ESL Final

post reading activities

-Class discussions -Reader response- teachers encourage students to reflect on and extend their understandings of a text as they evolve. Students develop a sense of what is important in the text and thus are able to form judgments about what they are reading. Can include personal responses or reactions to characters, setting, plot, and other aspects of a story, open ended questions, summaries, and reviews. -Graphic organizers: help students break a text down into its essential components. Are beneficial for ELLs because they represent the main ideas and other content visually with just a few words. ELLs can demonstrate their comprehension of the text by completing their own graphic organizers. Graphic organizers also provide an important oral language scaffold for ELLs to talk about and retell stories or summarize expository texts. -Class made books: making class books based on the content and language structure of a particular text helps the students comprehend the text and gives them practice using new vocabulary and language structures featured in the story. -Alternative Endings -Reader's theater

Assessing Reading:

1. Concepts of print: understanding the differences between letters and words and words and spaces, knowing where to start reading and how to do a return sweep to continue reading the next line, and understanding the basic features of a book such as title and front and back cover and even how to hold it properly. 2. Running record (record of reading): an excellent tool for in depth observation of a student's reading performance. Is essentially a visual recording the student's reading word by word. a tool for scoring and analyzing a student's reading ability. Key tool for matching a student to appropriate books. 3. Reading self assessments: for students to keep track of their on use of strategies and to assess their ability to stay on task. Using a rubric not only is a self assessment, but also makes explicit the teacher's expectations for the student's behaviors and use of strategies during this important part of the school day.

ESL programs:

1. Pull-out English as a second language instruction: Placing English learners in separate classrooms for part of the school day to work on English skills. 2. Pull in ESL: An ELL program model in which the English as a second language (ESL) teacher goes into the regular classroom to work with the classroom teacher and her ELLs. 3. Sheltered English Immersion (SEI): An instructional approach used to make academic instruction in English understandable to ELL students. An instructional approach used to make instruction in English understandable to ELL students. In the sheltered classroom, teachers use physical activities, visual aids, and the environment to teach vocabulary for concept development in subjects. 4. Newcomer program: best approach for newcomers ELLs if bilingual programs arent available. Separate, relatively self-contained educational interventions designed to meet the academic and transitional needs of newly arrived immigrants. programs designed to meet the needs of incoming ELL's with low English literacy skills and limited schooling in their L1. The goal is to acquire beginning Enlish skills and core academic skills and acculturate to school system 5. Submersion (Sink or Swim): Placing an ELL in a mainstream classroom where there is no ESL instruction, no sheltered instruction, and no PLS. The teachers are not certified to teach ELLs.

Stages in English Language Learner Writing Development

1. Scribble writing and drawing 2. Strings of letters 3. Letters representing whole words or thoughts. 4. Stylized sentences 5. Emerging standardized writing 6. Standardized writing

Krashen's 5 hypotheses

1. The acquisition-learning hypothesis: Krashen argues that there is a fundamental different between learning a language and acquiring a language. Language acquisition is a subconscious process. We are not aware that it is happening, and we are not even aware that posses any new knowledge that is subconsciously stored in our brains. Language learning is a conscious process. it is what we do in school. When we are learning, we know we are learning and the learned knowledge is represented consciously in our brains. Learning results in just knowing about the language, rather than actually knowing the language. Krashen argues that because of the complexity of language, the vast majority is acquired, rather than consciously learned. 2. The Natural Order Hypothesis- Krashen asserts that we acquire the parts of a language in a predictable order. 3. The monitor hypothesis: Krashen notes that although most language is acquired, we can use learned language to monitor or inspect what we acquire and then correct errors. The monitor is like a little language teacher in our heads reminding us of the rules. 4. The input (comprehension) hypothesis: Directly addresses how language acquisition occurs. Calls it the "input hypothesis" but renamed it to the "comprehension hypothesis" to more accurately reflect what it says. We acquire language when we understand messages or obtain comprehensible input (hear or read). Krashen argues that we acquire language and develop literacy by understanding messages, not by consciously learning about language and not by memorizing grammar rules and vocabulary. 5. The affective filter hypothesis- The affective filter controls how much comprehensible input gets through to the learner. Even though the language acquirer understands certain input, anxiety, low self esteem or a sense that he or she is not a potential member of the group that speaks the language- the affective filter- will keep it out. Lower the affective filter to maximize comprehensible input.

