CTEL 1 Only

Explicit instruction

' It is formal and asks the students to consciously focus on learning the rules of a language. This is the type of instruction most students and teachers are familiar with, and it can be broken down into several subcategories: reading/writing, pronunciation, grammar, and speaking/listening. In explicit instruction, different lessons will focus on different categories. The rules learned in each category will continue across categories as learning progresses. For example, pronunciation rules will be used constantly in speaking and listening and again in reading and writing. This interaction of categories helps the learner internalize the language rules without becoming overwhelmed by focusing explicitly on too many categories at once. 'Learning' pairs with the major second language teaching (SLT) category of explicit instruction. This type of formal instruction requires the learner to consciously focus on what they are learning. It can be broken down into 4 categories of teaching: pronunciation, reading/writing, grammar, and speaking/listening.

Language acquisition stages

(5 stages) pre-production-characterized by minimal language comprehension. Students in this stage will generally require some translation assistance and are rarely able to communicate beyond nodding yes or no and pointing or gesturing. This stage lasts for about six months and, as a teacher, it's important to remember that even if the student isn't communicating beyond basic gestures and nods, that doesn't mean they aren't learning. early production- in which she has some comprehension, can string words together, and can use the present tense. Teachers should continue using the same techniques as in the first stage, but encourage the student to speak more. speech emergent- in which she can produce simple sentences and understands well, but still misinterprets jokes. Juana's teacher helps her in this stage with more advanced assignments, from fill in the blanks to writing down stories. The goal here is to gradually increase vocabulary and model more complex sentences, which Juana can begin to practice. The speech emergent stage can last up to two years excellent comprehension and can use more complex grammar fairly accurately, bringing her into the stage of intermediate fluency. This is the first stage where Juana's teacher can start making frequent and detailed corrections, since Juana is familiar enough with the language to understand her mistakes and make the corrections. Juana is also introduced to idioms and should be spending substantial time working other students in English. The final stage is advanced fluency, in which the student is very close to native fluency. By being aware of these stages and the best ways to navigate them, teachers can help students through the process of language acquisition and keep their education going strong.

phonology

(pronunciation and understanding of sounds)

The term sheltered instruction means that general curriculum-based material, including

, including math, science, social science and language arts, is taught in a way that all students, including ESL students and students with diverse learning styles, can understand. For example, teachers may utilize visual aids to introduce vocabulary. Sheltered instruction also encompasses the techniques of building background knowledge and scaffolding.

Creating an Inclusive Instructional Environment for English Learners

- -periodically remind students that everyone is in class to learn, you'll be able to create an inclusive instructional environment for your ELLs. -You can consider allowing students to use their native languages in the following situations: Before and/or after the bell rings. When one student understands a concept and can explain the concept to a classmate who is having difficulty in their shared native language. -Dictionary Activities Students use dictionaries to translate words from their native language into English. -Translation Activities Students translate folklore or other cultural tales into English. If desired, you can have students tell the story in the native language first and then in English. -Another great instructional inclusion tool that can be used with ELLs is working in mixed groups.

Stratiegies for using the ESL pull out model

- never pull out for instruction during fun activities so you don't create resentment (recess, lunch, gym, music, special activities, or to miss important class instruction) -pull during guided reading, independent instruction time frames -create a beginner visual to teach student that are brand new to the U.S. basic survivor skills like how to ask to use the bathroom) -grouping method is to create small groups according to grade-level. -curriculum to teach depends on your specific school district and the requirements set forth by the ESL department

English Variations: Some Strategies for ESL Students

-Raise Awareness from the Beginning: Afterwards, you can move on to talking about the accents, intonations, and terms that people from different English-speaking countries use. This way, new ESL students develop an immediate awareness about English variations. -Use Audio as a Key Material You can train ESL students to recognize English variations by using audio that's different from the usual materials that accompany textbooks. -Differentiate Between Types of Variations: three basic approaches you can use to highlight these variations. Use models for English instruction: when speaking about these models, 1) emphasize the ''standard'' aspect of audio ESL materials in the U.S. as well as the ''received pronunciation'' (RP) in England. 2.) Discuss regional English and refer to specific areas of the world, such as Australia 3)Highlight the countries where people speak English, -Using movies so that students can listen to English variations in a natural, spontaneous way -Providing opportunities to listen to non-native speakers -Referencing a range of English expressions and words students may encounter in real life

One word stage happens around

1 year of age

'Learning' pairs with the major second language teaching (SLT) category of explicit instruction. This type of formal instruction requires the learner to consciously focus on what they are learning.

4 categories of teaching: pronunciation, reading/writing, grammar, and speaking/listening. Breaking it into categories helps the teacher make each lesson more focused and keeps the student from being overwhelmed by having too many subjects taught at the same time. As the student moves further along in the language, the categories will continuously interact, and this interaction, along with the student's conscious focus, helps them internalize the rules of the language. Implicit learning is the other major category, also called 'natural communication.' Its focus is on subconscious learning. Teachers can put this into their explicit teaching by having students practice communicative activities or voluntarily practice reading on their own. The interaction of explicit and implicit teaching is what really allows the student to move towards fluency in the second language.

Babbling stage begins at

4 months old

ELD Program Evaluation

:The basic steps for program evaluation include identifying goals regarding language functions; analyzing real data; and analyzing materials, assessments and instruction. -Identify Program Goals To begin, an evaluation team should look at the program's goals. To provide students with instruction that leads them to effectively communicate in social situations through appropriate wording, expressions and responses in both writing and speaking To provide students with instruction that leads them to effectively communicate in academic situations through appropriate wording, expressions and responses in both writing and speaking -Analyze Real Data To evaluate whether the goals regarding language functions are attained in an ELD program, real data is key for the evaluating team. Real data includes student evaluation results, e.g., scores on assignments, quizzes, exams, standardized tests. In addition, real data can include teachers' input, e.g., teachers' reports on students' performance. Teachers' input is valuable because students do not always do well on tests for different reasons that teachers may be able to explain. -Analyze Materials, Assessments and Instruction: when the data analysis shows the program is not as effective as expected, it is time to evaluate three different aspects of the ELD program: materials, assessments and instruction.

What does a derivational morpheme do to a word?

A derivational morpheme alters the word's part of speech, such as the bound morpheme -ly on the word manly, changing it from the noun man to the adjective manly.

Morphemes come in two distinct forms:

A free morpheme is one which can function independently as a word. An example of this is the word 'plant,' which cannot be broken down into any smaller part. An -ant is a thing, but that only leaves us with pl- which can't stand as a morpheme by itself, so you can't break it down. A bound morpheme is one which has to be attached onto another morpheme or a word. In short, it can't be independent. Using 'plant' as an example again, we can pluralize it and make it 'plants.' Now we can add -ed to the end and make the word 'planted.' However -ed isn't a word by itself (other than as a proper noun in the shortened name Ed, but that doesn't count). So we say 'plant' is a free morpheme but '-ed' is a bound morpheme.

the key ingredients to successful language acquisition are

A strong desire to learn and a willingness to allow the process to happen

theory of universal grammar

According to this idea, all languages have the same basic grammatical structure. This means that while children aren't genetically designed to understand English or Mandarin, they are genetically designed to understand the universal grammar that underlies all language.

