The New Global Actors: The RISE Approach to Building English Language ete eaecnin as JUNE, 2016 Nonie Lesaux,PhD | Emily Phillips Galloway, MSEd | Armida Lizarraga, EdMWe live in a global world and it’s important for children to be able to || communicate in ' English. “RISE edscator Introduction. ‘Across the world, many of today’s parents atpre for their children to achieve English proficiency in orcer to participate fully in today's global society—one where Erglish isthe de facto language of commerce and innovation. Command of English for 2Ist-century society includes the ability to speak, read and write for a variety of purposes and using diferent technologies. This provides the opportunity to take part in academic, civic and professional if. While globalization presants an unprecedented gateway for today’s children to beceme the adults of tomorrow, also presents a two-tier challange: Effective innovations to an outmoded teaching model must be developed, because only then wil it be possible to teach English in communities worldwide in ways ‘that will leverage parents’ aspirations for their young children. Responding to English Teaching in the Global Educational Context:The RISE Curriculum To advance children’s English skills around the world, the RISE program provides an mmersive English Language experience, Ieis offered in five countries, for children ages 3 to 12 The program has been in operation since, 2008, although in four of ‘those five countries it has been operating for less than 18 months. The backbone of an effective educational program, ‘the curriculum draws on materials used widely in the US. in ‘order to promote children's English-language development (eading, writing, listening, speaking), subject-based knowledge (eg.math, science, social science), and higher-order thinking. “The 40-week curriculum includes print-based materials and ‘materials for use with digital and interactive media. The digital celements of the curriculum were recently enhanced to ensure an interactive, 21st-century learning environment. The RISE curriculum is delivered in classrooms with groups of children at the same stage of proficiency; the teacher's role is to follow the struceured activities in the curriculum and direct and ‘acca learning.Our Review. Our research team analyzed the A360 on the RISE Curriculum RISE curriculum [Ac the requestf the RISE Global leadership our research in light of i Se ae in light of its goals trtatachid vou need vo lara Eagan an a second and what a child Ianguage While he widespread teaching of Engi ‘young children in the international context is a recently would need to ‘Sharpe pherorveron, young inmigrané clan arin learn English as a English as a second language in the US.,U.K,and other developed countries is a long-standing phenomenon. second language. ‘Therefore, decades of research on best practices to promote dual-lnguage learning informed our review of the curriculum’ design and components. We took a ixed-methods approach tothe review. {t included interviews with current RISE educators about the curriculum at RISE sites in Indonesia and Korea as wellas, classroom observations 2 RISE sites in Indonesia and Korea to see the curriculum enacted. alo included analysis of the Destination Learning materials and plans for ‘teachers (je. lesson plans and dial materials) and for -seudents (hard copies of student workbooks, short story books, morning circle and homework books). Finally the review looked at components ofthe digital platform, including lessons designed for the interacive touchscreen ‘boards and the RISE Iibrary materials at each site RISE has the strongest points among a lot of English institutes [in Korea]. There is an array of activities with different materials to use with children. -RISE educatorKey Findings es Recognized as a departure from traditional English teaching the RISE program ‘exemplifies the kindof instructional innovation needed to culivate English language skills for today's global society. For young children to develop English ‘communication skills for social and academic purposes, four key principles must be part of any instructional curriculum and model—each of which are central to the RISE approach First, oral language is the comerstone and gateway for strong, reading and writing. Second, strong reading and writing skills require exposure to complex topics and ideas. Third, speaking listening reading, and writing all develop through authentic use and practice, Fourth, student engagement is at the core of an effective, 2/st-century language-learning environment. Below, we describe in more derail the ways in which these four principles come to life in the RISE curriculum, te! Bae (Oral language i the comerstone and ‘Sere reading and writing ile ens _steway for strong reading and writing ‘exposure to complex topes and ideas As "speaking stent, reading and wring all develop through autheni use and Student engagement is 2 che core ofan fective, 21s-canury lnguagetearning Page fsGotting to strong