CTEL 1

Describe some ways in which a school and or teacher can provide culturally sensitive, positive environment of communication for students from a variety of background

First the teacher can observe his/her students and note the way they approach learning (hands-on, reading about it, etc) and then incorporate those learning styles into the lesson. In some cultures it's customary for students to ask questions and in other there is rules of discourse between child and adult. Body language and verbal/non/verbal cues different from culture to culture as well.

Writing Style Sometimes, the writing style of a text, or the voice and tone with which it is written, can make a big difference in how Terrence uses particular genres in his teaching.

For example, if a fictional piece is written in a casual, first person voice and incorporates a lot of slang, Terrence can use it to teach his students about colloquialism. Nonfiction pieces that are written formally are good for teaching students how to read in academic content areas, take notes, and summarize what they have learned. Less formal nonfiction pieces may be more helpful in showing students how they, too, can write nonfiction. The style that poetry is written in helps Terrence determine whether a piece will be accessible to students as well as whether it will fit well in the context of a particular curriculum.

A&I- Social Interaction theory of language acquisition:

For language learners, the chance to speak with others is critical. Conversational skills will promote proficiency, so the more chance to participate the better. This theory posits that when language learners engage in dialect in a social setting, they are given a chance to both listen and comprehend as well as provide output (answers, further questions, etc) The theory also says that social interactions are most important (as opposed to academic discussions) for helping the language learner become proficient

Social Functions of Language

Inform- give information Example- "Our meeting will be at 9:30 in the conference room." Amuse- provide entertainment Example- "I like my money where I can see it- hanging in my closet!" (Carrie Bradshaw played by Sarah Jessica Parker) Control- to influence a situation Example- "Don't go in there!" Persuade- to convince Example- "You should carry a water bottle with you wherever you go. Staying hydrated is one of the healthiest things you can do for your body."

language variation.

This is the choice of language a speaker or writer makes in order to express ideas. Language variation happens mostly because there is not a single way to say things in a language. However, the way in which a speaker or writer expresses ideas has to do with specific factors

Predicate Nominative:

a word in the nominative case that completes a copulative verb, such as son in the sentence Charlie is my son.

Some people say the word 'wonder' with a distinct pronunciation of the 'r' at the end. Others, might say the same word and leave the 'r' sound off to end their pronunciation sounding more like 'ah'. These differences in pronunciation are called _____.

accents

Coherence

A text is coherent if it makes sense. Coherence describes the degree to which the sentence/text make sense to the reader. If the rules of semantics are followed the text is coherent. An example of a sentence that is not coherent "He is running pinkly" (semantically does not make sense).

For which academic English language level do you think the following assignment is appropriate? ''Write a short composition in which you detail the reasons why the article on the experiment informs future experimentation on the subject.''

Advanced learners of English can comfortably understand and easily use specialized terminology when needed in academic or work settings. Thus, the assignment is appropriate for advanced learners.

Affective Factors

Affective factors refer to certain emotions English learners may experience when working to acquire the language. Motivation refers to the desire one has to complete a task. Students with high motivation may learn a new language more successfully than students with low motivation. Inhibition is a feeling that causes one to act in an uncomfortable or unnatural way. Students with low inhibition may learn a new language more successfully than students with high inhibition. Attitudes are how one feels about a certain situation or circumstance. Students with positive attitudes may learn a new language more successfully than students with negative attitudes. Levels of Anxiety refers to the degree to which one worries or ruminates about the future. Students with low anxiety may learn a new language more successfully than students with high anxiety. Self-Esteem refers to how one feels about oneself. Students with high self-esteem may learn a new language more successfully than students with low self-esteem. Teacher Expectations are how a teacher presumes students will act or things will go in his or her classroom. Students who have teachers with high expectations may learn a new language more successfully than students who have teachers with low expectations. Classroom Environment refers to both the physical space and emotional feelings common to a classroom. Students in a thoughtfully arranged, positive classroom may learn a new language more successfully than students in a disorganized, negative classroom.

schwa

sound made by every vowel in english as in /a/ in about. /e/ as in the. Does not occur in other languages so it is common for speakers to substitute more familair vowel sounds often with a loss of accuracy in pronunciation or comprehension by the listener.

Culture can influence

spoken language and written language

A beginning English learner who struggles to understand that regular past tense verbs in English are formed by adding -ed to the root are primarily struggling with the concept of:

Morphology

acquisitionist model

children acquire language, constructing their own understanding or rules without receiving explicit instructions

Lau vs. Nichols Act of 1974

established rules to determine when districts must implement ESL programs; 20 or more students across district at same grade level means they must provide program. Requires schools to provides services to ELs. Equity vs Equality says students receive identical treatment vs students receive what meets their needs.

The cultural and social patterns of speech variation within a culture are known as a culture's

ethnography

when a teacher regularly rephrases significant usage errors, ignoring random errors that do not affect a message's comprehensibility is an approach used to provide

feedback to english in way that is effective in create an environment that promotes ELD/

genres

or categories of writing, to learn more about what his students will need to know as they read and think within these genres.

discourse,

overall communication skills.

Which of the following should NOT be done when the SIOP process is completed

Rather than assess it right away, plan to review it quickly before using it again next time.

three pragmatic communication skills

for different functions (greetings, demanding, requesting) 2. According to the needs of a listener (talking to a baby or child vs an adult, playground talk vs classroom) 3. How to use body language (distance from someone, facial expressions, taking turns while listening)

Dual Language Programs

programs in which children who are native speakers of English and children who are not work together in a classroom where both English and the children's other native language are used. A two-way developmental bilingual program. Each half wants to learn the other halves native language.

encouraging students in the audience to ask the speaker giving an oral report to explain things that they do not understanding helps students to

promote their development of social language learning strategies.

promoting multicultural events and activities will likely lead to

raise english learners self-esteem and acquisition of the language because this act shows acceptance of students diversity. This creates a welcoming school climate that respects students cultural background. (culturally inclusive enrvironment)

Diversity

refers to the great variety of human characteristics—ways that we are different even as we are all human and share more similarities than differences. Diversity generally involves things that may significantly affect some people's perceptions of others—not just any way people happen to be different. For example, having different tastes in music, movies, or books is not what we usually refer to as diversity.

academic language

refers to the words we use mostly in schools in places like text books, lessons, assignments and tests. It's the vocabulary students need to learn and is necessary for their success in school. Compared to social language, or the words we use every day, academic language is more demanding and complex. Learning, using, and applying academic language is constantly ongoing as new concepts are taught on a regular basis. All students need direct, explicit instruction of academic language.

morphemes are the smallest unit of a language system that has meaning and are more commonly known as the

root word or base word- key to understanding a word and can alter the meaning of the root or base word. prefix- acts as a syllable, appears at the front of the word and can alter meaning of root or base word, suffix- added to teh end of the word. LEarning common roots, prefixes and suffixes helps ELLS decode unfamiliar words. ex. kind is base, unkind- prefix added, un meaning not

students in an early advanced ELD class frequently make mistakes in their writing, writing tips to teach are

how to distinguish between phrase fragments and complete sentences.

Useful activities for instruction phonographemics

identify misspelled words, to recognize multiple meanings of words and sentences,to spell words correctly in a given context, and to match words with their meanings

Language variation i

is the choice of language a speaker or writer makes in order to express ideas. Language variation happens mostly because there is not a single way to say things in a language. However, the way in which a speaker or writer expresses ideas has to do with several factors that include the context or setting of the discourse, the speaker's age, gender, culture, level of education, social class, and vocation

The social interactionist theory of language acquisition says

language learners need to have meaningful opportunities to negotiate meaning with others and to construct comprehensible output in the target language.

Sociolinguistics: Analyze how different regions can change how someone speaks Due to Region

let's take a look at how language varies across regions. According to sociolinguistics, the way people speak has very much to do with where they were raised. However, to a sociolinguist, this stuff is golden, as they seek to understand the ethnography of her area. Using more common words, 'ethnography' means the cultural and social patterns of speech variation within a culture. Jumping across the Atlantic, sociolinguists also study why Americans and English people, who share a common language, still vary greatly in the way they speak. For instance, when deciding to converse with someone over the phone, why do Americans say, 'I'm going to call her,' while the English tend to say, 'I'm going to ring her up'? Yes, they both carry the same meaning, but they vary in the actual language used.

Semantics

means the meaning and interpretation of words, signs, and sentence structure. Semantics largely determine our reading comprehension, how we understand others, and even what decisions we make as a result of our interpretations. Because semantics deals with the meanings we associate with words, it affects a great deal, which includes our comprehension, interpretation, and communication. Semantics can also refer to the branch of study within linguistics that deals with language and how we understand meaning.

Lexical specificity

mediates the relation between speech decoding and phonological awareness in first and second language learners. We found lexical specificity training to be effective and to enhance phonological awareness both in L1 and L2 learners, but not speech decoding. Preliminary results showed that, over time, lexical specificity mediates between speech decoding and phonological awareness in L2 learners.

culturally responsive instruction precautions to take

"Consult more than one internet or library source and do not expect a student to be your sole "ambassador" or resource for finding out about a whole culture or ethnic background. Multiple sources are always a good idea for formulating knowledge about a particular subject. More importantly, do not put a particular student on the spot without asking them beforehand if they are comfortable sharing information with the whole class. Each student is an individual and their experiences may or may not be similar to that of the group they represent

Metacognition

"Thinking about thinking" or the ability to evaluate a cognitive task to determine how best to accomplish it, and then to monitor and adjust one's performance on that task, self-monitoring of learning strategies

CALPS (Cognitive Academic Language Proficiency)

- Academic language necessary to be successful in the English-only classroom. - Takes from 4 to 7 years - Leads to the use of HOTS - Assess through a criterion-referenced test (TAKS, STAAR) and normal-referenced achievement test.

several questions need to be addressed in evaluating programs

-What is the prupose of the activity? -Who is the activity for? -Who is going to evaluate the activity? -What kind of content is being taught? -What methodology will be used, visualm auditory, both? -When will the lesson be taught, before reading/spelling instruction?

Phonological skills include:

-decoding skills, recognizing and creating rhymes, learning how to syllabicate, and phonemics) Can only be learned by explicitly and systematically teaching these skills.