_____ are used to modify nouns or pronouns; while _____ provide details on verbs, adjectives, or adverbs.

Adjectives, like ''red'' or ''two,'' give extra information on nouns and pronouns, just as their adverbial cousins, such as ''never'' or ''quickly,'' further clarify verbs, adjectives, or even other adverbs.

major personal factor for second language development

Age- younger the child, more likely to retain the information, when adult becomes consious effort no longer instinct, motivation-students who are forced to take language courses learn far less quickly and develop less fluency than a person who moves to Spain and has to learn Spanish for everyday communication. Learning style: Visual/spatial - students learn through images Aural - students learn through listening or through music Verbal - students learn through speaking and writing Physical/kinesthetic - students need movement Social - students learn best in groups Logical - students learn through systems and reasoning Solitary - students work best alone Culture: home culture is also tied to motivation. If a student has to unwillingly leave their home, they might be reluctant to learn a new country's language

Reading aloud to English learners is great if they can follow on their own text. This way, they match what they hear with the print they see.

An English teacher finds a short and fun text with a lot of words that include the consonant cluster 'th' at the beginning of words. This is great because students are struggling with this. The following is the best practice to promote phonemic development:

Formal language instruction for ELL students includes

An established, consistent schedule of ELL classroom instruction Specific goals and objectives for learning set by the teacher Time spent outside the classroom with an ELL teacher ELL teachers might also support the student in the classroom or help the classroom teacher modify instruction to accommodate the ELL student.

Telegraphic speech/Two-word stage

Beginning about age 2, the stage in speech development during which a child speaks mostly two-word statements: speaks like a telegram—"go car"—using mostly nouns and verbs.

Why it would be beneficial for education to place a greater emphasis on teaching multiple languages to children

Being bilingual gives children better job prospects Proficiency in more than one language immediately improves your child's chances of finding work after leaving school. This is true even if you only speak one extra language. They're also likely to place immediately into an occupation and role of higher social status Multilingualism connects communities Children who speak multiple languages become better at every language, overall. For example, a Spanish speaking child will eventually be better at English if allowed to draw on their knowledge of their home language in your classroom. A classroom atmosphere that accepts multiple languages, allows for code-switching and even encourages active additional language learning helps ensure that your children remain connected to their home language and community. Speaking more than one language is better for your brain Early bilingual proficiency is positively correlated with intelligence. Speaking more than one language from an early age means that your brain has to work harder in those critical development years and you therefore become smarter. In addition to supporting the acquisition of English language skills, maintaining the home language is critical to ELLs' ability to maintain relationships with their families and communities. Many ELL children lose their oral language skills in the home language when they are placed in English-only monolingual classrooms, and that can make communicating with family and community members—who may only speak the home language or have very limited English proficiency—extremely difficult. Aiding ELLs in maintaining their home language not only supports ELLs' English-language learning, but also ensures that ELLs do not become disconnected or driven apart from their families and communities. Multilingual education can help ELLs learn English while simultaneously maintaining their home language and ties to their families and communities. Multilingual education can benefit all students not only academically during childhood, but also cognitively, socially, and linguistically across the lifespan.

Stages of Language Acquisition

By the time infants are four months old, they begin the babbling stage of language. During the babbling stage, infants make seemingly random and spontaneous sounds, cooing, squealing, and gurgling. At this point, outsiders listening in would not be able to tell what language the baby is learning. Around ten months of age, babbling starts to sound more like the language the child is learning. The one-word stage happens around the time the child turns one year and begins to utter sounds that have meaning, like 'ma' for mom, 'da' for dad, and 'wa-wa' for water. They begin to speak in simple words, like 'dog' or 'up.' By the time the child has reached their second birthday, they usually have elements of the two-word stage. The two-word stage is sometimes called telegraphic speech because, around two years of age, the sentences created are short and direct, like a telegraph. Babies might indicate their wants like, 'Want milk,' or 'Go outside.'

Write an essay of approximately one to two pages that explains the elements of the building background and comprehensible input components of the SIOP model

Clear enunciation is an element of the comprehensible input component of SIOP. The next component is comprehensible input, where the instructor focuses on presenting new information in a way that can be understood by all students. When it comes to objectives, content, vocabulary, etc., ask yourself: Is it understandable? Can they explain it back to me? Be sure to: Use language that matches students' proficiency level. Make explanations of tasks clear by using step-by-step sequencing with visuals. Give plenty of examples by modeling, demonstrating, and participating with students. Enunciate clearly; speak slowly and purposefully. Use gestures, pictures, props, and objects to make content clear In the building background component of SIOP modeling, instructors look for opportunities to create links between past lessons and experiences; hence, building background knowledge as a launch pad for the new lessons. Ensure that you: Focus and motivate students by connecting to what they already know. Address how students' personal experiences can relate to content area. Directly link concepts to students' background experiences, or make learning relevant. This experience can be personal, cultural, or academic. Link past learning to new content by referring to books, lessons, or charts that students have worked on previously. Use what students have learned in the past to help them learn new vocabulary.

Anne speaks French and as she sees one of her French students struggles with getting the use and meaning of 'thus,' she speaks French to the student. This is a strategy called:

Code-switching is about speaking the student's native language to aid with comprehension. However, it is not necessary that language teachers are able to speak their students' native language.

Factors Affecting English Language Acquisition

Cognitive Learning Styles Each student absorbs knowledge and learns new skills differently. Consequently, it is extremely difficult to accommodate the learning style of every student, particularly in larger classes. To mitigate this problem, it's important to provide students with a variety of learning activities and methods that incorporate different content delivery styles and approaches. A student's cultural background can impact many aspects of their English language acquisition. Some students may find that the language they speak at home is not the same language they use at school. MAny Englush teachers have never had a native English Speaker teacher -Provide ample opportunnity to speak aloud and share ideas. -Students coming from a Romanized language, it may be easier for them to progress in reading and writing

Push-In Program Strategies

Collaborative Teaching The adage 'two heads are better than one' applies to collaborative teaching. With this approach, the ESL teacher works with the classroom teacher to provide instruction to all students. Small Group Instruction Some ESL teachers may work with small groups of language learners within the mainstream classroom. This approach may be ideal for ESL teachers who are required to teach a separate curriculum rather than reinforce the general education teacher's instruction. Grouping Concerns There are a few other things to consider before utilizing the push-in method of instruction. First, in order for this approach to be successful, ESL students need to be grouped together. Planning and Coordination Another consideration is to ensure that both general education teachers and ESL teachers have adequate time for collaborative planning. This is especially necessary if the two teachers will be co-teaching.