English reading and vrtng skills means developing strong ‘oval language silz While reacing ext Bat a ‘eas long thought to beth eical ral language is the ‘mechanism for promoting guage and cornerstone and gateway Yoesbultry developmen we now raze is ianie che ease for young earners for strong reading and —_Englsh. [eis onlyonce learners have well a developed language sills that they really ne ‘begin to comprehend rich text, and to learn language by reading. Infact, for children learning English asa second language, oral language knowledge is one of the strongest predictors of later reading skills. This is Beause knowledge of oral language helps students better match sounds from spoken language to printed letters and understand the meaning of the words on the page. ‘As young children learning English acquire language oral, they are also beginning to map sounds from spoken language to the weitten word, and realizing how print works. Therefore, exposure to high-quality spoken English ‘combined with frequent opportunities for students to practice and produce its, the cornerstone of a ‘comprehensive English- language teaching program. Developing students’ oral language, through activities that Use print and digital texe as a platform is the most effective ‘way to build the foundation they need to develop proficiency as readers and ‘writers of English ‘As students progress in their literacy development, they are often called upon to discuss their understandings ‘of ideas presented ina text—and the language needed to discuss these ideas— ‘through writing This progression from using similar vocabulary and language structures for speaking, 0 reading and finally to writing suppores young learners of English to gain competence as speakers. Popeaefe0Consistent with findings that demonstrate the importance of oral language for English rreading and writing development, the RISE curriculum regularly offers a variety of. “opportunities to bulld ora language: » Conversations about students’ dally lives and experiences are a natural part of teach day's classroom routine > The curriculum texts are introduced through teachered conversations that ask ‘students to connect ther prior knowledge and experience to the themes: presented in the text » Frequent prompts about the texts ask students to respond orally (see Figure |) » After reading, teachers model the use of language including grammar and vocabulary when posing questions related to the text, and then support students to use this langvage when responding » Across the instructional units, students have the opportunity to practice diferent ‘ways of speaking (e.g. debates. roleplaying. narrating a personal event) Figure I. RISE lessons use oral language, writing and reading to reinforce learning. During reading, frequent prompts ask students to respond in writing and orally to the text. @ ‘Was tniceratops green? Brown? Spotted? Striped? Nobody knows. No trictratops skin has ever been found But other pieces of triceratops have been found. ‘These pieces are called fossils, 10, What do you think they looked lke?CCobivating 21 ceneuryIteracy sls ‘means anchoring the teaching in rich y content—to bulld knowledge about the it world and to provide the kind of Strong reading and writing workdandso provide he nd of skills require exposure to young learners—and developing, ‘ Teadng sls n wo diferent domains. complex topics and ideas Wile rational Engi het ucon models work co cultvate asi reading skis, most often using a rote format, they arent designed to simutaneousl buildup children's knowledge and language through rich content. These learners often have the mechanic’ of reading down, but lack suffclent comprehension and vocabulary sls to derive ‘meaning from text. As a result, they are not fly equipped with the reading skils neced to participate in classrooms where English isthe primary language of instrueion and therefore the tool required to buld knowledge of a subject or topic. In response to this shortcoming, the RISE curriculum is content-based, with themes that are relatable for students. I features topics from literaturellanguage arts, math science and social studies. leis also comprehensive in naxure, effectively focusing on two different types of reading skills—‘code-based” sil and ‘meaning-based? skills— within the context of the content-based lessons ‘Code-bated instruction should teach that Code-based skills are these, There is a system Socciige i, + Mensa {0 read the words on the page Wards are composed of ltter patterns wether in English or eee another linguage-For ©ample, They can blend sounds toread words and to read the word creck drawn Deere renee from the RISE lesson below. they They ould be able co neice and use readar has to know the sounds patterns in words (how they sound, that dhe dfferene lexser hhow they look and whit they mean) combinations make (Jer = > There are word-solving suategles that ack)).The reader must also read ee et {or recog thi word aed a seeasee ciety tetwfothers in the text automatically