Underlying principles of the morphology of English include:

-morphemes can be free and are able to stand by themselves, ex. Chair -knowledge of the meanings of derivational morphemes such as prefixes and suffixes enables students to decode word meanings and creates words in the language though word analysis. unhappy means not happy-some morphemes in English provide grammatical rather than semantic information to words and sentences (i.e. the, of, and, to) -words can be combined in English to create new compound words (i.e. key+chain= keychain, back+pack= backpack

English Variations: Strategies for ESL Students

-raise awareness from the beginning: Whether your students are new to the English language or not, you can begin your first session by telling them about English variations. So that your students do not find this information overwhelming, address it from the perspective of their first language. 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. For instance, you could use interviews with English speakers from different parts of the U.S. or from different English-speaking countries, available online.For example, Christina's ESL teacher shows an interview in which Princess Diana talks about her life in Buckingham Palace. The teacher then explains in what specific aspects Princess Diana sounds different from speakers of American English and provides students with a list of questions aimed at checking for comprehension.

ELL programs should take what into consideration?

-should take into consideration the students' different levels. Assessment and differentiated instruction are very important when teaching phology and morphology.

Teaching About Discourse - Think, Pair, Share:

1) Teacher models2) Student pairs create original response3) Students share responses to class* Students must do the majority of the talking

Teaching About Discourse - Picture This:

1) Teacher show interesting visual and make a statement - students repeat the statement2) Teacher solicits different statements from a few students checking for accuracy and fluency3) Student pairs/ small groups create now variates of the statement using other visuals (similar topic).* Practice makes perfect (repetition in speaking)

Stages of L2 Acquisition

1. Silent/Receptive-Performs an act 2. Early Production-1-2 words 3. Speech emergence- simple sentences 4. Intermediate L procifiency- longer sentences, states opinion

Syntactic rules:

: verb tense, subject-verb agreement and sentence patters.-Accurate modeling of english syntax to promote communicative competence.-Strategies to address difficulties: using text to learn about syntax of home language

Jasmine's older brother is curious. In the previous statement, the underlined words are

A predicate adjective. Predicate adjectives follow the linking verb, in this case the verb 'is', and gives additional information that modifies the subject. Jasmine's older brother is the subject, and 'curious' is the adjective.

Predicate Noun:

A predicate noun, or predicate nominative, is a noun or noun phrase that provides more information about the subject of the sentence. It completes a linking verb, like "to be." Predicate nouns can only follow linking verbs because they're expressing a state of being, not an action.

dialect

A regional variety of a language distinguished by vocabulary, spelling, and pronunciation.

Structural analysis

A strategy used to determine meaning of unknown words by breaking down a word into smaller word based off the word's base, prefix, etc.

Cohesion:

A text is cohesive if it links together. Cohesion in language is the level at which the parts are connected. A cohesive document follows the linguistic rules for sentences in a particular language. A sentence that is syntactically correct is cohesive. An example of sentence that is not cohesive "He running is" (does not follow syntactical rules).

Preposition

A word that expresses spatial or temporal relations. Examples: in, under, towards, before, past, upon, at

Grapheme

A written representation of a sound using one or more letters. /o/ - -ough, -eau, -oe, -ow

Tier 2 words

Academic, cross-discipline words (more challenging)

accent.

Accents are the way that we sound when we pronounce words. Accents can be part of a particular dialect. For example, if you are from certain parts of the United States, you might use the term 'y'all.' This is a regional dialect. The way a person says this and other words is their accent.

One of the greatest variances in language comes from

According to sociolinguistics, the way people speak has very much to do with where they were raised.

What is Involved in Acquiring a Second Language?

Acquiring a second language can be an arduous and slow process. Krashen and Terrell (1983) were the first to explore stages of second language acquisition and suggested there are five stages that an individual goes through in learning a second language: preproduction (0-6 months), early production (6 months-1 year), speech emergent (1-3 years), intermediate fluency (3-5 years), and advanced fluency (5-7 years). Many factors will influence the development of a second (or third) language such as age at arrival, first language proficiency, type of instruction including contextualized (i.e., supported by familiar situations and visual cues) and decontextualized instructional situations, and opportunities to use language

Speaker's Age

Age can determine how English learners express themselves and you, as a teacher, can easily see the difference in language variation if you teach a class of children as opposed to a class of adult learners.

Carl is a teacher of English learners. In the morning, he teaches children in fifth grade, and in the evening, he teaches adults. Both groups are beginners, yet their language varies enormously. This is due to the:

Age can determine how English learners express themselves, and you, as a teacher, can easily see the difference in language variation if you teach a class of children as opposed to a class of adult learners.

Why might it be important to analyze discourse for sentence relationships?

Analyzing how your ELL students fit sentences together will give you insight into their overall capacity for complex communication.

heteronyms

Are two or more words that have the same spelling but different meaning and pronunciation.

What is one typical difference between oral and written discourse?

As a rule, written discourse is more formal than oral discourse, with higher expectations for coherence and adherence to rules.

Why Teach Academic Language?

As educators, we attempt to determine if children understand a concept by asking them to perform a task, such as comparing or inferring. A student may understand the process of the concept but not be familiar with the wording of the task question. Therefore, direct instruction of academic language insures an accurate assessment. Additionally, instruction of academic language is necessary for higher-level skills, which are increasingly necessary with curricula in today's schools. Children are being asked to apply their basic understanding of skills, like recall and memory, and perform more complex tasks, such as defend or summarize. Being fluent with these high-level vocabulary words increases a student's ability to express knowledge about a subject. Finally, the recent adoption of more rigorous standards, or educational objectives, specifically requires students to determine the meanings of academic language in both their everyday school work and on end of year assessments. Embedding the use of academic language in your classroom is a good start, but direct instruction will be necessary as well.

Which region has a characteristically more relaxed and melodic tone?

Aspects of the Southern dialect allow for a more melodic spoken language.

Prepositional Phrase

Before we define the object of a preposition, we must also discuss prepositional phrases. In most cases, a prepositional phrase is a group of words that includes a preposition but lacks a subject or a verb (though there are some exceptions that contain a subject and verb). A prepositional phrase usually includes a preposition and a noun or pronoun. We can use some of the examples above to illustrate how prepositional phrases look in a sentence: The girl likes to play before dinner.

The Object of a Preposition Examples

Before, we looked at a number of example sentences that show objects, prepositions, and prepositional phrases. Now, let's look at a few examples that show how the object of a preposition functions in sentences: (The prepositional phrases are in bold, while every object of the preposition is in bold and underlined.) Her friend should be there by now.

English Language Proficiency Levels

Beginner level: in which social language is the most basic, and academic language represents a difficulty that requires assistance. Intermediate level: in which social language is fairly ample, and academic language is easier based on previous knowledge. Advanced level: in which social language is fluent and spontaneous, and academic language is of high quality.

cultural variotions

Besides these phonological differences, many differences also occur in lexicon,the vocabulary particular to a language. For example, 'elevator' in the USA is known as a 'lift' in England. However, vocabulary differences have become less of an issue overall, since mass production, global economy, and worldwide informational distribution have greatly expanded communication for all society. Nonetheless, it is important to note that different cultures can have different vocabulary in addition to different sounds.

contrastive analysis

Beyond using explicit language in ELL classes to teach syntax, you can use other strategies that include locating and using texts so students can find examples that illustrate syntax, contrastive analysis using the student's home language to make comparisons with English.

CELDT

CA English Development Test- tests the fluency annually in the all in the 4 language domains (Reading, Writing, Speaking, Listening) Can only be given by those who are trained.

English Proficiency Testing

CELDT in CA- determines the fluency a student has in a particular language. Not based on grade level, has to be done within 30 days after the HLS (Home Language Survey)

Telegraphic Stage (18-27 months)

Child goes beyond the two-word stage. Most words are content words with high semantic value that can be used in multiple situations (nouns, adjectives, and verbs).

Students in an intermediate ELD class frequently make the same mistake demonstrated by the following sentence: "I could helped you." What should the teacher address to help students avoid this error in the future?

Clarify the application of tense in a verb phrase that includes a helping verb

Discuss Ways which classroom assessment plays a role in ELD programs.

Classroom assessment plays a major role in ELD. The main goal is to see what students are learning, what they know and what they still need to know, so the ELD classroom assessment should be designed to produce results that measure the progress the students are making. Once the classroom assessment has been performed, the instructor can identify defeceiencies and make adjustments to the instructional curriculum to meet the needs of the students

Code-Switching

Code-switching is when an individual switches back and forth between 2 or more languages in a conversation. People attempting to speak in a newly acquired language may fill in unknown words using their native language.

CALLA

Cognitive Academic Language Learning Approach. Scope and sequence of ESL/ELL/SEI strategies. 1) Recognize and build on background knowledge 2) Meaningful learning tasks 3) interactive 4) focus on strategies 5) help evaluate their learning incorporates explicit teaching of learning strategies for purposes of academic communication in content areas.

CULP

Common Underlying Language Proficiency - Allows for the acquisition of a new language because concept knowledge transfers across languages

Significance of Semantics for Fluency

Conceptual meaning, also called cognitive, denotative, or primary, is the first meaning that will pop up in our mind when we see a word in isolation. Connotative meaning varies according to age, culture, or individual experience; it conveys feelings and emotions related to the word, e.g., 'white' may have a positive connotation because it is commonly associated with light, purity and innocence. Stylistic meaning reflects the social situation, e.g., the news on TV won't sound the same as when my best friend recaps what was announced. Affective meaning conveys the individual feelings and attitudes of the speaker: politeness, irritation, sarcasm. Tone and intonation help communicate affective meaning. Collocative meaning refers to word 'partnerships' that always co-occur together and must remain the same. Replacing any word with a synonym affects the meaning, e.g., collocative pairs are 'right on time, draw attention, big deal.'

Significance of Semantics for Fluency The more fluent we get in a language, the deeper understanding of words and their meaning we need. Knowing only one meaning of a word becomes limiting and inefficient. Words have conceptual, connotative, collocative, affective, stylistic and other meanings.