Bilingual Models:

1. Transitional bilingual education (TBE): also called early exit programs. Targets ELLs who speak the same home language and are most commonly implemented in the primary grades of elementary school. The goal of this program is to transition ELLs to english medium classroom quickly as possible. By providing content area instruction in the students' home languages, schools can ensure that students do not fall behind academically while they are learning English. 2. Developmental Bilingual Education Program (DBE): sometimes called maintenance or late exit bilingual programs. Targets ELLs who speak the same home language, they are most often found in elementary schools, and they are taught by qualified bilingual teachers. This program aims to help the students develop both english and their home language, so that they become fully bilingual and biliterate, achieving academically through both languages and developing a positive sense of their cultural heritage and ethnolinguistic identities. The home language is viewed as a resource, used for instructional purposes, and further developed even after ELLs have attained sufficient proficiency in english to handle english medium instruction. 3. Dual Language Programs: A learning environment in which students who are learning English are placed together with students who are fluent in English, and English language learners receive specialized English language instruction. All students in a dual language program receive core/basic subject area instruction in English and another language. 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 4. bilingual immersion programs : For language minority students who are English dominant and native English speakers who desire to become bilingual. Students are initially instructed 90%-100% in the non-English target language for the first 2 years of the program. Instruction evens out gradually to 50% instruction in English and 50% in the non-English language as students move up in grade level. 5. heritage language programs: Programs for language minority students to develop or maintain their heritage language; includes bilingual programs for ELLs, foreign language classes targeting native speakers in K-12 and post-secondary education, and community-based after-school or weekend programs.

Zone of Proximal Development (ZPD)

A domain or a metaphoric space where children can reach a higher level of knowledge and performance with the support of an adult or other more knowledgeable person. This assistance within the ZPD called cscaffolding, evoking a constriction metaphor, where scaffolding is temporarily used to build something and removed once the building is completed. 5 common core communication skills that ELLS need and can develop within ZPD through productive academic conversations with their teachers and peers across the content area: 1. elaborating and calrifying 2. supporting ideas with evidence 3. building on or challenging ideas 4. paraphrasing 5. synthesizing

Total Physical Response (TPR)

A language-teaching method developed by James Asher. It is based on the coordination of language and physical movement. In TPR, instructors give commands to students in the target language, and students respond with whole-body actions. The method is an example of the comprehension approach to language teaching. Listening serves a dual purpose; it is both a means of understanding messages in the language being learned, and a means of learning the structure of the language itself. Grammar is not taught explicitly, but is induced from the language input.

multiple intelligence theory

A theory proposed by Gardner, asserts that intelligence as multidimensional; thus classroom instructions should be designed to maximize learning according to the particular set of intelligences a child may have. Which includes: linguistic, logical/mathematical, spatial, musical, kinesthetic, interpersonal, intrapersonal and naturalistic. Teachers have found that multiple intelligences approaches to teaching help them identify and teach their ELLs strengths in both language and content area instruction.

cooperative learning

Approach to instruction in which students work with a small group of peers to achieve a common goal and help one another learn. Appeals to language teachers because it offers rich opportunities for students to engage in meaningful communication and obtain comprehensible input as they interact to complete academic tasks

First language acquisition theories:

Behaviorist perspective; B. F. Skinner hypothesized that children learn their first language through imitation and positive reinforcement.

Bilingual and English Medium

Bilingual: any program in which one or more content areas are taught in students' home languages. English-Medium: all content areas are taught in english using sheltered instruction strategies and supplemented with PLS as needed.

BICS (Basic Interpersonal Communication Skills)

Conversational fluency in a language

Social uses of language

Discourse and discourse- discourse- refers to "language in use or connected stretches of languages that make sense, like conversations, stories, reports, arguments, essays and o forth" Ex: Doctors uses oral and written language within the context of an appointment with a patient. Discourse- More than just language. is composed of distinctive ways of speaking/listening and often, too, writing and reading coupled with distinctive ways of acting, interacting, valuing, feeling, dressing, thinking, believing with other people and with various objects, tools, and technologies, so as to enact specific socially recognizable identities engaged in specific socially recognizable activities.

Difference between ESL & Sheltered Instruction

ESL: teaching english Sheltered instruction: teaching academic content

English as a Second Language (ESL)

English language instruction for students who have been identified as ELLs. The purpose of ESL instruction is to enable ELLs to develop their proficiency in English by mastering the skills of listening, speaking, reading and writing to the extent that they are able to use the english language appropriately and effectively for authentic communicative purposes and to achieve academic success in english language mainstream classrooms. ESL instruction is usually delivered through a pullout program or in classroom by the teacher. ESL instruction at the intermediate and advanced levels should provide more emphasis on increasing vocabulary and developing skills in advanced literacy.