enough to have the cognitive "space" left over to focus on building an understanding of che texts meaning. Therefore, teaching children the 26 English letters and theie 44 diferent sound combinations — referred to as phonics instruction—and having children practice reading words is central for developing code-based sls. ‘With adequate instruction, a child, including a child learning English as a second language, can develop these skils in just afew years. In fact, ia child learns these skulls in a second language, research finds that they often have a ‘lingual advantage'—their knowledge of how letters and sounds work together to map to words is heightened by virtue of navigating two languages. The RISE curriculum provides strong code-based instruction to teach children to read words accurately and efficiently Consistent with best practice, children learn phonics through reading and working with words embedded in concent lessons. For instance, in a RISE unit focused on voleanoes for grades 2 and 3, students read ashore cexton the topie. Next, students practice sorting words {rom the text according to speling pattern and using these words when writing. “This focuses students ateention on words that follow spelng pacers that are challenging to discern for developing readers (words ending in-k or ~ck) (see Figure 2). Figure 2 Phonics instruction embedded within RISE content teaching, Afcer reading an authentic text on the topic of voleanoes,2”* and 3° grade students practice applying knowledge of sound- letter correspondence by working with words, drawn from the text, |__ that have specific | soem pacer ont wuts | eaingpaeems | ‘One day, «farmer names Donia Pulsar in hie‘We think of code-based skills as necessary but not sufficient for effective reading, In addition to code-based skills (or the “mechanics” of reading), ‘meaning-based skills are needed to understand what is being read.The reader needs to be familiar with the concepts and ideas on the page—she draws fon her vocabulary and knowledge about the world to make sense of what she's reading and to learn from the text. Unlike code-based skils, these meaning based sll can’ be taught in a short period of time and they are never: mastered. They are one's language ‘and knowledge skills that from Infancy are always evolving and developing, For many students acquiring ts all about be English, there is often a gap se Poss on tale between their ably to read the ‘words on the page (code-based sklls) and their ability to make meaning from text (meaning- based skills); with adequate instruction they often develop code-based skils to average levels but the same Is not true for their vocabulary and comprehension skills, especially over time, as the language of text becomes more complex. Yet meaning-based skill are Central to success in English school settings, whether that is elementary school ‘or college. ‘As designed, atypical RISE lesson might contain the components highlighted ‘below drawn from a unit on voleanoes for 2! and 3° grade learners (see Figure 3). Each of these components targets a meaning-based skill, as described above.‘igure 3. Meaning-based skill struction embedded within RISE concent reaching. Step Before reading sider are 3 Inrodied okay ex etre (able of BER tevie orcontents | conten) of nfermadonal Books Stents are expt tagh the purpore of these tex fete, ‘Step 2. During reading, students are | supported by ilustrations and by teacher-posed comprehension question, e.g."Have you ever seen a Step 3.After reading, students work with the information in the text—an imporeane Demand stop in mastering new content and Be] vocabulary For example,in ths lesson, students categorize information from the text ito three broad buckets:Voleano,Ash, met and Lava, Pecan ‘Step 4-To extend students? | Nocabulary learning addtional post | reading activities include using newly acquired vorbulary knowledge to complete sentences previously read inthe textHf the single most important element of language earning inthe classroom fs the frequency and quality of language inputs and outpute'—or opportunites to be ‘exposed to and participate in anguage Inceractons—ehen we must wack not only the frequency of interactions but also the caliber of interactions Traditional English teaching models have long focused on Speaking, listening, reading developing students’ oral language skills and writing all develop through oral and writen repettion and ‘through authentic use and Geuceeemaree eee: practice lenow that children need to practice and produce Englsh under autherte Conditions and for authentie purposes in Corder to develop ther 21* century speaking, stening, reading and writing skis ‘The instruction and activites cannot be rote or formulaic—merely practicing basi English phrases and conversational conventions (reciting everyday greetings posing a question using a scripted phase) is insufcent Instead, Children need opporeunitis for ciscussion with educators and peers about authentic topics in aformat What is “Authentic” ‘that includes fo of back and forth When working with texts English learners need to discuss the topic and connect it to thar prior knowledge or experiences. ‘They need tobe able to ask questions about it and then need support to elaborate on their thinking In sum, 21 century oral language teaching requires thatthe child be generating language spontaneous, under authentic conditions. Use and Practice? ‘The RISE approach focuses contanguage development in natural engaging context, where dlldren have extended discussion about everyday and academic ‘topics and meaningful ‘communication Fes only through un- encouraged. The eurriclum scripted language lessons are guided bythe principle production,as favored that hnguage learning is process by the RISE curriculum, _ofereatve construction and that students acquire the _thevfore depends upon many language sls needed to. °PPo"tunies for oral and writen particate in cassrooms Prats that promotes fexble land professional herecontexts where English is spoken. RISE’ focus on authentic language production bays the groundwork for students to participate successfully in English school settings. Reflecting the science of literacy and child development, RISE lessons embed ‘many opportunities for children to engage in authentic Conversation and discussio » Through debates, roleplaying and narrating personal events, students have ‘the opportunity to practice diferent ways of speaking. » Arche start of each day, tudenesparvipzte in drcle ime where they are supported to pose questions to peers that incite engaging peerto- peer conversations (e.g, What do you lik to [d, ea, ply] ater School). » At the beginning of every reading lesson teachers model how students ‘an formulate novel responses and they support children to connect, the conversation tothe lesson topic. > eg,on lesson about safety signs and ues the teacher may start the lesson by asking students if they an think ofa time when they were scared of fle unsafe. Using seir own personal narrative a a springboard, students share their experiences while the teacher links these to the lesson content. > During each reading lesson, there are opportunities to learn and use ‘vorabulary, construct and employ grammatical expressions, and practice new sentence constructions by answering questions related to the text For instance, Figure 4 shows a pre-reading activity drawn from a RISE unit on the topic of folk and fairytales. Students are introduced to the language and then asked to write and practice saying theie responses. >in contrat to tradonal Eglsh teaching where studens would be repeating scripted responses, RISE learners are asked to generate their own authentic responses.gure 4. Authentic oral and wiritcen dialogue accviies from RISE lessons. © “What book are vou reading’ €B “rmreading « book about dragons.” ©) “That's great! 'm reading abook about pets.” “What he git reading about 1g he Haney waz @ gant of mon: Ho war reaty len tee! tat ond he wee more nen lau hoi. Foo so ht met wera mode ol slog. ew Song hot wren he meung hi omnes ou Cour heer Ipeundng onurcred mus away! 2.0 youtink he was realy 10 feet fa Why orwhy nO? Write your own “tall tale”.. Choose one of Ine exaggerated sentences you wrote on the last page ‘and waite a fall fale about i, Use the fines provided on this page and the how! page, Remember fo use Complate sentences. TesDeveloping 21**century English ‘communication sklls depends upon a 21*century learning environment— fone where cognitive rigor and high levels of student engagement go hand- inchand. Going past the stand-and- deliver teaching scenario,a 21*century the core of an effective, fearing emvironments one that = g ngage and places the student atthe 2st-century language. eee learning environment Ccllaborave earning in partners and Smal groups, with contentrich Actes anchored in proc and igh platforms. In each classroom, Intentional technology use that not only promotes Tearing but falKates student engagement through interaction and ply ‘The RISE environment fosters learning inside and outside the classroom. The RISE conters, through the use of vivid colors, child-friendly architecture, and flexible technology use, are inviting, engaging places. Rich libraries appear in Conjunction with the signature RISE "honeycomb," the focal point of each center, where children and families gather and inceract atthe beginning and end of their classes, and during breaks, o read books, listen to books on tape, and play together, Creating a2st-cencury classroom learning environment means that educators need clear plans and quality materials—they need a curriculum that has the structures and routines, coupled with the variety In content and format for delivery. that make learning productive and engaging. In any curriculum that Supports an engaging 21""eencury learning tnvironmenta core set of earning tasks Fecurs from unit to unt 0 that students gain familiarity and ease with the expectations and processes associated with those acts. But make no