ESL

word or sentence level.

-          Word level – modify word’s meaning

-          Sentence – vary meaning

-          Difficult for ELL to grasp

study of letters and letter combos

-          One symbol can represent many phonemes

-          Taught and drilled

-          First speak and hear before spell

breaking a word down into its component parts to determine meaning. Relationship of root or base word and prefix/suffix. Smallest unit of language system with meaning.

-          Learn common roots, prefix, suffix – decode

-          Guessing meaning encouraged

how the words of a language form to create meaningful messages

-          Morpheme may be free, stand on own (chair)

-          May be bound/derivational (read-able)

-          May be grammatical (and, of)

-          Words can be combined (key + chain)

repeat segments of spoken language as if to confirm understanding and correct errors

Keep track of errors to master skills

the meaning of individual words as well as combinations of words. Context.

difficult – rely on hyperbole, metaphor, synonyms – visual rep.

study of how context impacts the interpretation of language

-          Situations dictate language choice, body language, intimacy

-          Repeat same situation in different context

order in which words are arranged to create meaning

-          Rules for creating correct sentence patterns

-          English – subject-verb-object

o  Subject precedes verb

o  Object follows verb

learner who successfully integrated new knowledge

-          Makes generalizations, eliminates erroneous conclusions, syntactical rules correctly

-          Revert to rules learner at easier stages, fail to integrate new knowledge

-          If repeat errors, may become fossilized

-          Maintain momentum; correct misunderstandings

-          Practice in pairs

-          Polite discourse (“empty language”) – BICS, Basic Interpersonal Communication Skills

-          CALP – Cognitive Academic Language Proficiency

-          2 ind. Clauses joined by coordinator “Tom walked to bus station and he took the bus”

complete system of verbal communication with its own vocab, pronunciation, grammar – not necessarily written

-          Formality of situation

-          Attitude towards topic or listeners

-          Relationship

how social conditions influence use of language

-          Borders/immigrants; war; advertisements; politic rhetoric

-          Technology/science greatest impact

-          Nativist

-          Humans born with biological brain mechanism – Language Acquisition Device

-          Ability to learn language is innate

-          Nature more important than nurture

-          Experience using language is only to activate the LAD

-          NOT just learning to be rewarded for imitating

-          Language is one way children represent their familiar worlds

-          Language does not contribute to development of thinking

-          Cognitive development precedes language development

-          Language is first social communication, which promotes language and cognition

-          Children active learners who co-construct world

-          Language dev. Part of holistic development

-          Depends on social and cultural environment, people, interactions

-          Adults need to mind read to relate to child

-          Proto-conversations – treat as people who can understand, share – and truly listening key

-          Acquisition-Learning Hypothesis – learning vs. acquiring

-          Monitor Hypothesis – Learned language monitors acquired

-          Natural Order Hypothesis – Learning of grammatical structures is predictable

-          Input Hypothesis – difficulty level should be just above learner’s ability – comprehensible input

-          Affective Filter Hypothesis – will learn when relaxed, high motivation, self-confidence

-          500 words, not comfortable producing speech. Don’t force to speak. Can point or mime.

-          1000 words, speak in one or two word phrases. Simple responses, yes/no.

-          3000 words, short phrases and sentences. Long sentences have grammatical errors.

-          – 6000 words, complex statements.

-          traditional, originally for classical languages. Read and appreciate literature; will help speak native better. Little emphasis on speaking and listening. Teacher is authority.

-          Using second language to communicate. Teacher directs activities; students interact. Vocab emphasized. All language skills, speaking predominates. Induce grammar rules from usage.

-          Learn language by forming rules and applying them. “Cognitive code” approach; student active. Hypothesis/error/conclusion. Begin with what student already knows. Elements of language introduced logically. Speak, read, write.

-          Charles Curran’s Counseling-Learning approach. Commitment to trust. Dynamic and creative process. Teacher gives chunks in first language. Students generate language that is recorded and transcribed; reflect and listen to voice. Whole-person approach.

-          James Asher – “comprehension approach”. Begin learning by listening. Teacher gives command in target language and performs it with students. Students say nothing. Errors corrected by repeating command and acting it out. Fast pace. Writing demonstrated not emphasized. Feelings of success, lessens anxiety. Fun and dynamic.

-          Interesting comprehensible input

-          Comfortable atmosphere

-          Absence of struct grammatical rules and structure

-          Conversations with native speakers (Krashen)

compensate for lack of proficiency. Almost an L3.