An affix is a bound morpheme, which means that it is exclusively attached to a free morpheme for meaning. Prefixes and suffixes are the most common examples.

Common prefixes are : re-, sub-, trans-, in-, en-, ad-, dis-, con-, com- Common suffixes are: -s, -es, -able, -ance, -ity, -less, -ly, -tion

What is a consonant blend?

Consonant blends occur when two or more consonants are combined without a vowel to yield a sound. Each consonant sound can be heard in a consonant blend, except for combinations including a repeated or silent letter.

Here, we have a list of the most common phonemes ELLs need to learn about:

Digraphs: two consonants or vowels that represent one sound ('ee' as in 'free,' 'oo' as in 'foot,' 'th' as in 'thin,' 'ph' as in 'photo') Diphthongs: when there is a double vowel sound in a phoneme ('ī' (long i) as in 'kind,' 'ā' (long a) as in 'rain') Schwa: the reduced vowel sound in an unstressed syllable of a multisyllable word (('i' in 'animal,' 'e' in 'answer,') or the reduced vowel sound in a function word ('o' in reduced form in 'to') Initial, medial, and final consonant clusters - the combination of two or more consonants either at the beginning, middle, or end of a word often mean that ELLs might mispronounce them or not pronounce one of the letters. Since each student is different, you would help them each with their own difficulty (Karla says things like 'estudent;' she needs to work in the 'st' sound. Similarly, the word 'extra' sounds like 'estra;' she needs to work on the 'xt' sound. Finally, Karla sometimes says 'aks' instead of 'ask;' she needs to practice the 'sk' sound.)

Where does a diphthong occur?

Diphthongs must happen inside a single syllable; there are two separate vowel sounds within that same syllable.

Essay Prompt 3: In approximately one to two pages, write an essay that details the learning strategies, interaction, and practice/application components of SIOP.

During the practice/application component of SIOP, provide activities that encourage students to utilize all language skills. Next, develop learning strategies. New content can be intimidating. Therefore, building background helps students feel comfortable and confident as they become experts on new content being learned. Aim to: Consistently use scaffolding strategies, such as modeling, guided practice, independent practice. Use the think-aloud strategy to show students how to work through concepts and learning strategies. Encourage higher-thinking, delving, and questioning throughout lessons.

Scaffolding means that the material being taught is broken down in smaller chunks of information, preventing ESL students and their peers from being overwhelmed by a lot of information at one time.

ESL students can be partnered with more proficient students to complete this task. Then, students may read a text that uses those vocabulary words. Strategies Use vocabulary cards to introduce new vocabulary to students as well as review vocabulary. There are a number of ways to create vocabulary cards. The easiest way may be to write the word on one side of an index card and on the other side write a definition. To improve your vocabulary cards, link vocabulary words and concepts to images and ideas with which the student is already familiar. For example, an ESL student may not be familiar with the word automobile but she has likely seen one. The teacher may find a picture of an automobile and display it along with the word. This gives students a point of reference. Personal vocabulary books allow students to be creative while learning the new vocabulary at the same time. Students can write each vocabulary word in their books, then draw pictures of images that they associate with each word. For example, if one of the vocabulary words is mammal, the student may draw a picture of an elephant, a cat, and a deer, or whatever other animals that they connect with mammal. This allows students to draw on their background knowledge. Provide students with multiple examples of the vocabulary word used in a sentence. Presenting a word in different ways gives more students the opportunity to understand it. Practice vocabulary with fill in the blank sentences, which gives students the opportunity to use the vocabulary in context. Going back to the word automobile, you could give students the sentence, Some people ride in an ( ) to get to school. Students will put the vocabulary word automobile in the blank space. Another easy way to practice vocabulary words is matching vocabulary words to definitions. A word wall is a visual teaching tool that is often used to teach subject-specific vocabulary or specialized vocabulary that students will need to learn in order to understand the material that they will be reading. The simplest way to create a word wall is to teach the word or words to the students first, then write each word on a piece of card stock and taped to a designated wall in the classroom. Similar to word walls, you may use word clusters or mind maps, which are collections of related words.

SIOP Lesson Preparation

Effective lesson planning requires a number of steps from initial preparation to the final review of material. This Lesson Plan Checklist for The Sheltered Instruction Observation Protocol (SIOP) offers a general roadmap for that process. Once you get started, survey your target content to: determine your standard or lesson objective eliminate unnecessary information that does not meet your objective select the concepts to teach choose specific vocabulary to pre-teach develop assessments to test that content Lesson components: -build background (LEarn about your students background knowledge, connect background to content in the classroom, teach visual thinking strategies to improve comprehension) -pre-teach vocabulary -peer review and cooperative learning strategies (THink pair share, graphic organizers, assign reading partners) -writing: Writing is another way for ELLs to demonstrate and extend their understanding of content. You can ask teams to compose questions about the content and use those questions for their test. Throw in one of your questions as a 'surprise test question.' Or, ask students to practice writing short simple summaries of what they read. You can also support ELLs' writing skills by modeling the kinds of writing used frequently in your particular content area, such as lab reports in chemistry class, or a persuasive essay in social studies. Help students understand what the purpose of different kinds of writing are, and review vocabulary that would be typically used in these kinds of assignments. Be sure to provide examples of the different kinds of writing to your students so they can learn and compare models. Graphic organizersAnother writing option is to give students a graphic organizer to fill in. This will demonstrate that they understood the concepts and content, even if they only use a symbol or write one or two words for each category. Graphic organizers can also be used as a pre-teaching or post-teaching strategy for introducing or reinforcing key concepts and how they are related. The more connections ELLs make to the overall content and organization of the content before reading, the easier it will be to focus on and understand what is important. When teachers and/or students use graphic organizers at the end of a lesson, this helps to reinforce and synthesize lesson content.

Name the correct number of morphemes in the following sentence: 'Take me to my village to die, surrounded by friends.'

Explanation This sentence has a total of 12 morphemes: 10 of which are free and 2 of which are bound. There are two affixes present: the suffix of '-ed' on 'surround' and suffix 's' on 'friends.'

Strategies to Promote Phonemic Development

Explicit Instruction When you give your students a straightforward explanation of a language feature, you provide students with explicit instruction. This is a strategy that promotes phonemic development because your students specifically receive instructions to learn phonemes. Practice Reading Aloud When you read aloud to your students while they follow on their own text, they match what you say with the print they see. Thus, this practice promotes phonemic development because your students learn directly from you how to pronounce different phonemes. To illustrate, when Karla listens to her teacher read words like 'phoneme, phone, photo' and they all have the sound 'f' for the 'ph', Karla learns immediately how to read those words aloud when it is her turn. Use Students' First Language As a teacher, you can promote phonemic development if you use the strengths your ELLs have from their primary language. For example, Karla's teacher knows that the Spanish vowels include the 'a' sound as in 'apple'. Thus, the teacher asks Karla about the sound of 'a' in Spanish and then gives Karla some English words with this same sound. This way, Karla learns that despite the differences, she already knows some English sounds thanks to Spanish and, thus, she can use this knowledge to advance in English. Practice Auditory Discrimination Children of elementary school age particularly benefit from auditory discrimination activities. To develop English languge phonemic awareness, you can practice with activities such as 'repeat the sounds you hear' and have your students listen to phonemes they have difficulty with in contrast with sounds they find similar.

