroom � � � � � � � � � � � � � � � � � � � � � � � � � 124 Making Classroom instruction Work for English Language Learners . . . . . . . . . . . . . . . . . . . . . 125 integrating interactive Strategies into Classroom instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125 Following a Basic Approach to interactive Classroom instructional Strategies . . . . . . . . . . . . . 126 Adapting interactive Strategies to Your needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 Using Questioning Strategies and Advance organizers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130 Feedback Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132 3�3 — Using Interactive Demonstration Strategies � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 135 Making Demonstrations Work for English Language Learners . . . . . . . . . . . . . . . . . . . . . . . . . . 135 The Basis for interactive Demonstration Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136 The Basics of Demonstration Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137 interactive Demonstration Strategies: A Viable Alternative for English Language Learners . . 139 recognize English Language Learners’ Differences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139 Focus on Deep Understandings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140 Maximize Student interactions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140 Using interactive Demonstration Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141 Getting the Students’ Attention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 Conducting the Demonstration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143 interactive “Show-and-Tell”: How Are You Going to organize the Demonstration? . . . . . . . . 144 Facilitating Student Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146 Evaluating Performance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149 Adapting interactive Demonstrations to Particular needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151 3�4 — English Language Learner Strategies for Work-Based Learning � � � � � � � � � � � � � � � � � � � � � 153 What is Work-Based Learning and Why is it so important for English Language Learners? . . 153 What Types of Skills and Contexts are Typically involved in Work-Based Learning? . . . . . . . . 154 What are the Most Common Forms of Work-Based Learning? . . . . . . . . . . . . . . . . . . . . . . . . . . 156 Work-Based Learning and Types of English Language Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157 Work-Based Learning and Cognitive Demand . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157 Types of Work-Based Learning in which English Language Learners can Participate . . . . . . . 160 Strategies for Supporting English Language Learners in Work-Based Learning . . . . . . . . . . . . 180 Effectiveness of Work-Based Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182 Work-Based Learning for Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186 viii Contents 3�5 — A Challenging Task � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 188 A Familiar Trend . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188 Career and Technical Education at Leto High: All English Language Learners Welcome . . . . 190 Teaching English Language Learners at Leto High School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191 Building upon the Hidden Value of Career and Technical Education . . . . . . . . . . . . . . . . . . . . . 192 resources � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 194 Understanding English Language Learners and Meeting Their needs . . . . . . . . . . . . . . . . . . . . 194 Using Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195 General ELL resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195 Project, Problem, and inquiry-Based Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196 Traditional, Alternative, and Authentic Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196 instructional Concepts, Methods, Materials, and other resources . . . . . . . . . . . . . . . . . . . . . . . 197 Cooperative and Collaborative Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197 Connecting with Parents and the Family . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198 Legal Aspects. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198 English Language Learners and Career and Technical Education . . . . . . . . . . . . . . . . . . . . . . . . 198 Working with Adult English Language Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199 Miscellaneous and resources of General interest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199 Translation and Dictionaries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201 resources for Career and Technical Education Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201 resources for Work-Based Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204 Glossary � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 207 Appendix A — Strategies for Working Effectively with Special Needs Students � � � � � � � � � � � � � � 210 Appendix B — General suggestions for Working with ELLs � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 215 Notes � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 219 references� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 220 Index � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 231 Figures 2�1� What dropouts believe would improve students’ chances � � � � � � � � � � � � � � � � � � � � � � � � � � � � 58 2�2� Nebraska Career Cluster Model � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 70 2�3� Definition of career academies � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 87 2�4� Nature of education and work connections in career and technical education programs � � � � 96 3�1� Framework for teaching English language learners � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 112 3�2� Interface of Cummins’ Quadrants with type of content and learning setting � � � � � � � � � � � � � 121 3�3� Worn-out brake pads from a 1995 Ford F150 pick-up truck � � � � � � � � � � � � � � � � � � � � � � � � � � 142

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