misake-—chis repetition i not look for predictable procedures and ‘activites that are designed to help learners engage even mare in the kind geraefsoof thinking talking, and writing that are critical for language and learning. When the learning tasks are familar, Englsh learners are freed up to focus on the knowledge, skis, and competencies they are developing. Using similar structures for conversations and learning tasks, time and again, makes for deop learning and high levels of engagement, Within che RISE curricukim this repetition is accomplished witha predictable unfolding of activities throughout each unit. Mose units begin with learning key vocabulary and letter-sound relationships that will suppart students in reading the unit’ tex, then students progress to reading and conclude the unit wih a weiting activity, Destination Learning touchscreen lessons offer activities for mastering letter-sound correspondence that are similar in structure from unit ‘to unit, so as to support engagement and an increased sense of competence. In subject-based learning classes, students also lng the unis with learning key vocabulary and concepts, then progress :o solving actual problems and addtional practice. Destination Math touchscreen lessons tivities to master problem and enance listening sil. As children move through the RISE. curriculum, there ae reguar ‘opportunities to engage with one another in structured interactions (Including role-play and word psy and discussions. Not only does this classroom talk build language through positive social interactions, it also addresses the social aspects ‘of academic motivation, particularly in alanguage-learning context. Each day a RISE centers, lessons begin with Circle Timea time for students to engage peers in conversation on a set topic of interest (e.g., What is your favorite thing. {0 do! What do you tke to ext? Do you havea pet). Often fllowing a game format, hese eral language activites as well as song, are highly engaging for young learners in our Ineerviews with RISE educators, they clad frequent ‘opportunities for interactive learng that promote student engagement as a strength ofthe RISE curriculum.Figure 8. Supporting learner engagement in RISE math, (On this touchscreen frame th professor asks the stents which row has the most {elles Then ne asks which row has ehe leas (Destnaton Math Un Module 4) Figure 6, Supporting learner engagement in RISE ELA lessons.Conclusion, ‘The exponenti growth in global interactions and information sharing means there is much for each of us to process, analyze, and respond to inthe everyday ‘often in Engish asthe language used most commoniy for international ‘communications. This means that today’s children will enter a workforce and ‘economy that demands on eral thinking and advanced leracy skills fr full participation in society and it means that there are signfcan implications for English language education. Research tells us that to develop 21*-century English language and literacy skills necessarily means an engaging, ontent-ich learning curriculum and cenvironment—one that develops specific stalls and competencies while also building up children’s knowledge of the ‘world. In these environments, children and educators engage in authentic, ‘meaningful dialogue and learning experiences—about complex topies— from a number of angles and Perspectives. Student engagement is at ‘the core of effective learning with classrooms that are hives of English use and practice, The RISE curriculum, for tse in combination with prine and digital media, offers opportunities for creating ‘these learning environments—spaces where today's children willbe prepared ‘to participate as the adults of tomorrow inthis global society globalization noun glob alization \gld-ba-lo-za-shan. ‘The concerns of the world’s culture and ‘economies; ‘A process of international integration arising from the interchange of world views, products, ideas and other aspects of culture; ‘A process of interaction and integration, among people, diferent nations, a process driven by international trade and Investment and aided by information1s Remar chong 219 enh Lari eh Tan Fe Canary Edi Ca anand = 2, TESS Sa Pe erp fry stn clan wh ag tas ng Selves tan 31031 oars doen BG (O9O neRare ea {amar es eA co ata NG anny mbar tt Fm om ‘one nd on an pestis ero CM 72 4+ ‘Gorton eye ooncon ne te ce ang Lx: Rand Dap Aho 88 rt ray sg ay nde Rag Rech ah See eet Gate ned tentang caren be Aeneas ee Sects ‘ese ZUG etna ky ais xr bg wie ‘peconl pica male cepla ii’ pine nanan haar We) 6 Fcc en rec Ri. Sear to css Casio Se fete ree hrs conn ra hen oe 7 Tamer dng rd ein rit om oncom a dig ‘alan ate fae 22 ve ge eo ne on hy Rees Gap Sy Hawa oes esrb, 2 ea tet eres erg rans tm i Arran ttn a pn N71 8 ce roses nrg he Taegan arr or tmwnee Seo ond pene FS WC ows (Baha tat Tren some cry sheen Fat les ate 7) 1” saonsotntnoneen i's Sonya tf Sara an Novasn nach arnt Ga 4). ‘oir Unrest Hawa Pr shore 8 Peienens G07 Bouse oa wore ang ‘kn cts gate ary orton