-          Most commonly affects pronunciation, grammar, vocabulary and semantics

-          Overgeneralization – attempt to apply rule across the board

-          Simplification – staying at an elementary level

-          Fossilization – Selinker – reach plateau and accepts that less than fluent level

-          Reason for learning

-          Level of immersion

-          Social attitudes of community

-          Family and home environment

o  One parent might speak only L1 and the other L2

o  Divide speaking time between L1 and L2

o  Or L2 outside home

-          Occurs over time – commitment, encouragement, routines

-          Problem-solving

-          Method of approaching the learning of new information

-          Choices regarding what to ignore and what to pay attention to

-          Enhances problem solving

-          Better formation of concepts

-          Visual social abilities

-          Logical reasoning

-          Cognitive flexibility

o  Instrumental – specific reason, like job

o  Integrative – fulfill wish to communicate

o  “Trait” – permanent, culturally acquired

o  “State” – fluctuates, depending on rewards and penalties

-          evolves from internalized feelings about oneself and ability to learn language

o  Attitude about language and speakers external, influenced by classmates and family

o  If discrimination – attitude toward L2 can diminish

o  Could be seen as “turncoat”

-          Gender, social status, age, occupation, education level

-          Immigrants may bring cultural norms that are anti-women; education goes against girl’s future

-          Social class – can you rise above station? India.

-          Age – play as child or take on adult role?

-          Occupation – May not think can get a job (influence in home country)

-          Educational level – family; if expect to go home

process of becoming accustomed to customs, language, practices and environment of a new culture

-          Caste-like minorities – integrated not of their choosing (slaves), unable to move up; low academic achievement; low status

-          Immigrant minorities – education is tool for advancement

degree learner acculturates to target language group controls degree acquires L2. These social elements impact:

-          L1 and L2 view each other with mutual respect and are compatible

-          L1 and L2 both wish for the primary group to assimilate

-          L1 and L2 agree to share social services

-          L2 group wants to remain in the area beyond a temporary status

not true

-          schools, as recipients of federal funds, cannot discriminate against ELLs

-          Supreme Court; schools must meet legal criteria for programming; Language Assessment Committee; outline instructional credentials; ongoing assessment; ELL transitioning; determine program effectiveness

-          Honeymoon Stage – happy to be in new country, ready to interact

-          Hostility Stage – frustration, reality. Depression, anger, anxiety.

-          Humor Stage – accomplishments bring triumph. Laugh at self and frustrations.

integration of immigrants/minorities into predominant culture.

-          was assumed US was ideal homogeneous society where cultural differences ignored

o  SES

§  Education, job, income

o  Geographic distribution

§  Spread away from center

o  L2 attainment

§  3 generation process

o  Intermarriage

§  Reduce passing on of culture

two distinct cultures come into contact, but remain distinct

-          Cultural learning is imposed on the weaker culture; displacement

-          Transculturation – individual

-          Acculturation – group

facilitate or impede language learning as well as refer to immigrants’ acceptance into host community

extensive reading – build vocab and background knowledge, interest in reading and comprehension improved

ELLs can participate without forcing speech. Teacher issues commands. Simon Says.

introduced to new vocab by different experiences. Listening, TPR, pictures.

intermediate and advanced – giving instruction in appropriate language arts in content areas. Problem solving, inference, etc.

develop all 4 language skills through integrated approach. Language Experience Approach one strategy. Children dictate their own story based on shared experience then read it until firm grasp achieved.

activate; shared information from students before introducing new topic

genuine, oral, real, sensual, affective, appreciated by individual, community, reduces anxiety

instruction always be understood for ELLs

-          For beginners, academic instruction in native language may be ok

-          To improve speed of learning, academic instruction in English

-          Modeling

-          Contextualizing academic language using visuals

-          Gestures

-          Demonstrations – hands-on

-          Providing direction

-          Clarifying purpose

-          On task with expectation rubric

-          Resource suggestions

-          Modeling: models orally or written work expected

-          Shared: ELLs use pooled knowledge to complete work

-          Interactive: ELL can question teacher for clarification

-          Guided: Questions, clues, reminders

-          Independent levels: no longer needs scaffolding

-          Game applications – Reader Rabbit

-          General applications – MS Word

-          Access applications – Google

-          Tutoring applications – Watch Me Read

-          Thinking and problem-solving – SimCity

-          Communication – email

-          Integrated learning systems – Fast ForWord

– instruction completely in English. Does not address social issues. No academic foundation in primary language. NOT immersion.

remain in home classroom and receive English instruction. Interaction with native speakers.

Instruction in primary and English. Goal proficiency in both.

o  Teach about the language, structure, function, vocab through rules, drills and error correction

-          Goal English proficiency. ELLs tutored in small groups by reviewing content in primary language. L1 supports English content. Limited literacy in L1.