An English learner keeps saying things like 'chower, chining' instead of 'shower, shining'. The following is an example of explicit instruction to develop phonemic awareness in this English learner:

Explicit instruction is about straightforward explanation of a language feature in a way that helps the student realize mistakes and work to correct them.

differences between first language acquisition (FLA) and second language acquisition

FLA begins usually with sounds whereas SLA can begin with full sentences. FLA is based in universal grammar, whereas SLA can use previous grammar knowledge. FLA is fully based in listening at first, whereas SLA involves other content for reading, writing, etc. FLA doesn't require instruction, whereas SLA requires instruction and is a conscious effort to learn.

Academic Speaking Areas

Feedback vs. a grade Sometimes it can be more helpful to provide students with specific feedback than to simply assign them a score or letter grade. While students do appreciate grades, they're more likely to learn if they understand the specifics of how to improve. When students are speaking to communicate academic information, it can be helpful for them to view the information the way they might view an essay or other type of written discourse. Academic speaking may require more attention to detail and the use of supporting facts and information. Practice and vocabulary choices As with social speaking, you'll want to provide your ELLs with ample academic speaking opportunities. Allowing students to workshop ideas in small group settings can help them to better prepare for more formal assessments. Avoidance of filler words Likewise, students speaking for academic purposes should avoid filler words such as ''uh'', ''um'', and ''like''. One way to discourage the use of filler words is to mark down every time a student uses a filler word and then inform him or her of the total number used once he or she is finished speaking.

Spelling Patterns

First of all, she uses visual cues, explicit instruction, and word games to teach her students about the most common spelling patterns in English. For example, she teaches her students about the 'ai' sound and words that include 'ain,' like pain, rain, and train. Then, she has her students search for words that follow this spelling pattern in their independent reading. She asks them to unscramble the scrambled versions of these words, spell the words from magnetic letters, and incorporate the words into their own writing.

Inflectional endings can indicate that a noun is plural. The most common inflectional ending indicating plurality is just '-s.'

For example, combining the morpheme '-s' and the noun 'train,' we form the plural 'trains,' for 'car' we have 'cars' and for 'rider' we have 'riders.'

False cognates are morphemes that can cause difficulties for English language learners

For example, in Spanish, the word exito and exit sound like cognates. However, they have two different meanings. Exito means success; it does not refer to exit, as in to leave or the way out. Teachers can help their students work through these by clearly identifying cognates and false cognates. One effective exercise is to group words that have similar roots and cognates together so students can memorize their meanings. Then, they can explore the nuanced false cognates and memorize those.

What is the goal of the transitional model of bilingual education?

For students to receive separate instruction in their native language

Anne would like her students to learn the use of formulaic expressions. So these expressions really stick with students, she should give students the following:

Formulaic expressions without a context are hard for students to remember. Thus, always give students a context in which they can use formulaic expressions.

Bilingual Education Models

Full Immersion Model: Teaching generally takes place entirely in englush dual immersion model: the student group is taught in two languages. One Way immersion: Only one language group Enrichment immersion programs: focus on developing the second language skills of students who speak the dominant language (English). EL Model: used in conjunction witht he immersion model or it can ential students being pulled out of some classes in order to receive ESL instruction. ESL Sheltered Model: content areas are combined, and instruction in ENglish is provided in a manner more accessible for the ENglish Language Learners. Transitional Model: for students to achieve full academic language proficiency so they can transition to a mainstreamed classroom within a few years. (Instruction is combined with english and their native language, achieves to aim for students to achieve English proficiency in between two and six years) Maintenance model: to preserve and increase student skills in thier native language while they acquire a second language, builds native language skills and english skills

Anne wants her students to talk about what they like best about school. While most students get talking about it, there is one who just responds 'break time.' How can Anne get the student to elaborate?

Full sentences as answers are not elaboration. A teacher can help a student elaborate by asking questions so the students has guidance on what details to tell.

Sociolinguists agree that there is so much that influences the process of learning a second language.

Geography, age, how a person is taught the language, socioeconomic status, and other factors all influence how a person will acquire a language and how they will use it.

Affective factors that impact learning of a second language. The impact can be positive or negative, which directly depends on the emotion or attitude the student has.

Inhibition Students who have high levels of inhibition often choose not to participate. Inhibition is the mechanism a person uses to protect themselves from exposure to others. Inhibited students usually feel vulnerable or even less capable than their peers. Attitudes A positive attitude towards anyone or anything that has to do with learning, can have a positive effect in second language acquisition. Attitude includes the way a student feels about the teacher, classmates, classroom, school, and even learning materials. Levels of Anxiety Feelings of anxiety are obviously uncomfortable and our students in the process of second language acquisition can feel anxiety due to diverse factors, such as immigration situation, social pressure to academically perform, school tests or assignments. Self-Esteem Self-esteem is the self-confidence level and self-respect a person has and it can influence learning.

It often helps to incorporate explicit (direct and systematic) instruction in phonics and morphology

Instead, she directly teaches students what the sound is, how they should form their mouths, and what words they find the sound in. Similarly, she teaches her students explicitly about morphology, helping them understand what morphemes are used most commonly in English and how they can add these morphemes to change the meanings of words. When Daria engages in explicit instruction in phonics and morphology, she starts with sounds and concepts that are easier for students and proceeds gradually to more difficult skills and concepts.

A morpheme is a small unit of language.

It's different from a letter, syllable, or phoneme in that this small unit of language must have meaning and cannot be divided further. For example, unladylike is a word with three morphemes. Un- is a prefix. Lady is a word. Like is a word. Another example is the word dogs. It contains two morphemes: Dog is a word. -s is a suffix.

cultural function of language

Language is also important in the realm of culture. In fact, culture is transmitted by language, and both influence one another. There are many ways we can define culture. Culture can be seen as something tied to a country, a geographic region, or even within a very specific community, like the LGBT community or a teamsters union. For instance, in the United States, the word ''goat'' formally refers to an animal and informally to a lustful man. In Russian, the equivalent word for goat is ''kozel.'' ''Kozel'' formally means goat but informally refers to, mildly put, a rude man. Each culture thus assigns their own meaning and connotations to their language that are not directly translatable to another culture.

