Teaching English Language Learners
Adriana L. Medina, PhD May 1st, 2014
United Way of Central Carolina
Acquisition vs. Learning Acquisition Subconscious process of picking up a language
through exposure
Learning Conscious process of studying a language
Krashen (1981)
Language Acquisition Many theories Behaviorist you are conditioned Innatist you came with language acquisition
capability Interactionists nature and nurture
Constructivists - a social process (Cook-Gumprez, 1986; Wells, 1990)
Individuals acquire language when they Have a meaningful and real need Interact with others Approximate real language Have language modeled for them (directly and indirectly)
Individuals acquire language at varying rates and in various stages
There are many other factors that influence language acquisition
Literacy Reading Decoding - The ability to figure out the pronunciation of printed
words - Pronunciation is checked against oral language
Comprehending - The ability to figure out the meaning of printed words
Writing Encoding - Spelling
Express your ideas - Spell words, formulate sentences and paragraphs
How Does Literacy Develop? By participation in a variety of real literacy
experiences and a considerable amount of direct or explicit instruction listening and speaking (oral language; receptive and
expressive)
reading and writing (receptive and expressive)
Second Language Acquisition Many theories Behaviourist - Audiolingual approach (coute et rpte)
Innatist - Similar to first language acquisition - Krashens five hypotheses (next slide)
Interactionist - Negotiation of meaning (trial & error; give & take) - Ask for repetition, slow down, gestures, drawing
All of these bear implications for instruction
Krashens Five Hypotheses Krashens five hypotheses
Acquisition-learning hypotheses Monitor hypothesis Natural order hypothesis Input hypothesis
- Understanding the target language in a natural communication situation with comprehensible input (in the zone of proximal development; Vygotsky)http://www.youtube.com/watch?v=NiTsduRreug&feature=related - Consider modeling, demonstrating, visual aids, coop. learning, peer tutoring, graphic
organizer, engagement with others/community, reading aloud, themes of interest
Affective filter hypothesis - Low anxiety learning environments - Student motivation - Self-confidence - Self-esteem
- Do not force production during silent period - The amount of input (exposure) turned into intake (learning) is determined by the
learners motivation, self-confidence, or anxiety (Krashen, 1982); can encourage or inhibit acquisition; teachers have the power to influence
People acquire second languages when they obtain comprehensible input and when their affective filters are low enough to allow the input in to the language acquisition device (Krashen, 1981).
Social Language vs Academic Language
Basic Interpersonal Communication Skills (BICS; Cummins, 1980) Language skills needed for social conversation purposes BICS 6 months to 2 or 3 years to develop (think about facial
expressions, gestures, rate of speech, idiomatic expressions, etc.)
Discrete Language Skills (Cummins, 2003) Learned as a result of formal education in L1 and some transfer
(ex. phonemic awareness, decoding) - strengthening the argument for L1 instruction/maintenance
Cognitive Academic Language Proficiency (CALP; Cummins, 1980) Formal language skills (listening, speaking, reading, writing)
utilized in academic learning tasks (low frequency words, Greek, complex syntax)
CALP 5 to 7 years to develop Contingent upon formal education in L1 (up to 10 years)
Academic Language Academic language is the oral and written language used for academic purposes. means by which students develop and express content
understandings. language of the discipline that students need to learn and
use to participate and engage in meaningful ways in the content area. (edTPA Elementary Education Assessment Handbook, 2013 , p. 59)
Academic language is the oral and written language that students need in order to: understand (read, listen, think) communicate (listen, speak, write, connect) perform (think, read, write, listen, speak, solve, create)
Academic language is necessary to participate in literacyto think, question, talk, and learn.
Academic Language Demands Language demands are the specific ways that
academic language is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their disciplinary understanding. (edTPA Elementary Education Assessment Handbook, 2013, p. 59)
There are four main academic language demands: 1. language function 2. essential academic vocabulary 3. syntax 4. discourse
what you do
tools you use
Identifying the Language Function
Using the Central Focus summarizing the plot of a narrative text identifying main ideas and details
Using the ELA CCSS RL.4.2: Determine a theme of a story, drama, or
poem from details in the text; summarize the text.
Academic Language Demands Language demands are the specific ways that
academic language is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their disciplinary understanding. (edTPA Elementary Education Assessment Handbook, 2013, p. 59)
There are four main academic language demands: 1. language function 2. essential academic vocabulary 3. syntax 4. discourse
what you do
tools you use
Vocabulary includes words and phrases (and symbols) that are
used within disciplines including: - words and phrases with subject specific meanings that
differ from meanings used in everyday life (e.g., table, ruler, force, balance);
- general academic vocabulary used across disciplines (e.g., compare, analyze, evaluate); and
- subject-specific words defined for use in the discipline.
Syntax Set of conventions for organizing symbols, words and
phrases together into structures (e.g., sentences, graphs, tables)
Grammar consists of set rules regarding language and sentence structure, such as no splitting infinitives and no hanging prepositions.
Syntax, in reference to sentences, is how a sentence is worded and structured and in ways that can create, extend, or change meaning. types of sentence (declarative, interrogative, exclamatory,
imperative) and word order (passive vs. active voice), length of sentences (short vs. long).
Discourse Discourse Structures of written and oral language How members of the discipline talk, write, and
participate in knowledge construction
Discipline-specific - Distinctive about features/way of structuring language
(text structures)
Writing requires something to say, the words to say it, and the structure with which to write it (McCracken & McCracken, 1986).
Example After reading two texts, the students will compare
and contrast the texts, providing at least 4 details for support. Think: Whats the language task/function and what words
(written and oral) do we use to do this task?
Language Function: compare and contrast
Vocabulary (words we use to accomplish this task): similar, different, alike, same, etc.
Syntax: Similar to; different than, etc. Discourse: ____ and ____ are similar because
_____; however, they are different because _____.
Example Math example: 12/24 Language Function: Dividing Necessary Vocabulary: dividend, product, divisor Syntax: Division symbols (/ and ), divided by Discourse (how you read/say it): - 24 goes into 12 - 12 divided by 24
Reprinted on ColorinColorado.org with permission from Sarah Clyne 2006
Academic Language Functions Academic Language Function
Student Uses Language to:
Examples Thinking Map Graphic Organizers
Language Structures/Key Signal Words
Tasks Associated with Academic Language Function
Questions Commonly Asked
Seek Information
Observe and explore; acquire information; inquire
Use who, what, when, where, and how to gather information
Circle Map Attribute Diagram Web SQ3R Concept Definition Map Outlines Cornell Note-taking
To be, action verbs, prepositions Define, count, draw, identify, indicate, label, list, match, name, point, recall, recite, reproduce, repeat, trace, write, state, select, record, attributes, characteristics, main idea
Who ____?, What happened?, Where did it happen?, When did it happen?, Where did you find that?, How do you do that?
Inform Identify, report, or describe information
Recount information presented by teacher or text, retell a story or personal information
Circle Map Bubble Map
Web SQ3R Concept Definition Map Outlines Cornell Note-taking
Adjective use, descriptive language, superlatives/comparatives, _____said, the book says, first, second, next, etc., according to
Retell, recount, reorder, represent, depict, paraphrase, summarize, give examples, draw, explain, conclude, convert, describe, prepare, transform, translate, restate, rewrite, prepare, give in your own words, generalize, extrapolate
Retell the story in your own words. Summarize the chapter on _______. What happened?,