Conceptual meaning, also called cognitive, denotative, or primary, is the first meaning that will pop up in our mind when we see a word in isolation. Connotative meaning varies according to age, culture, or individual experience; it conveys feelings and emotions related to the word, e.g., 'white' may have a positive connotation because it is commonly associated with light, purity and innocence. Stylistic meaning reflects the social situation, e.g., the news on TV won't sound the same as when my best friend recaps what was announced. Affective meaning conveys the individual feelings and attitudes of the speaker: politeness, irritation, sarcasm. Tone and intonation help communicate affective meaning. Collocative meaning refers to word 'partnerships' that always co-occur together and must remain the same. Replacing any word with a synonym affects the meaning, e.g., collocative pairs are 'right on time, draw attention, big deal.'

Culture and Inclusion Demonstrate conceptual understanding and applied knowledge of attitudes and instructional practices and strategies that reflect an inclusive approach with regard to students' cultural and language backgrounds.

Conditions for Creating a Culturally-Responsive Classroom: Establish Inclusion -- This starts by highlighting how the topic you're teaching may relate or apply to students. For example, many societies and cultures have fireworks festivals. While such a festival runs, you could teach how to calculate speed using fireworks in sample questions. Establishing inclusion also involves regularly grouping students with different classmates, encouraging discussion to solve problems. In doing so, they can share unique perspectives. Develop Positive Attitudes -- This further focuses on relating content to students. A popular method is allowing them to choose between activities and assessments that let them showcase their values, strengths and experiences. For example, while providing clear learning goals and evaluation criteria, encourage students to submit their own project ideas. Enhance Meaning -- You can bolster lesson content by drawing connections with real-world issues, asking students to use opinions and existing knowledge to address them. For example, when teaching about government, you could contextualize concepts through municipal political issues. When appropriate, use student jargon to clarify these issues or improve communication in general. Foster Confidence -- Make the assessment process less intimidating by offering different ways to demonstrate skills and understanding. For example, avoid handing out quizzes that are purely multiple choice or fill-in-the-blank. Among other question types, mix in problems that involve writing short- and long-form answers. . lass:

Resolving Language Ambiguities

Context clues also help to resolve language ambiguities, or uncertainties about what word is being used or how it is pronounced. For example, multiple meaning words cause language ambiguities for English learners. Homonyms, which are words that have more than one meaning, may confuse an English learner. If a student learns the word ''fair'' as an adjective meaning ''just,'' they could be confused by the following sentence: Mary went to the fair. In this case knowing syntactic and semantic context clues would help the student realize that the word ''fair'' must also have another meaning as a kind of place. They may also be confused with a homograph, a word with identical spelling but different meanings and a different pronunciation. For instance: Mary went to the desert. The word ''desert'' or ''desert'' can mean to abandon or mean a dry piece of land. Both words are also pronounced differently. Syntactic and semantic context clues would help a student know which word is the correct pronunciation and meaning.

An intermediate English learner is helping out in his school's library after school. The librarian is having trouble focusing on her computer screen because of the glare being produced by a nearby window. She says, "It's really bright in here." The student nods and continues his current task. What has the student missed in this exchange?

Conversational implicature

BICS (Basic Interpersonal Communication Skills)

Conversational language. Face to face interaction. Students who have mastered BICS can undertand and hold basic conversations. Some foreign students will develop BICS quickly usually 2-3 years after arriving to the U.S. Syntax, vocabulary and concepts that have been well integrated and are employed consistently and informal communication.

Context Clues & Finding Meaning

Could it be that there is more to context clues and determining word meaning than you realize? You probably know that context clues are words that help a reader understand the meaning of an unfamiliar word. Some examples may be synonyms, antonyms, and sometimes even the definition. Writers will place these clues in their writing to help clarify points and make sure readers understand what they're trying to say.

A class of intermediate English learners, most of whom are from Latin American countries, are learning about body language in American culture. The teacher describes that in the United States, standing too close or repeatedly touching the arm of another during conversation is uncomfortable for many American speakers in formal contexts. What activity is most effective in promoting this understanding in students?

Create a game of charades in which students are given different conversational scenarios to act out

An ELD teacher wants to bolster her students' sociolinguistic competence. Which of the following activities is most likely to achieve this outcome?

Creating an activity in which students are given real-life communicative situations that they must act out with a partner

sentence types

Declarative sentence - a statement that gives information Interrogative sentence - a question Imperative sentence - a command Exclamatory sentence - shows strong emotions or feelings

SDAIE Checklist

Determine background and building on prior knowledge*research says this is the most important Preview vocab-got cognates? Prepare all media Look for realia Formative assessment Develop interaction strategies

dialect

Dialect describes a variation in a language and may include different ways of pronouncing a word, different spellings, or different choices of words. The different words for carbonated beverages and athletic shoes are good examples of different versions of the same word within a language, a type of regional dialect. Dialects can get more complicated than a few words here and there. Variations in dialects in certain regions can mean that mutual intelligibility when speaking the language is not that likely.

Discourse in the Classroom

Discourse is a useful tool in both native and second language classrooms. In either case, the communication strategies tend to be the same, and implicit instruction is equally important for any language learning. In a classroom setting, of course, it's best used to compliment explicit instruction. Communication activities can easily be tailored to suit the topic being taught at the time. For example, if you are doing a unit on food words, you might pair your students and ask them each to share a favorite recipe. In a second language classroom, make sure they are using exclusively the target language, and not falling back on their native language. This encourages practice of communication strategies. The focus in this activity is on what is being communicated. Even though it's tied into the main unit, students are not given exactly what they need to be saying, and they are being expected to use what they know to get their point across. This is what makes it a discourse-based activity. Tying discourse into the main topic of study doesn't sacrifice the quality or benefits of the discourse. It still encourages fluid communication and implicit learning, and it provides a way for students to practice using the language as they would outside of the classroom. In this way, the discourse encourages language development just as it does in non-classroom settings

Discuss the "all grade" level requirements for ELD in California

Districts must address all levels (k-12) by providing the core curriculum classes and work. By offering the core courses to all student, the ELD students have the opportunity to learn the information they need for each core subject In core classes, the students must have access to both English language learning and the core subject's information.

Explain some ways for promoting appreciation within a school:

ELL who feel valued within their school will have more self-esteem and thus (in theory) more likelihood to learn the language. Sponsoring multi culture events like cinch de mayo or chinese new year. The inclusion of variety of traditions, studies, holidays, food creates a climate of inclusion.

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.'

Elective versus Circumstantial Bilingualism

Elective Bilingualism- Individuals choose to acquire a new language due to interest or desire to live abroad or travel. Circumstantial Bilingualism- Immersion in a new language is forced due to relocation. Acquisition of the new language is necessary for survival.

Proficiency Levels of English Language Acquisition

Emerging- Students use English to address needs and begin to acquire an academic vocabulary. Progress is made at an accelerated rate. Expanding- Students are growing their English vocabulary and applying it to a greater range of situations. Language skills are advancing and being used in grade-level appropriate ways. Bridging- Students use advanced English language skills in a variety of situations. Students are ready to participate in all subjects of their grade-level without direct ELD instruction.

Writing a list of questions for English learners to discuss with their peers after reading an article in class promotes students' speaking skills primarily by:

Encouraging students to orally express their ideas in a practical context

Syntactic Rules in English:

English syntax rules (like verb tense and subject-verb agreement) dictate the order in which words may be placed in a sentence so that they make sense and create meaning. Example: we would say "I like him" not "I him like"When learning another language, syntactic rules must be specifically taught.

Ethnicity

Ethnicity is a cultural distinction that is different from race. Ethnic groups share a common identity and a perceived cultural heritage that often involves shared ways of speaking and behaving, religion, traditions, and other traits. The term "ethnic" also refers to such a group that is a minority within the larger society. Race and ethnicity are sometimes interrelated but not automatically so.

Frontloading Vocabulary

Explaining key vocab concepts beforehand can help ELs to better understand a story

Which of the following is not an example of a linguistic structure?

Explanation Structures of language are specific elements, which in turn can come together to accomplish tasks.

Ana and Carlos are English learners. Despite the fact that they are classmates at the same level and with similar background, their language varies probably when writing and speaking due to this factor:

Gender influences the expressions, word choice, intonation, and tone in the language.

How can group work help ELLs feel a sense of inclusion with their peers?

Group work allows students from different native language backgrounds to experience how others approach and use English and can be a huge benefit for collaboration and teamwork.

Complexity of Syntax: (voice and tone) Lastly, Terrence understands that the complexity of syntax, or sentence structure, can make a major difference in how much teaching he needs to provide to make a text accessible to his students.

He evaluates the complexity of syntax in fiction by reading the first and last pages of the novel and seeing how many words and clauses are in each sentence. With nonfiction, Terrence assesses complexity by reading three sentences from different sections aloud to himself. He asks, ''Did I understand that right away?'' If the answer is no, it is probably pretty complex syntax. Complexity of syntax is often not as relevant for poetry, however.

behaviorist language theory

Idea that language is learned through operant conditioning, behavior is a learned behavior

context clues

If a language learner does not know the meaning of a particular word or phrase in a sentence, s/he can look at the surrounding words, phrases, sentence , pictures, etc. to discern the meaning of the unknown word of phrase.

Native Speech

If you teach ELLs who come from multiple native language backgrounds, you already know that some of the unique challenges that come with this territory involve consistency and fairness. It's important for students to feel that the opportunities to use their native languages are equal among all students. For instance, if you allow Spanish-speaking students to chat in Spanish but chide the Chinese-speaking students when they do the same, you're likely to have some resentful students on your hands. 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. Inclusive Tools Depending on the age of your learners, you can provide opportunities for them to use their native language in order to better understand English. This can be accomplished through a variety of activities. 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. Group Work 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.

Which of the following sentence types frequently omit the subject "you"?

Imperative sentences

Explain how to overcome a language barrier when involving the parents and guardians in the learning process and school environment of students who are English learners:

In order to reach out to the parents or guardians of the students education, the teacher should first determine the primary language spoken at home then use the services of a translator or bilingual interpreter to communicate with the family.

A teacher instructing beginning-level English learners wants her students to know that the suffix "tion" always corresponds to the sound /shun/. Which of the following instructional methods is most effective in promoting this knowledge?