Activating students' schema or background knowledge (sometimes referred to as prior knowledge) helps them to better understand vocabulary words and concepts that they are learning in the classroom

Many ESL students come to the classroom with little or no exposure to the English language and may struggle with learning. That is why it is important for teachers to present instruction in a way that allows students to fill those gaps in learning that prevent them from being successful in the classroom. Students are more successful when they are able to make connections between what they already know and what they are expected to learn

Metacognition

Metacognition is a type of reasoning. It helps us evaluate our thinking and use of strategies when we need help understanding. allow learners to plan, control, and evaluate the process The development of these skills is important for students confronted with a foreign language. Metacognitive skills help them plan, control, and evaluate as they focus their attention on learning a new language.

metacognition

Metacognition is a type of reasoning. It helps us evaluate our thinking and use of strategies when we need help understanding. These skills are useful when confronted with a foreign language. The phrase 'It's all Greek to me' came about for a reason - foreign languages can be hard to learn! That is why the development of metacognitive skills is important for students of a second language. Students need to focus their attention on learning a new language and recognize what thought processes they experience while learning. What do they need to do when they don't understand? How do they choose what strategies to use? What works and what does not work? Metacognitive skills allow learners to plan, control, and evaluate the process.

Another great instructional inclusion tool that can be used with ELLs is working in

Mixed groups. When you arrange students into groups, be sure to make the groups a mixture of students from different language backgrounds. If you allow students to choose their own group members, they are likely to choose classmates who speak the same native language and will typically revert to communicating in this language simply because it is easier to do so. Once students are placed in groups, use some of these ideas to encourage collaboration, teamwork, and inclusiveness. -Give each group a few index cards with different words written on the cards. Have each student read the card so that the others can hear different English pronunciations and accents. -Give each group a topic (sports, movies, pets, family, school) to discuss. This will allow students to hear the opinions of others and will require them to work through common communication issues.

The pull-out model can benefit your students in several ways, including:

More individualized support A low-risk setting The ability for teachers to closely assess student progress Flexible grouping opportunities for enhanced student suppor

negative transfer

Negative transfer occurs when L1 knowledge influences L2 understanding and results in errors. Such transfer hinders the acquisition of L2 at least temporarily. It affects word choice, word order, pronunciation, and any other aspect of L2.

A part of speech is a group of words categorized by their function in a sentence, and there are eight of these different families.

Nouns - consist of people, places, things, and ideas. They may be either concrete or abstract. Pronouns - take the place of nouns Verbs - action words Adjectives - modify nouns and pronouns Adverbs - modify verbs, adjectives and adverbs Prepositions - describing relationships between nouns and pronouns Conjunctions - connect different words and phrases Interjections - break the flow of a sentence in order to demonstrate emotion. Given their role, interjections are grammatically unrelated to the rest. 'The dog actually fetched the ball, huh?' (surprise) or 'Wow! Did you see that catch?' (excitement).

Which U.S. state was the first to adopt a bilingual education law

Ohio

How to Develop a Lesson Plan that Includes ELLs

One way to address that challenge is through effective lesson planning. Depending on their different stages of English proficiency and literacy, ELLs will benefit from the skills that a well-designed lesson can address. Effective lessons include: building background knowledge explicit instruction and modeling guided practice peer practice assessment of content learned

Intrinsic motivations

Personal Motivation Among the intrinsic matters an ELL student has, one major one is motivation, which refers to the personal reasons why a student wishes to learn English. Personal motivation is easy to identify when you ask your students, 'Why are you learning English?' or 'What do you hope to achieve in this class?' Students who say things like, 'I have no option' or 'I have to' clearly lack personal motivation. You can easily spot this lack of motivation through their behavior and attitude in class as they usually show no enthusiasm. Specific verbal praise can help grow personal motivation with students. Age: recommends a daily vocabulary lesson with 10-15 words for students who under puberty, and 8-12 words for students who are past puberty.

Why is it important to understand phonemes?

Phonemes are the basic unit of sound in speech, and if a phoneme is said incorrectly or mispronounced it can change one word into another (such as 'sip' turning into 'seep' by pronouncing the /i/ sound as /ee/). So, we must communicate what we are trying to say by pronouncing our phonemes correctly.

ESL

Pull out: students receives push in services from an ESL teacher Pull out: consists of the ESL teacher pull the students out of their general education classes to work with the teacher either one on one with the teacher either one on one or in a small group

Anne's students often pronounce some words wrong. To help students correct this, Anne can teach students how to:

Self-monitoring is a great skill for students to practice. Anne can give her students the right pronunciation of specific words and get students to make a note about it so they always remember to check on themselves when they use the words they tend to mispronounce.

Strategies to analyze students' oral language,

She records her students' voices speaking in multiple contexts. For instance, she might record casual conversations, persuasive speeches and role plays about specific themes and topics. Then, she transcribes their language and makes note of what kinds of transitional phrases they use, how long they pause between sentences and whether their sentences make sense in sequence with one another. interview students one at a time around different topics. For example, she might interview a student about food, shopping or animals, depending on the topic of study. While she interviews them, she uses a rubric, or systematic assessment battery, to make note of what discursive techniques they are and are not using. make informal notes about how her students sound in casual conversation. She notes, for instance, if they seem to pause for a long time between sentences, or if they are becoming more adept at asking questions of their interlocutors to move a conversation along.

Social Speaking Areas

Small group work: When speaking socially, ELLs don't necessarily need to defend their viewpoints or opinions the way they may need to when speaking about an academic subject. Practice with social speaking in small groups gives students a safe place in which to make mistakes, and because of the lack of formality, they may feel more comfortable trying out new vocabulary words, grammatical patterns, and pronunciations. It can be helpful to have students correct each other rather than always looking to you for guidance. Casual Conversation Time It's important to allow social speaking skills to develop naturally. Give students time to just sit and chat, or better yet, set aside some time each week or month to have a casual conversation with each student about topics that interest him or her

take a look at some of the different types of negative transfer:

SubstitutionAbsence of some sounds in L1 often forces learners to opt for a similar sound because they struggle with replicating the original sound. Many Slavic languages don't differentiate between 'g' and 'k' or 'd' and 't' as the final letter: ''med'' (honey in Bulgarian) and ''met'' (copper in Bulgarian) are both pronounced ''met.'' Therefore, ''skit'' and ''skid'' may be hard to articulate for such learners. Spanish and Korean speakers may not pronounce 'h' in ''her'' because this sound in that position is either silent or very soft in their L1. This is called substitution. UnderdifferentiationInability to make a distinction made in another language is called underdifferentiation. Spanish speakers may try to use ''borrow'' and ''lend'' as synonyms or equivalent words, because in Spanish there is only one word that means both: ''prestar.'' SimplificationSimplification is another type of negative interference. L2 learners make reductions to linguistic structures resulting in grammatically incorrect sentences. The Korean language, for instance, doesn't use definite articles; as a result, Korean speakers may omit ''a'' or ''the'' in sentences, like: ''House is very pretty.'' CalquesNegative transfers that reflect L1 structure are called calques. These can involve improper collocations, like, ''do mistakes''. They can also involve disagreement in subject and verb like ''She like apples.''. They can also involve disagreement in countable and uncountable nouns, like ''Money are very important.''. Finally, they can involve the wrong use of parts of speech, like ''Cities are noise and dirty.''