-          acquire through conscious effort of formal instruction and subconscious through natural communication

-          Edits for correctness and accuracy. Extrovert underedits, introvert overedits

-          Perceive learner as motivated and owning challenge

-          Communication, no judgement, proficiency developed over time

-          Competency-based curriculum

-          Themed lessons

-          Reading and writing reinforced

-          Cultural themes

-          Learner centered

-          Assessment of language skill

-          Practicing – repetition, realistic setting

-          Receiving and sending messages – quickly locate main point, skim to find need to know, use resources

-          Analyzing and reasoning – general rules to understand meaning and then work into specifics

-          Creating structure for input and output – meaningful notes, summarizing long passages, highlighting

-          Centering your learning – review key concept and link to existing knowledge, ignore distraction, learn skills in proper order

-          Arranging and planning learning – understand how language is learned, optimal learning conditions, goals

-          Evaluate your learning – keep track of errors and progress

-          Improve vocab through meaningful interaction

-          Not just passive listening

-          Move students from listening to speaking mode

-          Primary goal is meaningful communication

-          Assimilate language, not just have knowledge of it

-          Low affective factors help student take risks

-          Identify vocab through contextual cues

-          Pre-production stage – listening comprehension and non-verbal responses

-          Early production stage – increasing receptive vocab and beginning production language

-          Speech emergence stage – speaking simple sentences

-          Communicativeness – genuine communication

-          Tasks

-          Meaningfulness

-          Do not learn L2 through rules, but meaningful interaction

-          Need adequate input

-          Speaking not sufficient to develop academic cognitive skills

-          Speak slower but naturally, enunciating without extra volume

-          Short sentences

-          Repeat/rephrase

-          Write vocab, idioms on board

-          Use realia (cultural objects)

-          Never humiliate

-          Avoid correction; model correct usage

-          Keep to a minimum

-          Ok to make mistakes

-          Restate if interfering with understanding

-          Build up the learner’s receptiveness for learning listening skills, some reading. Speaking is too complex.

-          listening and visualization. Rosetta.

-          Any learner of any age can receive comprehensible speech input, determine its pattern without it being spelled out. Speech emerges from motivated language use, simple to complex. Grammatically correct is not important.

-          Teacher remains silent using visual aids and gestures to give hints. Up to student to speak.

o  Information-gap activities – info transferred from one person or place to another

o  Reasoning activities – discovery through reasoning

o  Opinion-gap activities – personal preferences

-          ordering book by phone, reading a letter

-          Solving a math problem, science experiment

-          writing a research report, listening to a lecture

when learner has reached a good level of communication and is no longer worried about mistakes. Errors rarely corrected.

-          Better to correct in written work, since don’t hear errors

-          Peer correction

-          Dictation of sentences with common errors

many cultures combining to form a better society

-          Assimilation

-          Pluralism – diversity lies in strength and acceptance of different cultures

-          Pause to check for comprehension

-          Assign tasks to be fulfilled during and after

-          Compare differences between cultures

-          Identify words which express emotions

-          Video split – half watches can’t hear, etc.

-          Use captions

-          Diminish – computer generated feedback not reliable, computer-illiterate, lack of context

-          Does it teach? Strategy, presentation, comments, readability, graphics

-          Is content accurate, current and appropriate?

-          Is it user friendly and easy to navigate?

-          Does it work correctly?

-          0 Pre-Reading (pre-alphabetic/logographic/pre-conventional)

-          1 Initial reading or alphabetic decoding

-          2 Confirmation and fluency

-          3 Reading to learn – 4 – 8 grade

-          4 Multiple points of view – high school

-          5 Construction and reconstruction – college

o  Try to remember words by visual

o  Treat words as pictograms

o  Equate length of word with meaning

o  Identify first consonant in word

o  Rely on letter names to identify word

o  Decode whole word

o  Sound out regular one syllable words

o  Increase speed of whole word recognition

o  Phonemic awareness

o  Logical letter choice

o  Spelling patterns

o  Read words using phonemes, syllabic units, morpheme and whole words

o  Sequential and hierarchical decoding

o  Remember multisyllabic words

-          Construct knowledge of importance of written word by seeing people interact with it

-          Recognize speech can be broken down into phonemes

-          Storybook reading

-          Meaningful communication in whole texts

-          Language patterns that repeat and are predictable

-          Model

-          Teacher may use first language if know it – could be dependence; lowers anxiety, clarify misunderstandings, explain how languages differ

in-depth text analysis – understanding, application, synthesis, intentions

-          Freire – knowledge and education give power to oppressed individuals

-          Single consonants at beginning of word

-          Short and long vowels

-          Letter patters and word families

-          Digraphs and blends

o  Cultural bias

o  Attitudinal bias – negative attitude of examiner

o  Test bias or norming bias – excluding pops to obtain norm results

o  Translation bias

-          Typically, certain minor accommodations

-          If at least 1

Assessment Procedure according to Consent Decree

-          Registration, oral test

-          If not proficient, LEP (LY)

-          If fully proficient, regular classroom (ZZ)

-          Grade 4 or above, in ESOL until reading/writing test

-          11^th grade – High School Competency Test (HSCT)

-          Language has over 200 dimensions; usually only 12 are assessed

-          omission, substitution, distortion (three/free) and addition (like-ed)

-          mispronounce phonemes, identifying word in context, associating words and meanings, confuse grammar, difficulty advanced vocabulary, difficulty following directions