Incorporating explicit instruction in which students are told that "tion" corresponds to the sound /shun/

LEA

Language Experience Approach- Reading to language students by urging them to make connections to material based on Prior Knowledge/ Experience.

Positive and Negative Language Transfer

Language transfer refers to individuals applying rules from one language to the acquisition of another Positive language transfer occurs when the rules are the same and aid in second language acquisition. Negative language transfer occurs when the rules are different and hinder second language acquisition.

Culturally Responsive Teaching Strategies and Examples

Learn about your students through questionnaires/discussions. Interview Students You'll build a stronger understanding of students' values and habits -- as well as strengths and weaknesses -- by individually asking them questions.While running a large-group exercise, pull each student aside for a few minutes.Ask about: Hobbies Their favourite lessons and activities . Present New Concepts by Using Student Vocabulary Delivering relatable content goes beyond math class.In any subject, you can grab and keep student attention by using their vocabulary to build understanding before moving to academic diction.Let's say many of your students are sports fans with family from soccer-crazed nations.Use a soccer example to demonstrate metaphors in language arts class:

One hypothesis of language acquisition theory is that:

Learning a language is a conscious, formally configured act, while acquiring a language is both natural and unconscious. Language acquisition theory holds that since language acquisition is the result of practical language use and is therefore both natural and unconscious, language acquisition instruction should not put emphasis on error correction or grammar. Doing so might inhibit ELs' natural acquisition of English.

Structured English Immersion (SEI)

Legislated by CA voters...Teachers have training in bilingual/ESL. Instruction in English to prepare for mainstream

The SIOP Model consists of eight interconnected parts

Lesson Preparation Building Background Comprehensible Input Strategies Interaction Practice/Application Lesson Delivery Review & Assessment Sheltered instruction is a strategic approach to teaching English language learners that allows learners to understand content as they develop language proficiency. To use sheltered instruction in the classroom, you have to implement the Sheltered Instruction Observation Protocol (SIOP) Model, which is a research-based model of sheltered instruction designed to allow English language learners to grasp academic content while developing language proficiency By leveraging instructional techniques connected to each of these parts, teachers can design and deliver lessons that meet the diverse linguistic needs and academic of English language learners.

The SIOP Model consists of eight interrelated components:

Lesson Preparation, Building Background, Comprehensible Input, Strategies, Interaction, Practice/Application, Lesson Delivery, Review & Assessment Using instructional strategies connected to each of these components, teachers are able to design and deliver lessons that address the academic and linguistic needs of English learners.

Four Domains of language

Listening, Speaking, Reading, Writing

Use storytelling in the classroom to apply knowledge of English learners' cultural backgrounds and experiences to instruction

Many cultures have a rich tradition of storytelling that often gets lost in the U.S. with the focus on developing literacy skills. Many of the common stories in cultures have been translated and written in story form, but children also enjoy telling and acting out stories. There are many resources to help build storytelling skills, and some students may also have a relative who is a great storyteller and would be willing to visit the class and tell a story. The class can have great discussions about what made the story interesting, what the story was trying to tell them, and if they know other stories that are similar. For example, many cultures have a story version of "Cinderella."

List some of the differences between genders when it comes to language use: Due to Gender

Moving away from relationships, sociolinguists also cite gender as a contribution to the variations in language use. For instance, again using the word 'talking,' many of sociolinguists' studies have found that American women tend to pronounce the full end of the word, whereas American men are much more likely to simply say 'talkin'.' However slight this difference is, it's still a variation somewhat linked to gender. For more profound examples of language variation due to gender, we can take a look at traditional Japanese culture. Again using the work of the Embers, they assert that women in Japan actually add an 'o' to the beginning of their words, which in Japan signifies politeness. Although not empirically proven, many sociolinguists believe this stems from the ancient Japanese cultural paradigm that women should be submissive, speaking with humility at all times. Whether or not this is true, it still holds as an example of how gender affects language variation.

Consider how relationships may impact how someone speaks: Due to Relationships

Next, we come to how relationships affect language variation. For this one, we'll use a study conducted by sociolinguists, Roger Brown and Marguerite Ford, which explored the use of surnames within relationships. In their work, they assert that the use of terms of address vary depending on the relationship between the speakers. For example, when people know each other very well and feel equal to one another, they use each other's first names. I never call up my friend and say 'Hello, Mrs. Miller.' I simply say 'Hi, Lisa!'

Changing Structure, Changing Function

Now that Stella and her students have thought about some of the reasons they use language, they start thinking about how structure influences function. For example, when we use language for descriptive purposes, we usually use a lot of adjectives, or describing words. We also might use adverbs, words that modify verbs descriptively. In this way, word choice enables us to better complete the function of description. Another example has to do with using language to explain. The explanation function is usually a way of answering a spoken or unspoken question. Therefore, Stella notices that multiple clauses are often necessary in explanations. Often, these clauses are dependent and involve the conjunctions 'because' or 'since,' though this is not always the case

Which word or term describes the subtle differences in meaning or shades of meaning we associate with words?

Nuance refers to the subtle differences in meaning or shades of meaning we associate with words. The word and even the part of speech a word plays can be the same, but the context of the word will determine its subtle nuance.

Semantics

Often a word on its own means nothing or many things or the meaning changes depending on context. We use our knowledge, physical experience and cultural understanding of the world and environment to label things, objects, processes and events. Every person, every nation, every culture may have a different understanding and experience with the surrounding world. Let's take a man from Dubai: he may describe mountains as 'normal brown mountains.' To you, 'normal mountains' may be green. So, you see how different experiences with things can cause confusion and misunderstanding. While some meanings stay the same across languages, others differ immensely. This variation in a word's meaning is why semantics is important. Semantics is the study of the interpretation and meaning of words, phrases, sentences and symbols. English language learners have to spend extra time memorizing phrases, idioms, collocations and verb patterns, to name a few. A strong understanding of words helps us convey clear messages; decipher and interpret messages, and make our speech interesting, fluent and setting-appropriate.

Transitional Bilingual Education

Old- Early exit program: As soon as you know english, you are mainstreamed. Maintains skills in L1 while introducing English

Differences Between Spoken & Written Language

On the one hand, written language is almost always more formal than oral language, and it is in written language that students are expected to adhere more explicitly to rules and external structures. On the other hand, in oral language, speed and fluency are more important, as is spontaneity. The student's capacity to rapidly follow one sentence with another will make a big difference in their oral discourse success.

Examples of Semantics

One of the central issues with semantics is the distinction between literal meaning and figurative meaning. With literal meaning, we take concepts at face value. For example, if we said, 'Fall began with the turning of the leaves,' we would mean that the season began to change when the leaves turned colors. Figurative meaning utilizes similes and metaphors to represent meaning and convey greater emotion. For example, 'I'm as hungry as a bear' would be a simile and a comparison to show a great need for sustenance.

Learn about your students' backgrounds and find culturally relevant resources to teach content.

One of the important steps of the Sheltered Instruction Observation Protocol model (SIOP) of teaching content to ELLs is to build students' background knowledge before teaching content by linking concepts to students' personal, cultural, or academic experience. "Tap into Students' Background Knowledge. Students need to connect with literature on three basic levels: text to text, text to self, and self to the world. All students bring something to the classroom. Becoming familiar with the backgrounds and/or prior knowledge of ELL students allows a teacher to engage students in literacy experiences that connect with their diverse backgrounds, thereby building on this knowledge."

Oral-Language Structures

Oral-language structures are the ways people construct sentences that they say aloud so that what is being said sounds right and makes sense. Strategies for teaching oral-language include modeling and engaging in conversation, teaching and modeling attentive listening, posing questions that encourage students to explain their thinking, providing prompts or sentence starters, and directly teaching vocabulary.

Name the different Evaluation and how they may be performed in many ways

Performance Based- The student complete a test isomg what he/she has learned (often graded by a rubric or checklistCurriculum Based- the student takes a test or quiz containing questions that show how well the student remember or understands the material covered in the curriculumteacher-made testing- The instructor designs of many formats that covers a small amount of material recently taught.district benchmarks- Grade-level students from an entire district take a test and the curriculum for the district is adjusted to focus on the weakness detected (the benchmark is usually before a state-mandated test so the curriculum can be adjusted prior to the "real" test

Phonemic awareness and reading

Phonemic awareness is a strong indicator of reading success. L2s in K are at a disadvantage because they are missing 5 years of vocab development.

Subject Verb Agreement:

Plural noun should be paired with a plural verb. Examples: She and her friends 'are' at the fair. One of the boxes 'is' open.

Cultural Variations

Politics, technology, and social morals all factor into how language is used. An example of this can be seen in the rule for French speakers that demands different forms of the same word based on gender. For instance, a man would be labeled as 'Américan,' but a woman is 'Américaine,' with the 'ine' adding more sound to the word. This implies that differentiating between the genders was something the French society found extremely important when their language was developing. When trying to understand how culture creates variations in language, there are some important terms you need to know. First, standard language refers to the variety of language that is predominant and generally accepted as the most proper form. For English, this variety would exclude urban slang and incorrect grammatical usage. Second, dialect refers to a variety of language that has different pronunciation, grammar, and vocabulary from other varieties of the same language. For instance, in England, speakers have a different dialect than American speakers because they have some of their own rules for pronunciation, grammar, and vocabulary. Third, accent refers to only phonological differences. Basically, an accent occurs when speakers sound different when speaking the same language. Most of the variations between cultures that speak the same language occur because of different accents. In the United States, we have as many as nine different cultural regions with varying accents of the English standard language. Each of these regions has developed variations over time based on culture. For the rest of this lesson, we'll look at a few of those cultural variations that can be seen in the United States.

What Are Learning Environment Factors That Affect Language Acquisition?