ng ge aes a OCResearch Team "None K. Lesaux, PRD, Jul Wand Wllam Foss Thompson Professor of Education and Society a the Harvard Graduate School of Eduction, where she lads 8 ‘esearch program tha focuses on Increasing opportuni to lean for| ‘studens from diverse ings, cultural and economie bickyrounds. Losau’s research and teaching focus primary on the coylve and linguist actors that enable children and adolescence to ead efecvely. Her research as included longitudinal tues invescgcig racing and language development among English inguage learners a: well as ‘expermentalevlutons of seademie voeabulry instruction She it ‘curren prinelpal investigator of longal soy inestigaing the Inearrelted dimensions of bnglcaly diverse cles copes, socio-motional and iteracy development and co-drect a projet {focused on building capacity inthe early education workforce. Lemaux authored a ra-levelteracy report that forms the bass fora Third Grade Reading Proficiency bill passed inthe Massachusess House of Represeneatives The legion ertablshed an Early Uieracy Expers Panel ich Lesa co-chairs, charged with developing new policies and poiy-based inaives in a numberof domaine that inuencechidrenis early Reracy development. From 2002-2006, Lesaux was senor research ‘associate of the National Lracy Panel on Language Minority Youth and trom 2007-2009, he was member ofthe Reading Fst Advisory Committee forthe Secretary of Education In the US. Department of Education. Lesaur’s scholarship has resulted in ewo prestigious early creer awards— ‘the Willa. Grane Foundation Faculty Scholars Award and a Presiden Eary Career Award for ‘Sclndists and Engineers from the US. Goverment the highest honor for young. independent researchers The praceal applications of her research are featured in several publetons writen for ‘edueation leaders and practioner, including four books, one of which i orzheoming and eo= suthored with Emly Philips Galloway Emily Philips Galloway, Ed... an instructor in education at che Harvard Grade Schoo! of sation This fal Emily wil in Vanderbie University Peabody Schoo! of Edueason a an assistant profesir Previous Emily completed her Undergraduate degre in health peley and her Masters in edsation atthe University of Penneyvania. Before begining her doctoral stiles at the Harvard Graduate School of Education, Emiy was a Michael Pressey Memorl Fellow a the Benchmark Schoo! in Med, PA where she eughe adolescent srugging readers in grades 6,7 and 8 and sarved a reading Specialise. Currey, Erilys research explores the relationships between staderic language development and reading slim adolescent learners with 'pardclar focus on Engen Learners. Her work hasbeen featured in Reoding Research Quarta, Apped Pychoingusics and Reading and Wriing An Intercp inary ural With a convmitmen to advancing reseirch-practce parznershis, Emly has also worked with teachers, school leafers and ldmiistrators in wo ofthe largest urban districts in the nied Sexes. The Papeingfac{fundamentals and lesson earned fom thi work i featured in a book forthcoming (spring, 2018) With None Lesux,on leading advanced ieracyInst-uewon In ingustely diverse stings ‘Armia Uzseraga, EAM. isan advisor consukane and edvcatonal retearcher with experze in ‘curriculum and research design monitoring and evaluation and ‘educational material development Her primary area of specialization Is children's anguage and tracy development wit a focus on ‘mullingal populations, though she has worked in other areas Inetuding US. and Incermational education pole. cuveulm design, teacher raining and erly childhood education. Armia’ carer in ‘dation began a teacher n ternational schools in Spain, Bsa and Peru, as well asin the US. publi school system. Atar receiving her EAM.in Language and Liceray in 2008 from the Harvard Graduate School of Education, she worked fr four years 3s Research Associate and Project Manager for ee Language Minority and Lteracy Diversity Research Group at Harvard University. Major subsequent international consoling work has included assignment for RTUUSAID Nicaragua (designing a leracy module and raining the national technieal eam for K-3 teachers as par of major puble-pvae partnership), FHISEOIUSAID Peru (cad researcher for atiree-regns sud in Peru seaking to understand ceacher’steracy practices and knowiedge in K'3 choos), FHI360) USAID Mozambique (designing an early childhood Iteracy pln forthe government of Mozambique). ovations for Poverey Action (qualtatveanapsi fora randomized eration ofa Math and Science coriuiam implemented i rural and urban elementary classrooms in Per). and ‘World Bani/Government of Peru (designing the country's new profesional development program {for principal). Se scurendy a project manager for Learing for Aa Harvard University ‘omparacivethree-counery study extmining Reray and ce sducation development in Per Colombia, nd Botswana, She has also worked as consultant forthe China Talent Eduction Group and interAmeriean Develapmene Bank among others She i based in Lins Per,