ESL instructional strategies are important in order for ESL students to be successful in the classroom. Vocabulary instruction is critical for students who have limited or no exposure to the English language.

Teachers will need to provide sheltered instruction, build students' background knowledge and implement supportive practices so that all students can access the curriculum.

What the SIOP model is How the model works

The SIOP model stands for Sheltered Instruction Observation Protocol and is a researched-based method of instruction that focuses on having English language learners (ELLs) learn alongside their native English-speaking peers, rather than being pulled out of the classroom for special English instruction. The SIOP model combines multiple instructional components with teaching strategies to ensure the content and language needs of ELL students are met as they learn alongside their native English-speaking peers. With attention to detail, student feedback throughout the lesson, and then reflection once the lesson is complete, teachers will be able to see what needs to be done to ensure students are getting what they need every step of the way.

The external motivation in an ELL class comes from you as a teacher. The following is the only aspect of the motivation you should not worry about:

The extrinsic factors, those that affect students from their external environment, include the classroom environment that surrounds students, the use of interactive and interesting tasks, and a harmonious environment among peers. The students' accent is NOT an aspect one should worry about.

SIOP Components

The first is the lesson preparation. The SIOP method uses both content and language objectives, which are reviewed at the beginning of the lesson and then analyzed upon completion of the lesson.

Which bilingual education model generally consists of providing instruction entirely in English?

The immersion model typically involves instruction that is entirely in English.

Both aspects of language are important for English learners and, specifically in California, the success of students in English language development (ELD) and English Language Arts (ELA) depends quite a lot on awareness of phonology and morphology.

The strategies for teaching these topics to help English learners include referring to the students' first language, using their prior knowledge and making use of the California resources the Department of Education provides to teachers.

When a teacher uses an English learner's first language or prior knowledge to develop awareness of phonology and morphology in English, the teacher is using _____.

The use of an English learner's first language or prior knowledge to develop awareness of phonology and morphology in English is a strategy teachers can use to help students with phonology and morphology regardless of the lesson plan.

After two years of age, language development picks up with amazing speed

They begin to use complete sentences and express opinions.

Translanguaging strategies

To support her emerging bilinguals in this exercise, the teacher didn't speak all the home languages of her students, but helped them learn important math concepts and to acquire academic English by using these effective translanguaging strategies. She asked students to share the name of the figures in their home language. She had them find cognates where possible; in some cases, the written language was very different but the sounds were similar. She provided students with multilingual resources to support their work. She placed them in same home-language groups to discuss the problems using their home language, English, or both. She allowed students to make journal entries in their home language or in English.

the most important component of instruction that will benefit ESL students. Vocabulary is essential to understanding the material taught across subject matter and is used in all forms of communication: listening, reading, speaking, and writing. Increasing ESL students' vocabulary will aid them in improving academically across the chart.

Vocabulary

Vocal qualities are just as important. These are certain qualities our voice takes on when speaking, like:

Volume: as your body's stereo system, sort of like a boom box radio. It is how loud or soft your voice sounds. The volume you choose depends greatly on the venue, the amount of people in your audience and even the content to some extent. Rate: This is how fast or slow we speak. A fast rate of speech can be a problem. Your audience may not get every word. A slow rate may tell your audience you are unprepared or just not very interested in your own speech. Pitch: sort of works the same way. It is the high and low frequency of your voice, but it is more psychological. What I mean is, depending on your point or your audience, you may use different pitches. Think of this like music: singers hit high notes and low notes, depending on the lyrics. Suppose you are speaking to a bunch A low pitch tells the audience you are speaking about something serious. A high pitch should be reserved for something more upbeat and exciting. Fluency: is the flow of your words and can have a profound impact on whether your audience follows you. Speeches should flow smoothly and have limited breaks. Think of it like this: if a speaker constantly makes unintended pauses, the audience may perceive this as being forgetful of his lines, distracted or even uninterested. Now, don't get me wrong, intended pauses are important. These are purposeful stops in a speech used to transition. Whatever you do, don't be tempted to add verbal fillers like 'um,' 'duh' or 'er' to your speech. Articulation: is just that; it is how clearly we speak. Suppose a speaker uses the term 'wanna' rather than 'want to.' It may come across like the speaker is a bit lazy. Maybe he is not even aware of it. One way to way to overcome poor articulation is to practice tongue twisters. Try this one out: 'Sally sells seashells by the seashore.' Tone: This is like setting the mood for the speech. A speech about something wildly exciting will have a much more upbeat tone, while speaking at a funeral may not be so bubbly. Choosing the tone really depends on the content and occasion of the speech.

positive transfer

When language transfer results in correct L2 production, it's called positive transfer. It happens when there are similarities between two languages. Sounds, structures, words, meanings, collocations, or any other linguistic aspect may be similar or the same in L1 and L2. A word-for-word translation produces a grammatically correct sentence in L2. Some words are spelled or pronounced similarly in both languages. These types of transfer facilitate and accelerate the acquisition process and lead to fewer mistakes. Research on positive transfer is far less than that on negative transfer, so we don't have a big list of types to look at.

Scaffolding vocabulary instruction means:

When vocabulary instruction is broken down (scaffolded) into smaller chunks, it allows ESL students to get the information they need without being overwhelmed by too much at one time.

An ELL in your class shows no enthusiasm at all. You confirm this when you ask the student about how s/he likes the class. Her/his answer is: 'I am here only because the school makes me learn English.' Your approach to this lack of motivation is:

Whether or not there is motivation, praising students for their learning achievements can do wonders for their personal motivation. Phrases like 'That's correct!' or 'Excellent job!' can grow intrinsic motivation in students.

Create a how-to brochure or manual that describes the best practices of the lesson preparation and lesson delivery components of SIOP.

While preparing the lesson, make sure that the language objectives are clearly spelled out. The first is the lesson preparation. The SIOP method uses both content and language objectives, which are reviewed at the beginning of the lesson and then analyzed upon completion of the lesson. You should aim to: Clearly define content objectives, based on the previous question, in student-friendly language. For example, students will be able to draft a conclusion paragraph for their essay. Clearly define language objectives, based on the previous question, in student-friendly language. For example, students will be able to use transitional phrases in writing. Include themes, standards, topics, materials, and vocabulary. Utilize multiple methods of content delivery (audio, visual, charts, etc.) Ensure application allows students to attain and demonstrate understanding

The elements of language structure:

Words The specific vocabulary words that students use have to do with how they structure language. For instance, one student might say, 'There is a cat outside,' while another student might say, 'There is a feline in the woods.' These students are communicating essentially the same meaning, but their different word choices alter the structure of their sentences. Phrases and Clauses Next, the way students build words together into phrases and clauses also influences linguistic structure. One of Stella's students has just learned, for instance, to say 'it's hot' instead of 'there is heat' as an appropriate English phraseological structure. Sentences Stella's students also know how to put phrases and clauses into sentences and, eventually, paragraphs. Her most advanced students are even writing essays, thus internalizing a very sophisticated written language structure. Key Language Functions Each of the elements of language structure can come into play when language serves different functions. Stella and some of her students brainstorm a list of the many different functions language can serve. For example, language can: Describe One of Stella's students says, 'The book on the table is thick, shiny, and blue!' Define Stella responds, 'Thick means it is fat or large.' Explain Another student joins in, 'Sara is talking about that book because she is surprised how thick it is, and I asked her to describe it.' Compare and Contrast Stella continues the conversation, 'That book is thicker than the one I am reading, but it looks just like another one I saw yesterday.' Predict Her student answers, 'I'll bet that in another year, I'll be able to read books that thick!' Persuade Stella responds convincingly, 'If you give that book a try in a few weeks, you might even find you like it a lot already.'