Positive Learning Environment Creating a learning environment in which the student feels comfortable taking risks is critical in promoting English language development. As well, support in learning grade-level content helps ensure the student experiences academic success and develops a positive self-identity. Promotion and Support of the Home Language The home language is the dominant language that a student uses at home to communicate with family members, but it is not a language that the student routinely uses at school. Viewing the student's home language as an asset rather than a deficit, and encouraging the student to maintain and further develop home language proficiency can help the student in many ways—personally, socially, and academically. The level of proficiency in the home language can influence a student's success in learning English. Generally, the greater the proficiency in the home language, the stronger the language base the student has to draw upon to learn English. Incorporating the home language in the student's learning can support the development of English language proficiency. It can also promote the student's confidence and self-identity and the valuing of their home culture and language. For more information on the importance of the home language in English language acquisition, see Encouraging the Use of Home Languages. Instructional Strategies The instructional strategies that teachers use can greatly influence the student's English language development. Instructional strategies should be selected to suit the needs of the individual English language learner. For instructional strategies that are effective with English language learners, refer to Making a Difference: Meeting diverse learning needs with differentiated instruction (Chapter 9); Supporting English as a Second Language Students: Promising ESL strategies in Alberta; and Working with Young Children who are Learning English as a New Language. Examples of strategies that are effective for use with English language learners include providing learning resources that have a reading level or listening-comprehension level that matches or is slightly more advanced than the student's current English language proficiency level using dual-language books providing explicit language instruction that takes into account the student'sproficiency in other languagescurrent English language proficiency level, which helps teachers plan language instruction to ensure the student continues to learn in incremental steps. (The Alberta K-12 ESL Proficiency Benchmarks can help teachers identify specific language-learning goals.) providing feedback and modelling correct English language use focusing on vocabulary development, especially academic vocabulary. Academic vocabulary includes words required for explaining abstract ideas, analyzing, evaluating, debating, and understanding figurative language and humour. encouraging peer interaction and support encouraging student use of learning strategies, including language-learning strategies recognizing and building on the student's knowledge of other language(s) For more teaching and learning strategies that are effective with English language learners

Pragmatic Features of Oral and Written Language

Pragmatic features of oral and written language are the practical components of communicating when speaking or writing. Different registers refer to the formality with which you speak or write. For example, you would use a casual register when communicating with friends or family. When on a job interview, you would communicate in a formal register. Idiomatic expressions are common colloquial phrases that have a figurative meaning as opposed to a literal one. For example, "I have your back" means I will take care of you or watch out for you. "I'm in a pickle" means I am in a tricky or uncertain situation. Gestures are body movements, most often of the hands or head, that people use along with speech when communicating orally. For example, nodding your head while speaking indicates you are sharing important information that you want your listener to pay close attention to and understand. Eye contact refers to where a person is looking while speaking. The more comfortable you are when speaking, the easier you may find it to maintain eye contact with your audience. Physical proximity is the distance between two or more people communicating with each other. Different proximities are appropriate depending on the situation and relationship between speakers. For example, it is appropriate to be in a closer physical proximity when speaking to a family member than a check-out clerk at a store.

Singular and Plural Subjects Present Tense

Present Tense Let's look at subject-verb agreement in the present tense. The valet crash the car. The owners is upset. to make a verb singular, you usually add an '-s' or '-es', while to make a noun singular you remove the '-s'. So, to make the subjects and verbs agree in the first sentence, we would either have to change the subject to make it plural (since the verb is plural) like so - The valets crash the car. or, more sensibly, change the verb to make it singular by adding '-es', making it - The valet crashes the car. Likewise, in the second sentence, you must change the form of the verb 'to be' to its plural form or change the subject to its singular form, making it either - The owner is upset. or The owners are upset

In order for ELL's to improve their pronunciation, they need to work on:

Pronunciation (ex. find a dictionary and study its phonetic alphabet), Intonation (if message may be misconstrued if speaker uses an incorrect intonation pattern), and Stress (means accent, ELLs can mark the stress on words or syllables as the teacher dictates a short passage).

Maintenance Bilingual Education

Provides the most extensive instruction in L1. Late exit from bilingual education. Uses two languages as a means of instruction to achieve proficiency in both languages

Scaffolding Techniques

Read Alouds Metacognition Start Small

Develop cultural sensitivity for communication

Realize that your words may not mean quite the same thing in different cultural contexts or to individuals from different backgrounds. This is particularly true of slang words, which you should generally avoid until you are sure the other person will know what you mean. Never try to use slang or expressions you think are common in the cultural group of the person you are speaking with. Similarly, since body language often varies among different cultures, avoid strong gestures and expressions until the responses of the other person signify he or she will not misinterpret the messages sent by your body language.

Six Steps to Success

Robert Marzano, an educational researcher and author, offers these six simple steps for instructing academic language. Step One - Define. Explain the new word. Give examples of the word, and help students make connections to the content it relates to. Step Two - Restate. Students say the word and definition in their own words. This allows you to check to make sure the student has a good understanding, and lets the student make sense of the term in a unique and long-lasting way. Step Three - Picture it. Students make a picture or symbolic representation of the word. Creating a visual image of the word makes the memory and meaning more solid. Step Four - Interact. Use the new terms in different ways to increase their understanding. Engaging in ways such as sorting, classifying, highlighting, and translating the new words helps reinforce definitions. Step Five - Talk! The more students use receptive and expressive language with the words, the more fluent they'll be. Allow opportunities for them to talk as a group, pairs, and class. Step Six - Play. Create games and activities that let kids use the words in different ways.

Semantic Clues

Semantic clues refer to actual word meanings. In other words, we know that we need a noun to fill the blank, but think about it. The word ''shampoo'' is a noun. Mary went to the shampoo. Would it make sense to say this? You can tell that this sentence wouldn't make sense because of the semantic clues of the other words. If Mary is going somewhere, it has to be a place. Therefore, the blank can only be filled with a noun that represents a place.

Newcomer Program

Separate, transitional environment before ELD programs or mainstream classrooms. Help families and orientation of the school

Written Language Emma analyzes the discourse in her students' written language as well, and she likes the following techniques:

She analyzes students' writing across multiple genres because students might be really sophisticated discursively in fiction writing but less adept at expository writing. She makes note of paragraph length, sentence length, use of punctuation, use of topical vocabulary and overall fluidity of writing in each piece her students produce. Emma also has students produce and submit multiple drafts of most of their written work, which allows her to assess students' capacities for revision of their own sentence relationships and ability to find places where their language is less coherent.

Oral Language To analyze students' oral language, Emma finds the following strategies helpful:

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. Emma also interviews her 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. Finally, Emma finds that it is helpful to 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.

A teacher working with students at beginning and intermediate levels needs to modify a text for her English Learners. Which is best?

Simplifying the text by removing words that are extraneous, creating several simple, direct sentences out of a single complex sentence, and translating conceptual, abstract language into concrete words will modify the text for ELs.

allophones

Small sound units that DO NOT make a difference in meaning. Eg. Dog, Dawg, Dough

What Are Social Environment Factors That Affect Language Acquisition?

Social Setting Community attitudes towards gender roles, class structure, cultural identity, ways to show respect to elders (including teachers), and attitudes towards language learning can all influence how a student approaches learning English. Situational Factors Situational factors include circumstances related to the student's family or living situation. If the student is a newcomer to Canada, situational factors could include circumstances surrounding the student's move to the community. Understanding an English language learner's individual situation can help teachers identify possible challenges (e.g., stress, emotional trauma) and opportunities (e.g., family and community supports).

Which of the following is an example of a context in which a person would use social language?

Social language allows for regular daily interaction among people. At an office party, people would use social language to talk about themselves, their families, their vacations, etc.

the two types of language

Social language is the set of vocabulary that allows us to communicate with others in the context of regular daily conversations. Conversely, academic language is the set of specific terminology that pertains to specific subjects people usually learn in academic contexts. Let's look at the differences between each.

Which of the below statements is NOT true?

Sociolinguists also cite gender as a contribution to the variations in language use.

Discuss some strategies with EL and writing

Some EL can benefit from a variety of the following:*Help develop legible handwriting*Assistance learning the writing process (organs , maintain focus, revise, drafting etc.)* Help learning how to use and apply technology and research techniques, such as how to use the library and conduct internet research* Discussions and practice with various types of writing- expository, narrative, description, persuasive - have them write and essay using all these types* Practice writing for different audiences* Drill and pracice with written conventions, spelling, sentence structure , capitalization, punctuation

Language Ambiguity:

Sometimes a word or phrase maybe interpreted/translated in more than one way. A lexical ambiguity is a single word. A structural ambiguity is a phrase or sentence . These ambiguities are often caused by hyperbole, simile metaphors, connotations

Prepositional Phrases

Sometimes your subject isn't directly to the left of the verb, and this can lead to confusion in subject-verb agreement. For instance, say you have a prepositional phrase - that's a phrase connected to a noun by a preposition - that describes something about your subject. In these cases, you have to be careful to identify what the sentence subject is before deciding whether your verb should be singular or plural. For instance: A team of horses races through the main street daily. Because 'horses' is next to the verb 'races,' you might be tempted to think the subject is plural - that is, 'horses.' However, 'horses' is actually part of the prepositional phrase that describes 'team' (what kind of team is it? It's a team of horses). Therefore, 'team' is the main subject, and it's singular, so the verb must be singular to match - hence, 'the team races.'

A&I- SDAIE

Specially Designed Academic instruction in English - in the SDAIE classroom students with limited English proficiency experience special teaching strategies designed to help them with both content and language. THe SDAIE classroom makes use of graphic organizers, visuals, manipulatives real objects and materials (real cash register, real kitchen ) and interactive teaching/group learning

Juan is a Mexican student who is beginning school in the United States in the third grade. Juan is probably at the _____ English language proficiency level.

Students in all school grades (beginning with kindergarten all the way to 12th grade) can be a beginner, intermediate, or advanced, depending on their exposure to the English language.

Ramiro is a Spanish-speaking student who joins a California school in fourth grade. Ramiro's ELL teacher has tried many approaches to help Ramiro identify the structure of compound sentences. Which strategy might be helpful?

Students who have an educational background in their first language already possess knowledge that they can positively transfer into the second language with their teacher's assistance

English Sentence Patterns

Subject + Verb Fatima reads. Subject + Verb + Object Fatima reads an article. Subject + Verb + Adjective + Object Fatima reads an interesting article. Subject + Verb + Object + Adverb Fatima reads an article quickly.

