Current Realities of Spanish Speaking English Language Learners in our Field. Numbers and needs, preferred and best practices, client/student interviews, survey results, learning English as a second language, and culturally relative programming Introductions Matt • BA in Spanish and Latin American Studies • Ed.S TVI University of AZ • COMS University of AZ • Special Projects/Programming in Mexico, Peru, and Puerto Rico • Currently at Puerto Rico VA hospital Jessica • B.A. in Spanish for International Service • M.Ed. in Orientation and Mobility from UMASS Boston • Currently working at the Miami Lighthouse for the Blind and Visually Impaired SNAPSHOT - Current realities in our field, numbers, philosophies of learning English as a second language - student/client interviews (Jessica interview a client) - surveys, what do the ELL students and their instructors think - Spanish Braille to reinforce literacy with native Spanish speakers - Culturally relevant programming case study – Lighthouse Miami - Assessments and placements - Brainstorming- what can we do??? CURRENT REALITIES IN THE FIELDNUMBERS - 2004-5 5.1 million or 10.5 % of the U.S. student population= ELLs (Payan & Nettles) - 80% are from Spanish speaking backgrounds (P&N) - From 1990-91 to 2000-01 the ELL population grew 105 % while general population grew only 12% (Kindler 2002) - ELLs population growing 9 times faster than the general population - In the field of Visual Impairments “The best we can say is that we can estimate that the number of students with visual impairments who are ELLs should be similar to the number of ELLs in the population of students without visual impairments”- Madeline Milian Ed.D UNC Benefits of using Spanish • • • • Cultural Adaptation Functional Academic ASU Civil Rights Projectwhen students are pulled out of class to participate in an English only block • Low self esteem, stereotyped by English speaking peers, working at a lower cognitive level Philosophies of Learning English as a Second Language • • • • • • 1st language proficiency helps 2nd language proficiency BICS- can develop at age appropriate levels in 2 years CALP- can develop 5 to 7 years “a minimum level of competence in the primary language is required before a student can reap the benefits of bilingual education”Cummins (1984) “it is unlikely that older students’ proficiency in English will exceed proficiency in their mother tongue”Bates Children can acquire 2 or more languages at the same timeGarcia (2005) • • • • • • “Code-switching” enhances meaning (G,G,D, &K 2006) Misconceptions of English onlydoes NOT help English 2nd Language Acquisition (Garcia et al, ASU, 2010) After 4 years in an English only programs students scored much lower than students in bilingual programs Transfer theory Consider IEP goals and programming, braille Involve parents with native language development as well as English development Student interview Client: O. • Demographics: 53 year old Hispanic male • Visual Impairment: NLP due to an automobile accident in 1985 • Additional Impairments: None • Educational Level: Postsecondary technical certificate • Personal History O.’s Training and Goals Services: Independent Living Program Personal Goals: • O&M • Complete rehabilitation training • Personal Management and Home Management • Move to an apartment on his own • Braille • Learn English • Keyboarding • Employment Student/Instructor Surveys -Survey Monkey -Very small group but it still tells us something -62.5% have only been working with Spanish Speaking ELLs for the last 1-5 years -50% are predominantly using English when instructing -100% agree or strongly agree that: “basic Spanish” and providing materials in Spanish = more effective instruction, a better understanding of instructions and a better relationship Culturally relevant programming at the Miami Lighthouse Client Demographics: Jessica’s Adult Caseload: • 53% of clients are of Hispanic origin • 15 center-based adult clients are Spanish speaking only • Of 563 clients served 55% lived in areas of poverty and 310 lived below the poverty line • 3 out of 4 community-based are Spanish speaking only (1 is bilingual) *Statistics from July 2010June 2011* *As of October 2011* Instructional Staff (by department): • Case Management: 2/2 are bilingual • Personal and Home Management: 2/2 are bilingual • Orientation and Mobility: 1/3.5 are bilingual • Computer, Braille and Job Readiness: 3/5 are bilingual Programs: • Adult: IL, ILAP, VR, Scholarship • Transition • Star I and II • Blind Babies Services: • Low Vision Services • Solutions Store • Center-based and community-based instruction • Personal and Home Management, O&M, Keyboarding, Computers, Braille, Job Readiness • SGA (Social Group Activities) • Support Group • ESOL Classes Addressing cultural and Linguistic Needs •Website and pamphlets available in Spanish •Bilingual Instruction •ESOL classes offered Family participation is encouraged Assessments and Placements - - - “Hispanics” over-represented in special education programs (Artiles, Trent & Palmer, 2004) Language acquisition vs. a learning disability RTI, response to intervention Monitoring Progress Instruction Literacy and Phonological awareness - Assessment recommendations Placements IEP goals related to English language learning Spanish braille Materials and Handouts • Materials in Spanish- Low Vision/O&M bilingual dictionary • Low Vision conditionspowerpoints and info sheets from NEI • TEXT Versions Brainstorming - What can we do at a University Level to address the needs of these students? - What can we do at an Administrative level? - What can we do at an instructor’s level State rehab facilities, summer camps for language How can AER facilitate this process?