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GRDG626: Language, Literacy, and Diversity
Multilingual Learners
Dr. Gloria E. Jacobs
Agenda
Sharing Small Group Discussion Student Lead Discussion Break Minilecture on ELL Next Week Start work on classroom analysis
Sharing
The Linguistic Genius of Babies
Think/Pair/Share What do you remember from previous
coursework about how people acquire language?
Small Group Discussion
Random groups After free discussion, prepare to
lead a whole group discussion by creating one substantive, open ended question to pose to the class.
Break
Video The Complicated Relationship between
Spanish and the United States
Minilecture
Issues in bilingual education Strengths and needs of multilingual
learners Instructional strategies
Next Week:Using Linguistic Analysis to Inform Instruction
Adger, C.T., Wolfram, W., & Christian, D. (2007). Dialects in Schools and Communities. Chapters 1 and 2 (wiki)
Freeman, D. & Freeman, Y. (2004). Essential Linguistics: What You Need to Know to Teach Reading, ESL, Spelling, Phonics, and Grammar. Chapter 3 English Phonology (wiki)
NPR Interview with William Labov Writing Due: Classroom Interaction Analysis
Classroom Analysis See Syllabus Questions? Workshop time
Teaching Multilingual Learners
adapted from Educating English Language Learners by NCLR
G. Jacobs, Ph.D.
Issues Additive versus Subtractive multilingualism Multiple languages, backgrounds, experience
with language and literacy English Language Learner Limited English Proficiency English as a New Language English as a Second Language Bilingual Multilingual
Acquiring an Additional Language
A new language represents a new culture and a new way of thinking,
feeling, acting.
Acquisition versus Learning
Krashen Acquisition v learning Fluency acquired through
meaningful exposure not study of grammar and rules
Focus on receptive language
Expressive & Receptive Language
Ellis & Yedlin Language input must be adjusted in
response to learner’s proficiency, prior knowledge, interests
Draw learner’s attention to linguistic features
Expressive language just as important as receptive language
Importance of Social Interaction
Swain Learners must pay attention to language
structures Importance of social interaction
Wong-Fillmore Interact with fluent speakers Direct feedback
Interacting with English Language Learners
Chaudron, Ellis & Goldenberg Adjust speech to learner’s
comprehension Ask questions Paraphrase Clarify
Balance between acquisition and learning
Acquisition without learning explicit rules may result in “fossilization” of errors (Wong-Fillmore & Snow)
Learning without acquisition may result in halting, awkward speech (or silencing) (Krashen)
Role of Emotions
Krashen’s Affective Filter Learning and acquisition cannot occur if negative emotional states block input into the brain
Boredom Anxiety Disinterest
What Learners Need Provide learners with opportunities to
Listen Interact Speak in a nonthreatening environment Acknowledgement and use of student’s home language and world
knowledge (Dutro & Moran) Build on students’ prior knowledge of language and content Create meaningful contexts for functional use of language Provide comprehensible input and model forms of language in a
variety of ways Establish a positive environment for feedback Reflect on the forms on language and process of learning
What Transfers from 1 Language to Another (Diaz-Rico & Weed)
Print has meaning Various purposes of
reading and writing Concepts of print Book orientation Directionality Letter/symbols represent
sounds Word are composed of
letters
Knowledge of text structure
Semantic and syntactic knowledge
Use of cues to predict meaning
Reading strategies Identity as a literate
person
Stages of Language Proficiency
Entering – pictoral representations, words & phrases Beginnning – General language, phrases & short sentences, oral
& written language contain phonological, syntactic, semantic errors that impede understanding
Developing – General and some specific content area language, expanded sentences, errors may impede understanding
Expanding – specific and technical content language, variety of sentence lengths of varying complexity, minimal errors that do not impede understanding
Bridging – technical language of the content area, vareity of sentence lengths, varying complexity, multiple paragraphs, errors similar to those of native speakers
Culturally Responsive Teaching
Positive perspective on parents and families Communicate High Expectations Learning with context of culture Student centered instruction Culturally-mediated instruction Reshape curriculum Teacher as facilitator
Basic Sequence of Instruction Provide a meaningful experience Record the experience Model the expectations Group students with other learners
Pairs & small groups Consider cultural differences in context Monitor and support comprehension Elaborate on short answers
Specific Strategies Instructional conversations
Students & teacher pick a topic to discuss
Teacher acts as facilitator Dialogue journals Learning logs Literature circles Pattern books and repetitive
songs Language Experience
Approach Graphic organizers
Mixer (one sentence /sticky note, students organize into a paragraph)
Dictoglos Book buddies Detective
Inferences, Evidence, What Actually Happened
Draw then write Letter writing