Models for easing ELD into ELA

Submersion Program Newcomer Program Transitional Bilingual Pro Structured English Immersion Pro Maintenance Bilingual Program Dual Language Program

Strategies for Expanding and Retaining Vocabulary

Synonyms These words have similar meanings: 'pretty, beautiful, attractive, gorgeous.' However, synonyms may differ in connotations. It is tricky for students to pick the most appropriate synonym but as they gain more knowledge and vocabulary, it becomes easier. Antonyms These words have the opposite meaning: 'big-small, tall-short, hot-cold.' They are another great technique for expanding vocabulary and can be taught in conjunction with synonyms. Antonyms can be further systematized by creating themes: feelings, adjectives, nouns, etc. This creates a context and structure, which makes memorization easier. Antonyms also help speakers to avoid repetition, making speech richer and clearer. Homographs Homographs are words that have the same form but different meanings. Students may get overwhelmed at first but then they can have fun with these. Introduce homographs with easy and familiar words: 'My friend was right about the restaurant' and 'Turn right at the stop sign.' It is a great way to expand vocabulary because students' astonishment with how different the meanings are helps them memorize a lot of them. A good exercise to use is a pair of sentences with a gap. Students have to find a word that will match both slots: 'I bought a new _____.' and 'These pants don't _____ you.' (Answer: 'suit'). Homophones Homophones are words that have the same pronunciation but different spellings: 'meet/meat, two/too, I/eye.' These are important to be stressed because they affect students' spelling. Idioms Idioms are phrases with more figurative meaning. They require cultural and background knowledge to understand because they develop over time and rely on metaphors. Analogies: Metaphors and Similes A metaphor is a word or phrase used to mean something other than its literal meaning: 'Life is a rollercoaster.' This statement is not literally true, but we get the idea of something that has ups and downs. Similes use 'like' or 'as' to make a comparison, which is also not literal: 'She sounds like an angel.' Both figures of speech are unique to each language, so they have to be taught with context and examples

Strategies for Expanding and Retaining Vocabulary

Synonyms These words have similar meanings: 'pretty, beautiful, attractive, gorgeous.' However, synonyms may differ in connotations. It is tricky for students to pick the most appropriate synonym but as they gain more knowledge and vocabulary, it becomes easier. At first students use synonyms to avoid repetition and later they start grasping stylistic, connotative and affective meaning. A good exercise for learning synonyms is to have students look for a synonym for an underlined word or phrase in a sentence. Antonyms These words have the opposite meaning: 'big-small, tall-short, hot-cold.' They are another great technique for expanding vocabulary and can be taught in conjunction with synonyms. Antonyms can be further systematized by creating themes: feelings, adjectives, nouns, etc. This creates a context and structure, which makes memorization easier. Antonyms also help speakers to avoid repetition, making speech richer and clearer. Homographs Homographs are words that have the same form but different meanings. Students may get overwhelmed at first but then they can have fun with these. Introduce homographs with easy and familiar words: 'My friend was right about the restaurant' and 'Turn right at the stop sign.' It is a great way to expand vocabulary because students' astonishment with how different the meanings are helps them memorize a lot of them. A good exercise to use is a pair of sentences with a gap. Students have to find a word that will match both slots: 'I bought a new _____.' and 'These pants don't _____ you.' (Answer: 'suit'). Homophones Homophones are words that have the same pronunciation but different spellings: 'meet/meat, two/too, I/eye.' These are important to be stressed because they affect students' spelling. To help students memorize and differentiate homophones, you can put them in context and have students select the right one: 'Their/there house is white and big.' Idioms Idioms are phrases with more figurative meaning. They require cultural and background knowledge to understand because they develop over time and rely on metaphors. They are more challenging for students as their meaning is not obvious, so they are introduced much later in the process of learning. Analogies: Metaphors and Similes A metaphor is a word or phrase used to mean something other than its literal meaning: 'Life is a rollercoaster.' This statement is not literally true, but we get the idea of something that has ups and downs. Similes use 'like' or 'as' to make a comparison, which is also not literal: 'She sounds like an angel.'

What strategy can a teacher use to simultaneously increase vocabulary and heighten syntactical understanding in her English Learners?

Teach students prefixes and suffixes

Inclusive Instruction

Teaching ELLs (English Language Learners) of any level requires several different skills and considerations. Some of these considerations will inevitably be based on the age and English skill level of your students. One of the first items to think about is how students perceive both you and their classmates. Younger and inexperienced learners in particular can be very reticent to speak English in front of others for fear of making vocabulary or pronunciation errors.

Which of the following is true of English language learners?

Teaching students to read in English is often harder than teaching them to speak, and it requires extra thought.

featured language structures genres he can use to specifically familiarize his students with different nuances of language.

Terrence discovers that fiction is great for teaching students about imagery, about narrative voice, and about sequencing of a plot. Nonfiction texts can teach students about text features like an index or table of contents. Some nonfiction texts can be used to teach about transitional words, persuasive language, or context clues for learning vocabulary as well. Terrence likes to use poetry to teach students about symbolism and metaphor, as well as personification, poetic language and, with more advanced students, archaic forms of English.

Level of Difficulty First, Terrence considers how he can tell more about the difficulty of a text in a particular genre.

Terrence is most familiar with fiction, because his students read this the most often. He knows that the level of difficulty in a fiction text depends on many variables, including: the length and density of the text the vocabulary used in the text the amount of prior knowledge, or schema that the text relies on, and whether students have had exposure to these themes. Terrence finds that nonfiction texts require different criteria for evaluation. For example, a science text might be short with simple vocabulary, but it might not be broken up into subcategories. This makes it harder for students to access. On the other hand, a complex text about history can be made less difficult if there are many visuals, maps, and charts for students to use to support their reading. Finally, Terrence thinks about poetry and realizes that its level of difficulty will depend substantially on how much metaphor and figurative language it includes.

Decoding skills

The ability to apply knowledge of letter-sound relationships, including knowledge of letter patterns, to correctly pronounce written words and match them to the spoken word it represents. Recognizing letters, sounds, patterns, and organizing them into meaningful communication.

Community Influences

The community can affect language development with the attitude toward and level of respect given to English learners. Positive attitudes and high levels of respect can foster a community in which English learners feel comfortable and can thrive. Communities also have the potential to provide resources or events to aid English learners in their acquisition.

A student who asks his professor 'May you help me with this?' instead of saying 'Can you help me?' chooses the formal language variation due to this factor:

The context in which a speaker or writer expresses ideas has an influence on the language variation or choice of words and expressions. In this example, the context is a college or university in which a student addresses a professor choosing formal language.

Context

The context in which a speaker or writer expresses ideas has an influence on the language variation or choice of words and expressions. Thus, it's no surprise that English learners choose different language variations depending on where they are or who they speak or write for.

What is NOT a component you might reliably use to assess the difficulty of a fiction text?

The difficulty of fiction texts can be assessed by the vocabulary, length, and prior knowledge needed. The cover art will depend on the particular tastes of the author or publisher and is not a reliable tool to use to assess difficulty.

Which of the following best describes what we mean by the structure of language?

The structure of language is the components that formulate what is said, including words, phrases, and sentences.

Semantics:

The study of meaning (words, phrases and sentences). Semantics studies the relationships among words and how they're used in particular instances. While syntax is the body of rules for putting words together, semantics is the meaning made after the words are together.

Constrastive Analysis

The study of similarities and differences between two languages' syntax rules, morphemes, and structure. Contrastive analysis was used to predict/understand why some elements of L2 are more difficult than others. Structures of L1 that are similar to L2 structures should be easier to learn. There are often times when the predicted struggles are not seen in language acquisition.

Schwa

The unstressed central vowel represented by the symbol /upside down e/. The schwa is the most frequent vowel sound in English speech. It gives English a unique sound and rhythm, as well as being a major factor to an English accent when Anglophones speak other languages.

Tonemes

The varied pitch tones that change the meaning of a word. E.g. ??? Belongs to Morphology category

Syntax:

The way in which words are put together to form phrases. Syntax rules dictate the grammar rules of a language as well as word placement. Syntax rules from different languages differ.

Differentiate Between Types of Variations

There are three basic approaches you can use to highlight these variations. 1.) Use models for English instruction: when speaking about these models, emphasize the ''standard'' aspect of audio ESL materials in the U.S. as well as the ''received pronunciation'' (RP) in England. These are the dominant models in ESL learning. 2.) Discuss regional English and refer to specific areas of the world, such as Australia, South Africa, and New Zealand. 3.) Highlight the countries where people speak English, in addition to their native tongues, including India, Singapore, and Kenya; the key is to give examples. For instance, Christina watches a video where an Australian speaks about tourism sites in Sidney.

The first is explicit, or formal instruction. This is probably the type of instruction you think of automatically that involves vocabulary lists and looking at specific tenses or conjugations. The second is implicit, or communication-based instruction. When using discourse as a tool in the classroom, it falls under the implicit instruction umbrella because the focus is on fluid communication rather than specific grammar or a subset of vocabulary.

There are two overarching types of language instruction.

Syntactic Clues

Think about the sentences we write in the English language. They're made up of grammatical rules and structure. Syntax is the arrangement or structure of a sentence. We know that complete sentences are made of subjects and predicates. The subject contains a noun or pronoun, and the predicate contains the verb. This syntactic knowledge helps us figure out the meaning of a word by using context. Consider this example: Mary went to the _____. Based on the syntax of the sentence and the context, we can tell that Mary is the subject and went to the _____. is the predicate. The structure of the sentence lets us know that the blank must be filled with a noun. We know this because putting a verb in the blank would not make sense: A noun makes sense: Mary went to the movies. A verb does not make sense: Mary went to the writing.

Eastern New England The first cultural region we'll look at is the Eastern New England area

This area extends from New York City, up through Boston and north to Maine. The culture of this region is one of the oldest in our country. Immigrants from England and other European countries were some of the first ones to arrive in the New World. Because of this European influence, the language has developed a different accent than the rest of the country. One of the main variations from Standard English includes the loss of the pronunciation of the letter 'r' before a consonant. In words like 'cart,' 'dark,' and 'fort,' the 'r' sound will be hard for a listener to hear or possibly even nonexistent. In addition, some speakers in this region might not differentiate between certain vowel sounds.