A phoneme is

a tiny unit of speech sound. Every word is made up of phonemes. By themselves, phonemes do not have any inherent meanings, but when they are linked together they create words.

Information recall -

access the knowledge you've gained regarding the concepts of a learner's attitude, self-esteem and anxiety in the classroom

SIOP Components

are lesson preparation, building background, comprehensible input, strategies, interaction, practice/application, lesson delivery, and review & assessment.

Affective factors

are the set of emotions and attitudes people have about themselves or the surrounding environment. In second language acquisition, these factors play an important role.

Dialects

are the variations in how various regional groups or social groups speak a language. Different dialects may vary in their grammar, vocabulary, and pronunciation of the same language. Don't think of dialects as something 'other people' speak. We each speak a certain dialect with distinct patterns and features. For example, many regions have developed a plural of the word 'you' that isn't part of the standard English grammar, such as the word 'y'all.' In other regions, it's 'yous,' 'yinz,' or 'you-uns,' among others.

Inflectional endings can also indicate possession, using an apostrophe either

before an 's' or, if the word already ends with an 's,' after the last 's' in the word. For example, to create the possessive of conductor and train, we would use the '-'s' to reflect 'conductor's hat' and 'train's conductor.' For 'Texas' and 'boss,' we would create the possessive by adding an apostrophe after the 's' to create 'Texas' border' and 'boss' ticket.'

Chomsky's theory of language development

believes all languages share some basic elements, or universal grammar (all have nouns, verbs, adjectives as building blocks). Chomsky's linguistic theory states that children are born with an innate ability to learn a language.

similarities between FLA and SLA

both have predictable stages, involve making mistakes, rely on interaction, and develop with instruction. In both cases, comprehension is easier than speaking at first, and prior knowledge is helpful.

Exposure to several English variations is important for ESL students so that they

can adjust to different situations and people.

Derivational morphemes

can be either a suffix or a prefix, and they have the ability to transform either the function or the meaning of a word. An example would be adding the suffix -less to the noun meaning. The suffix then makes the word the opposite of itself, thus drastically changing meaning.

predicate

contains the main verb that either demonstrates the subject's action or is linking the subject to another noun or adjective in the predicate (as in a linking verb

The maintenance model of bilingual education aims to _____ students' development in both languages: English and their native tongue.

continue

Daria understands that when students struggle with phonology and morphology, they often have trouble reading in English. Their reading fluency is impacted by their

decoding, or capacity to sound out words on the page.

What are the three key areas where sociolinguists place their attention when trying to understand how languages vary

dialects, register, and style.

FLA

does not require instruction to learn, begins with sounds, FLA is based on universal grammar, based on listening first

run-on sentence

has a subject and a predicate, but it often has too many joined together without proper punctuation or conjunctions.

As a teacher, you can promote phonemic development

if you use the strengths your ELLs have from their primary language.

Sociocultural Influences on ELL Students

intrinsic and extrinsic factors. As its name indicates, an intrinsic factor is a personal matter the learner has internally. Conversely, an extrinsic factor is an external matter that surrounds the learner.

An inflectional ending

is a morpheme that you add to the end of a verb, noun, or adjective to add meaning. Inflectional endings can demonstrate the tense of a verb, like '-ed' indicates the past tense of many verbs. Inflectional endings can indicate that a noun is plural, usually with '-s' or '-es,' or indicate possession, using an apostrophe before or after an 's.' Inflectional endings can also indicate whether an adjective is comparative or superlative.

Sheltered Instruction Observation Protocol (SIOP) model

is a research-based method of instruction that addresses the academic needs of English language learners (ELLs). Traditionally, ELLs would be pulled out of mainstream classrooms and given sheltered forms of English instruction. The SIOP model eliminates this separation by combining multiple instructional components with teaching strategies to ensure the content and language needs of ELL students are met as they learn alongside their native English-speaking peers.

Style

is particularly complex and refers to the social meaning in words and the ways we use them. Similar to social factors, social meaning refers to a person's social situation, beliefs, and where they seem to 'belong' in society. For instance, have you ever heard a person older than you use a slang word from your own generation, and it just doesn't seem to fit them? This is likely because you don't expect that language style from that person, based on their age. Or perhaps you've watched a younger person try to do their best to fit into the mold of a more mature adult by removing slang from their speech. Age (or generation) is just one factor, of course.

Translanguaging (Code-switching)

is similar to code-switching in that it refers to multilingual. speakers' shuttling between languages in a natural manner. However, it started as a pedagogical. practice, where the language mode of input and output in Welsh bilingual classrooms was deliberately switched Translanguaging is a normal practice in bilingual communities, and educators are beginning to realize that it should also be a strategy teachers can use to help students draw on all their linguistic resources as they read, write, and discuss academic subjects in a new language. A student's home language can serve as a scaffold in the process of acquiring additional languages and a scaffold for learning academic content in the new language.

The key difference between phonetics and phonology

is that phonology is more focused on how speech sounds change and behave when in a syllable, word, or sentence, as opposed to when spoken in isolation.

subject

is the main noun or pronoun that the sentence is about.

The root of a word

is the minimum unit with meaning and cannot be broken down any further. 'Bio' is an example of a root. It has its own meaning, but when we add other parts, it forms more words with the same root, as in 'biology,' 'biography' and 'bionic.'

sociolinguistics

is the study of how social context influences the development of language. This means that sociolinguists are primarily interested in how the people in a society shape a language. For instance, have you ever visited a region different than your own or found yourself at a gathering of people who just don't talk like you do? Although you share a common overall language, social factors influence how that language is used, or shaped. Sociolinguists are particularly interested in the variety in a language and how this variety impacts the people in a society.