Language Experience Approach

This method of teaching helps students learn language, bond with classmates and take ownership or learning. The process involves choosing the material to cover, then recording in writing or video the lessons themselves. Lessons may be hands on experiences such as growing a garden, taking a field trip or cooking. The student assist in designing the lesson, planning the event and writing the rules that well follow during participation. Once the lesson is complete students and teachers will reinforce the learning by engaging in discussion about what happened, what was learning, the video or written work will also be discussed. Students after, may make a bulletin board, chart, map, drawing about their experiences.

Submersion Program

This program places ELL students in a regular English-only classroom with little or no support services based on the theory that they will pick up English naturally.

Behaviorist Theory

This theory states that learners of L2 imitate the words and sounds that they hear others speak in L2. Additionally, learners of L2 apply what they know/recognize from L1 to L2. In a so-called "positive transfer" the rules that applied to L1 can work for L2. Problems with this theory occur when L2 learners have learned by imitating, but then they must come up with words, phrases or sentences that have not yet heard and they cannot do so, effectively ending communication. When a person has trouble learning L1, the errors are often similar to those of children who are learning L1

Beginning English learners' reading fluency is primarily impacted by their ability to do what effectively?

To decode words

Students in a beginning ELD class are learning to pronounce different vowel sounds. The teacher designs a lesson in which she presents one group of words that rhyme with 'look' and another group of words that rhyme with 'loon.' What is the primary purpose of this lesson?

To demonstrate how the same digraphs can sound differently depending on the word

Social Function of Language

Today language is used for many different reason, all of which communicate, but often which also serve different social purposes. Some examples of social function of language include using it as a way to maintain control, to persuade someone else to agree with your point of view. to assume others and simply to inform,/impart information

Which of these is not a regional variation in language?

Twins that pronounce a word differently are not demonstrating how language varies across regions because they live in the same household.

homonyms

Two words that sound alike and are spelled alike but have different meanings.

Refer to Range of Expressions and Words

Upper-level ESL students are usually familiar with a fair variety of expressions for the same idea as well as synonyms. Once students have reached this level of comfort, you can begin to introduce some word variations and/or expressions. For instance, Christina's teacher emphasizes that, in New York, people prefer the word ''cab' for ''taxi.'' Similarly, people in the United Kingdom mostly use the word ''flat'' instead of ''apartment.''

Use Movies as a Resource

Use movies or video clips to inspire your students to use English variations naturally. To make sure that students are prepared for these variations, explain that some of the characters in a movie are speaking with a southern or a British accent. For example, Christina watches the movie The Princess Diaries. The teacher emphasizes that the princess is an American as she was raised in the U.S., but that her father has an English accent because he is British.

Gender & Culture

What it means to be male or female is mostly a creation of society

Why might English Learners be confused by compound words, when they understand the meanings of the individual words?

When a compound word is divided into its component words, oftentimes there is no apparent logical reason why joining their meanings results in the new meaning. Pocketbook has nothing to do with either pockets or books, and while nightmares happen at night, they don't have anything to do with female horses.

Discuss some ways to help beginning English language learners with pronunciations they are finding troublesome:

When students are having a particular aspects of pronunciation (specific phonemes) there are several strategies to assist learning and progression.1. Pair activities, which means putting words together such as rhyming /poems/songs. The words should contain the troubling phoneme. This gives the students a chance to practice and hear the word/ phoneme as it relates to language as a whole. for example if they are having trouble with "ing" try sing/ring, caring, sharing

discuss some methods the teacher can use to provide feedback for the English language learners:

When students are learning a language, they need feedback in order to make adjustments as they go, learn more skills to increase their competency and fluency . the teacher should point out significant errors by discussing, expelling or rephrasing. However insignificant errors need not be pointed frequently if they errors do not affect the speakers message (errors in tense and inflection). Studies have shown that students in non-language learning classrooms are only corrected infrequently on language usage; conversely students who are second language are often corrected repeatedly, interrupting the interaction among the students and their teacher. Being constantly corrected can hurt the students self- esteem and cause him/her to lose the motivation to continue learning and speaking. To summarize; only point out errors that are significant enough to change the students intended meaning.

Conjunctions

When two singular subjects form a compound subject joined by the conjunction 'and,' that makes the subject plural, and so, like our earlier examples, you'll need to make sure your verb is plural to match. Here are a couple of a examples. The alligator and the crocodile are basically living dinosaurs. Here, 'the alligator and the crocodile' is the compound subject joined by 'and,' and therefore the main verb is plural - in this case 'are' instead of 'is.' Let's look at another. Laughing nervously, the tourist and his guide wade into the reptile-infested swamp. Here the compound subject is 'the tourist and his guide,' and the main verb is 'wade' (that's the plural; remember the singular would be wades, adding the '-s'). As for other conjunctions, 'or' and 'nor' are also used between two subjects, but instead of bringing them together, they provide contrast - in other words, they keep them separate, singular subjects. In these cases, the subject closest to the verb determines whether it's plural or singular. So, Neither the band nor the singers are going on tonight. In this case, because the plural noun 'singers' is closest to the verb, we use the plural form of the verb - that's 'are.' Switch it around and we need to use the singular. Either the singers or the band is going on tonight. Singular 'band' is matched to singular verb 'is.

basics of academic language

When we use the word 'vocabulary', we mean the words we hear, use, and understand. They can be divided into two categories: receptive vocabulary, which are words we hear and read, and expressive vocabulary, which are words we speak and write. How many vocabulary words we have in our heads depends on how much diverse language we're exposed to. Vocabulary can also be broken down into tiers. Tier 1 consists of basic vocabulary words that usually don't have more than one meaning. These words are easy to understand and don't need specific instruction for most students. Examples include words like dog, girl, sad, pencil, or tree. Tier 2 words are used more often and have more than one meaning. They can appear in differing situations but are not often present in social conversations for children. Examples include predict, summarize, infer, or determine. Finally, Tier 3 are words that are not used often and are subject-specific, such as isotope, Industrial Age, or indigenous. Most academic language falls into Tiers 2 and 3.

Social vs. Academic Language

While there are clear differences between social and academic language, it's important to remember that the two types of language are not independent from one other. For example, while Mónica is unfamiliar with words like ''equation'' or ''research,'' vocabulary from the social language Mónica knows is also present in academic language. Thus, students who have a basic working knowledge of social language can use it in academic contexts

Use literature, stories, and folktales from other cultures as a way of encouraging students to connect what they are reading to their own experiences.

While this seems like a simple and logical place to start, it will take some research to find just the right additions for an educational unit. However, libraries across the nation have increased the amount of multicultural literature available from a wide variety of countries and cultures. Some of the material is written in other languages, and some of it is translated into English. There are also many publishers who have focused on increasing multicultural literature in the classroom, and Language Arts series often will have a multicultural connection with suggestions of books to read with the class.

Sociolinguistics: Describe the variation in language between social classes Due to Social Class

With differences in region, sociolinguists also cite differences in social class as contributing to language variation. For this one, we'll use the work of anthropologists Carol and Melvin Ember to explain. In their book, Cultural Anthropology, the Embers cite a study in which children from what are deemed higher classes tend to enunciate their words, specifically the ends of words, more than children from what are deemed lower classes. For instance, a child from an upper-class family will tend to say 'We are talking' instead of 'We are talkin'.' Again jumping across the globe, this is noted in England, as people of lower socioeconomic status tend to drop certain letters from the beginning of sounds. For instance, they may say 'I'm going to my 'ouse' instead of 'I'm going to my house.' This is another example of how social class affects language variation.

homphones

Words that sound alike but have different spellings and meanings ~ EX hear and here

Written-Language Structures

Written-language structures are how people construct sentences that they write to convey an intended message in a grammatically sound way. Strategies for teaching written-language include modeling writing and thinking aloud during the process, providing prompts or sentence starters, conducting writing conferences and offering feedback, and directly teaching grammatical skills.

What is culture?

You can think of culture as the ways a certain group of people choose to live.

Purpose of Language

You can think of language as a live entity. It moves, adapts, and evolves just like living beings and society in general. Language, no matter the culture, is a system implemented by its people for the purpose of communication. This means language must follow rules decided by its speakers.

Social versus Academic Language

You use social language in social situations, such as gatherings or outings with family or friends. You use academic language in academic situations, such as class or communicating with teachers or professors. Social language is more casual, and academic language is more formal. Social language is informal, while academic language includes academic vocabulary.

Which of the following indicates that a verb should be singular?

Your subjects and verbs always have to agree with each other. Plural subjects should be matched to plural verbs and vice-versa.

Specific social factors that can affect second language acquisition include

age, gender, social class, and ethnic identity. Situational factors are those which vary between each social interaction.

a technique for improving vocabulary

are emphasis of context clues (What are the people/characters doing in the picture?)

English variations are

are the different accents, intonations, or diverse ways used to express the same idea. Exposure to several English variations is important for ESL students so that they can adjust to different situations and people.

helping verbs

are used as the main verb, then you have to pay attention to your subject-verb agreement again. The most common are 'has'/'have' and 'was'/'were.' Take this example: The robot has destroyed the village. Both 'has' and 'robot' are singular, and 'has' is the main verb here. If the main subject is plural, then you must also pluralize 'have', as in, The robots have destroyed the village. Or, The photo was plastered all over campus. compared to The photos were plastered all over campus. 'Photo' - 'was.' 'Photos' - 'were.'

in order to develop pragmatic competence as a writer, a student must pay most attention to

audience and purpose, pragmatic competence is associated with a person's awareness of the context on language use. A write with well-developed pragmatic competence will adjust the features of his or her writing based on contextual factors such as the target audience and intended purpose for writing.

Constrastive Analysis increases students'

awareness of language differences and improves vocabulary

Scaffolding

break down the steps of an assignment in a way an EL can understand.

Cultural competency

can be defined as the ability to recognize and adapt to cultural differences and similarities. It involves "(a) the cultivation of deep cultural self-awareness and understanding (i.e., how one's own beliefs, values, perceptions, interpretations, judgments, and behaviors are influenced by one's cultural community or communities) and (b) increased cultural other-understanding (i.e., comprehension of the different ways people from other cultural groups make sense of and respond to the presence of cultural differences)."[1] In other words, cultural competency requires you to be aware of your own cultural practices, values, and experiences, and to be able to read, interpret, and respond to those of others. Such awareness will help you successfully navigate the cultural differences you will encounter in diverse environments. Cultural competency is critical to working and building relationships with people from different culture

The four fundamental systems of language are vocabulary, phonology, grammar, and

discourse

name an activity that is likely to be effective in helping high school english learners develop familiarity with standard discourse structures and conventions used in academic essays

helping students analyze sample essays and construct graphic organizers illustrating the structure of different types of essays, which they can refer to when drafting their own essays.

do have to shift tense in the past tense, however. Most commonly these are 'has'/'have' and 'was'/'were.'

helping verbs

language is a system that

helps people express thoughts feelings and meaning through symbols and sounds.

Whether you're communicating in your native language or a second language, sometimes you are going to want to talk about something that you just don't have the words for. In these situations, people fall back on different communication strategies to get their point across. These can include paraphrasing, substitution of a known word or phrase, or circumlocution. Circumlocution is

is when you go the long way around the concept. For example, if you didn't know the word ''blueberry,'' you might say 'small blue round fruit that grows on bushes.' It takes more effort, but with circumlocution you can use words you do know to get the point across regarding a word you don't know.

In order to best facilitate foreign language acquisition in a classroom setting _________________.

it is important to be as educated and sensitive as possible to the sociopolitical and cultural factors that may influence a diverse classroom. Teaching foreign language acquisition tends to take place in diverse classrooms. It is especially important in these settings to be educated and sensitive to the cultural and social factors influencing students in your classroom. Different cultures have different expectations of a classroom setting, and of the relationship between teachers and students, to treat all students in a homogenous way, and to aggressively press a uniformity of accent, is deleterious to the kind of individualized attention required to facilitate fluency in a foreign language.

Cummins (1984) differentiated between social and academic language acquisition and identified different timelines for each.

it takes the average ELL 2 years to acquire Basic Interpersonal Communication Skills (BICS). BICS involves the context-embedded, everyday language that occurs between conversational partners. On the other hand, Cognitive Academic Language Proficiency (CALP), or the context-reduced language of academics, takes 5 to 7 years under ideal conditions to develop to a level commensurate with that of native speakers. Often, many educators assume that because ELLs have achieved oral language proficiency in their second language they do not need support in school. However, research has consistently affirmed that it takes time for students to acquire a second language, at both the BICS and CALP levels, and to catch up with their monolingual peers (Marinova-Todd & Uchikoshi, 2011). Students must be exposed to rich learning environments with regular opportunities to practice language and literacy skills in the new language

Social class has an influence on

language someone identifies with, there are certain words and expressions people commonly use. The same words and expressions would not be the same in a different social circle. For instance, the language Diego socially recognizes as part of his life is not the same as the language in the social circles of Diego's professors.

Syntax classes

noun, ver, adjective, preposition

Understanding Language Structure and Function

s an ELL teacher, Stella cares tremendously about her students' capacity to use language to meet their own communication needs. One thing she has been thinking about lately is the ways that the structures, or components of language, relate to language functions, or the underlying goals of language. Stella understands that the relationship between structure and function is important: it will help her teach her students the specific components they need in the English language so that they can communicate what they want to say.

Sheltered instruction is an essential component of any program for English learners

sheltered instruction allows English learners to progress academically while developing proficiency in English. sheltered instruction allows English learners to progress academically while developing proficiency in English. The goal is for students to acquire the English proficiency and content area knowledge needed to transition successfully to mainstream instruction. Although many programs eliminate native language instruction when learners become proficient in English, it is beneficial to continue to provide them with opportunities to develop their native language skills. Ideally, at the earliest stages of English language development, learners participate in sheltered instruction only for highly context-embedded areas such as art, music, and physical education, with other content instruction provided in their first language. Once students have an intermediate level of English proficiency, they can transition into sheltered English for grade-level math and science instruction (two content areas that easily lend themselves to context-embedded instruction). Finally, at the advanced levels of English proficiency, students can learn social studies and language arts through sheltered instruction and move into mainstream instruction for most previously sheltered areas. In this way, as the students' levels of English proficiency increase, so do their exposure to and participation in sheltered instruction, followed by their eventual transition to mainstream instruction

culturally responsive language should

should open the door to presenting challenging skills and concepts, engaging students while doing so.

Interactionist Theory

social interactions play a crucial role in language. the most salient and significant modes of discourse is conversation.

If you are a teacher of English language learners in California, you will need to teach

syntax. This aspect of English involves sentence structure principles, including word order. While you are probably familiar with this definition, your English language learners (ELLs) are not. For this reason, Melanie begins by telling her ELLs the definition of 'syntax' and explicitly tells students that they are going to learn the principles that apply to sentences in English, such as word order. Beyond explicit explanation in ELL classes, you can apply specific strategies in your California classroom to teach syntax. Locating and Using Texts to Learn Syntax There is nothing like authentic text present in articles from magazines, newspapers, stories, etc. to get ELLs searching for examples of syntax in English. To locate texts that help your students learn syntax, you should always look for appropriate grade-level texts that, in addition, have simple and easy examples of the syntax you want to teach.

tier 3 words are

technical vocabulary used in the content areas (Math, science, history)

Communicative Competence

the ability to communicate in a personally effective and socially appropriate manner. Being a competent communicator entails more than just knowledge of the language's grammar. as the need to also have understanding of how language is used by different speakers in different contexts. Knowledge of grammar, vocabulary, discourse in specific situations and cultural context are just a few examples

Explain some ways to help English Learner who are having problems with sentence fragments

the best strategy for the teacher to use is to teach the students the definitions of and show examples of complete sentences and fragments, Students can look at sentences and identify the subject and the predicate, indicating a complete sentence

Orthography

the conventional spelling system of a language

sociolinguistics,

the study of language and how it is affected by region, social class, relationship, and even gender - in other words, how language varies from person to person and culture to culture. For this reason, this lesson will be much more anecdotal than some, focusing more on examples than concrete anthropological terms. However, before we get started, there is one thing we need to note. Sociolinguists do not pass judgments on how language should or shouldn't be spoken. They are not like high school grammar teachers, deciding on acceptable and unacceptable forms of speech. They simply take a look at languages within their differing social contexts, seeing one as being just as valid as the other.

social function of language

the way we relate to our relationships with other people.

culture

the ways a certain group of people choose to live. The history of the language, therefore, also reflects the history of the culture. For example, in the last 20-30 years, our society has exploded with technology. This new culture has changed how we speak. For example, if you had a question on a topic 20 years ago, your peer might direct you to an encyclopedia. Today, most of us would just say, 'Google it.' If you spend a minute to think about it, you can come up with many more examples of how new types of technology have influenced the way we speak. This lesson will focus on how culture causes variations in language.

mutual intelligibility.

think of language as a system of communication in which the meaning of the sounds used by a particular group are understood by others who share the language. In the most basic sense, we can be reasonably confident we share a language in common if you talk to me and I can understand most of the words you're saying, and vice versa.

natural order theory

this theory states that language whether it is first or second language, is learned in a particular order. Basically, the proponents of this theory believe that when one learns English as his/her second language, the errors made during the acquisition of the language are similar , regardless of each learner's original language. The errors made are often similar to those made by young children learning their first language. This theory is hard to test because few linguists are familiar in more than a few languages, so they can only test what they know in a few language they are familiar with.

What strategy should you use first when an ELL has difficulty producing a particular phoneme

using meaningful minimal pair activities, such as rhyming words in poems and songs, to develop the students' ability to identify and produce the phoneme in the context of whole words.

code switching

when the elements of two languages are mixed together while speaking

Discourse

verbal expression in speech or writing

Natural Order Hypothesis

we acquire the rules of language in a predictable order

South

which encompasses Louisiana across to the Carolinas. Again, there are some differences even between speakers within those states, but many of their mannerisms are similar. For instance, a common trait is for the speakers to glide the vowels in words. In other words, the vowel sounds are drawn out adding a sort of twang to the words. In addition, some short vowel sounds are simplified or combined with others. So that words like 'pin' and 'pen' actually sound exactly same. This is greatly different from the Inland dialect, which has a distinct sound for the 'e' and 'i' sounds. These aspects of the Southern dialect allow for a more melodic spoken language. This follows with the principles of the culture, which have long been known for a more relaxed and laid-back attitude.

Inland North

which extends all the way from the state of New York across the northern part of the country to North and South Dakota. This is a wide range, but overall most speakers follow the same general policies. For example, in this region most vowels are spoken with short sounds and are not elongated or emphasized. No distinction is made between the vowel sounds in words like 'merry,' 'marry,' and 'Mary.' All three have the same short 'e' sound. This is the region that is generally understood to speak the standard language for American English. Through westward expansion, people moved from the New England area to these parts of the country.

strategies for understanding reading

word analysis, fluency, vocab dev. reading comprehension, literacy response analysis

Idioms

words and phrases that mean something different from the literal meanings of the words

homographs

words that are spelled the same and have the same pronunciation but have different meanings (stalk- part of a plant, stalk- follow)

difficulties English Learners have with words, phrases, and sentences with respect to semantics

words with multiple meanings: should be studied in context, false cognates can be addressed as they come up by pointing out that not all apparent cognates. Idioms are paricularly hard because the cannot be translated literally. Have the students translate from native language to english. Visual representation helps students make meaning.

Count the number of nouns, verbs, adjectives, adverbs, pronouns, articles and prepositions in the following brief passage: Billowing white clouds hung beneath the turquoise sky. The irritable old man shuffled to the moss- covered rock and leaned against it, wishing it would rain.

· 4, 5, 5, 0, 2, 3, 3

Most English Learners have a plethora of difficulties when they first begin to read in English. Choose the possible reason(s) for this:

· If the primary language also uses the Roman alphabet but is phonetically regular, early reading confusion is to be expected · Some letter blends, such as sch, are illogical · All vowels have numerous possible ways of being pronounced

An English Learner has trouble recognizing differences between /l/ and /r/, especially in conversation. This is because

· These sounds are not distinct phonemes in his first language