B.F Skinner was a behaviorist argued that

language acquisition and development are learned behaviors. Behaviorists argued that behavior is learned through a process called classical conditioning-learned by associating events , and operant conditioning-make associations with rewards and punishments Learn behaviors by observing

native language

language student grew up speaking

The replication of rules from our first language (L1) to the second language (L2)

language transfer Our knowledge and understanding of L1 impact our understanding of L2. We can transfer grammar, vocabulary, syntax, semantics, spelling, morphology, pronunciation, structure, and culture to the L2 language. This process of language transfer is also known as linguistic interference, cross meaning, and L1 interference. Language transfer explains different accents and what mistakes people make. Also, it can predict how quickly we can acquire a second language, taking into account similarities and differences between the two languages.

informal language learning.

learn by doing, Informal language learning is more relaxed and focused on the student experiencing the language in its context, but that doesn't necessarily mean it happens outside the schoolroom. When ELL students are in the mainstream classroom, they are also learning informally, often by inferring what words mean by their context. For instance, a child might understand the phrase 'clap your hands' when he sees other students clapping their hands in response to the command

Similarities betweeen FLA and SLA

learning stages are predictable, mistakes are part of the process, use of cues and contexts, interactions is basic-can't learn to speak without others to talk to, learns from opportunities to talk with others, speaking can be more challenging than understanding, proficiency develops with instruction, prior knowledge helps

multilingual

means using or having the ability to use several languages with the same amount of fluency.

social speaking

more about delivering a message than bolstering a point of view. As a result, both types of speaking require different approaches to content and methods of training in the classroom.

As we age, learning a language becomes

more difficult.

When teaching a second language for older learning students

native language is often used to explain grammar rules, believe students gain a quicker ability to learn to read and write in a second language when they are taught using their native language. LEarning a second language is based more on grasping grammar, frequent translation from a students native language to their second language and vice versa helps a student recognize similar root words and make key connections

academic language

needs to be taught by a professional, These terms include words he'll likely only encounter in school like the words 'fraction' or 'infer.' He'll need time to work on and reinforce speaking skills that are different in his language, like verb tense or agreement. Finally, by using formal methods of instruction, he is less likely to slip through the cracks. Educators set goals for him and monitor his progress towards them, formulating specific instruction to support what he needs.

immersion systems

no native language use. teach a second language through forcing students to read, learn, and speak in only their second language. Believe students learn this way quicker because they have to learn to advance, allows students to make important cognitive connections, learn new definitions, increases their vocabulary, learn to correct their speech as they go, similar to learning a first language, Systems that do not allow the use of the student's native language tend to produce more fluent speakers quicker.

implicit teaching is on

on communication strategies, rather than explicit focus on rules. This category aligns most closely with what Krashen terms 'acquisition.' When students practice implicit learning, they are concentrating on communicating or reading something specific and using their second language to do so.

Register

relates to how a person uses the language based on particular settings or context. For example, you likely write differently than you speak English. This is a change in register. Unlike dialect, which is slow to change, register can shift in an instant. One minute, you're chatting with a coworker about a favorite TV show, and the next minute you're writing up a formal statement. There is probably a difference in how you use the language, depending on the context.

cognitive and social strategies

set of procedures students can apply to improve their language skills. Formulaic Expressions You can get your students into the habit of using common expressions for everyday practicality. For instance, Stewart wants his students to use formulaic expressions such as 'thanks a lot, see you later, as you wish' just to name a few examples. Repetition Your language learners need to learn certain patterns and a great way to do it is through repetition. However, your students are not aware of this, so you are their guide. To illustrate, Stewart sees his students need to learn the pattern 'Do you like + verb ending in -ing.' Elaboration Language skills require work that goes beyond short answers or statements. For this reason, you as a teacher can elicit detailed answers or statements from your students so that they elaborate. For example, Stewart asks questions to his students so they practice English skills in the present tense. Self-Monitoring Your language learners can benefit enormously from learning to self-monitor several of their skills, including grammar, sentence structure, and pronunciation. For example, Stewart teaches his students that in order to ask a question in the preterite tense they always must have the auxiliary verb 'did,' then a subject, and then another verb in the base form. Appeals for Assistance When you are in the process of setting things up for your classroom, it is a great idea to involve students in helping you. When you ask for assistance, students get to interact with you while using language in a spontaneous manner. Code-Switching While it is not necessary that language teachers speak several languages, if such is the case, you could do what is called code-switching. This is about speaking the student's native language to aid with comprehension. To illustrate, Stewart speaks Spanish and when he sees a student struggles with a word, he often translates it into Spanish for the student. Role-Playing You can assign your students an act-out activity so that they role-play a specific character. For instance, Stewart's students are learning restaurant vocabulary.

Academic speaking,

speaking about and reading aloud academic concepts, typically requires more details and supporting information.

learning speed

speed of learning, not a good indication that determines a studens ability to learn english skills based on previous academic accomplisments -adjusts lessons to fit the students level

Language immersion schools

teach a second language by providing the majority of instruction in that language. For example, if Sarah, an English-speaking student, attends a French immersion school, she may: Attend core classes taught in French, like math, science, or social studies, at least 50% of the day Be taught by teachers proficient in French Speak English at times during the day which are clearly marked Receive formal French instruction for part of the day

We also classify a morpheme that can function as a stand-alone word as free. There are a total of twelve morphemes, and ten of the twelve are free: The bird-like man hardly touched his food at dinner.

the (article) bird (noun) like (adjective) man (noun) hard (adjective) touch (verb) his (determiner) food (noun) at (preposition) dinner (noun)

English variations are

the different accents, intonations, or diverse ways used to express the same idea.

Phonology:

the study of speech sounds and how they change depending on certain situations or placements in syllables, words, and sentences

phonological rules

the way phonologists predict how a speech sound will change depending on its position in various speech environments

language acquisition

the way we learn language, to speak, to write, or to communicate using sign language

Other problem morphemes are often definite and indefinite articles, such as

the, a, and an. Some languages do not use articles the way the English language uses articles. So, it is important that students understand: The is used to refer to a specific noun (person, place, or thing) A or an refers to a non-specific noun cause issues for English language learners because some languages do not use them.

When a person learning English studies grammar in class,

they are discovering how to use the basic language structures in order to survive and thrive as an English speaker in general society. At the same time, it also helps for students to know how and why speakers of a language bend these rules.

humans acquire a first language based on the instinct to communicate with others and students acquire a second language

through a conscious effort to learn

inflectional morpheme,

which alters the tense of a verb or the number of a noun. Again, don't worry, an example makes it simple. To change the tense of a verb you could take the word walk and add the morpheme -ed to make it past tense. To change the number of a noun you take a singular word, like 'cat,' and add -s to make it plural, 'cats.' Simple, right?

complements,

which are any words that modify or accompany the verb. In order for a sentence to be complete, it must have at least one subject and one predicate. Another word for a complete sentence is an independent clause.

social factors

which are characteristics that impact how we live, such as family, income, or religion.

A key aspect of teaching in California is that ELD teachers must support the Common Core State Standards (CCSS) through their lessons for English learners. Luckily, the California Department of Education provides teachers wit

with a great list of resources they can use. Many of these resources support phonology and morphology development. For example, Martin searches on the Department's website and finds a list of resources. Among these resources, there is a link to a website with lots of videos that are great for developing phonology and others that provide great practice with morphology. Martin decides to use these resources as they are suggested by his state's Department of Education.