Sheltered Instruction

Grade-level content-area instruction provided in English in a manner that makes it comprehensible to ELLs while supporting their English language development. Sheltered is a metaphor for simplifying the language without watering down the content, while protecting ELLs from language demands that may be beyond their comprehension. In cali, this is referred to as Specially designed academic instruction in English. SDAIE

Translanguaging

In its original conceptualization, refers to the practice in which bilinguals receive information in one language and then use or apply it in the other language. In its expanded sense, refers to the natural and normal ways bilinguals use their languages in their everyday lives to make sense of their bilingual worlds. In teaching, refers to pedagogical practices that use bilingualism as a resource rather than ignore it or perceive it as a problem.

Critical Pedagogy

Paulo Freire developed this while seeking ways to offer an education ti impoverish and illiterate adult students in his country that would help them improve their situation and thus transform their lives and the society in which they lived. Many educators in the field of language education have recognized the importance of critical pedagogy in helping ELLs understand and confront unequal power relations as they attain english proficiency and learn academic content. Critical pedagogy is often a key component of sociocultural approaches to teaching and learning.

Reading to, reading with, and reading by ELLs.

Read-alouds: Teacher reads book or texts aloud to students. One of the most important things a teacher can do to help ELLs learn to read. This gives students access to text beyond their current level of ability. 'when parents or teachers read aloud, they are demonstrating the connection between oral and written language while modeling fluent reading and oral production. Shared Reading: Reading with students and has many of the same features as read alouds. The focus is on using texts closer to the students' reading ability and getting them to read along. It provides teachers with opportunities to teach important concepts of print, demonstrate strategies that good readers use, and involve students as a community of readers. For ELLs, the texts should contain rhyme; rhythm; and repetition of words, phrases, and language patterns. The teacher could call on individual students to come point to or mark (using sticky notes, highlighting tape, etc) certain letters of sounds. The possibilities for shared reading activities are far-ranging, with the ultimate purpose to help students learn the strategies and skills they need to become independent readers. If a teacher's purpose is to focus on vocabulary and syntax, an immediate "after" activity could be to copy selected sentences from the text onto sentence strips and then cut them up so each word is on its own card. Teacher would mix up the words and put them in a pocket chart for the students to put back in the right order. Guided Reading: Small group reading instruction designed to provide differentiated teaching that supports students in developing reading proficiency. instruction that supports and extend the reading process. The purpose of guided reading is for students to practice reading and using the skills and strategies they have learned through read alouds and shared reading. The teacher does not read the book to or with the students but instead prepares them to read it on their own. Language experience approach: Student identifies a problem in his or her life, tells a story about that problem, and explores solutions. Teacher writes down the story, and the resulting text is used for reading instruction with the student. This approach supports students' literacy development by helping them understand "what I say I can write" and "What I write I can read". As student makes progress, this concept can be expanded to "what others write I can read". The problem posing approach encourages students to see literacy development as a vehicle for taking action to improve their lives. Independent reading: Give students to read alone for atleast 10-15 minutes. Provide and organize class library by genres. The use of SSR (sustained silent reading) can transform students into lifelong readers, strongly recommends that SSR time be simply for enjoyment, with minimal accountability. For ELLs that cant read, they can listen to audios. Narrow Reading: form of independent recreational reading identified by Krashen that entails reading several books on the same subject, by the same author, or in the same genre. This includes reading books in a series with recurring characters, themes, and plot lines that mat or may not build on earlier books in the series (captain underpants, magic treehouse). Krashen argues that narrow reading is an efficient way to acquire a second language because it can maximize comprehensible input and be very motivating. Students who read several books on the same topic accumulate a great deal of background knowledge, which facilitates comprehension of each new text read on the topic. Reading books by the same author helps students improve their reading skills by increasing their familiarity with that author's style, favorite exressions, and pverral use of language.

Assessing writing:

Standardized high stakes writing exam- multiple choice exam that the states use to score students writing, and requires a genre of writing. Classroom-based writing assessment: -holistic scoring: the teacher makes a judgement about the piece of writing as a whole and assigns it a single integrated score or level. This is where teachers must determine the level of their students' writing. This puts more emphasis on the students' writing ability overral rather than narrowly focus on errors of one type or another. -analytic scoring: with a rubric is more common and helps teachers focus on different aspects of students' writing. The rubric consist of seperate scales for each aspect (composing, style, sentence formation, usage and mechanics) -primary trait scoring: focuses on a single trait such as main idea. -multi trait scoring: several traits can be considered

CALP (Cognitive Academic Language Proficiency)

Students' ability to understand and express in both oral and written modes, concepts and ideas that are relevant to success in school.

Pragmatics:

Study of language from the point of view of the users, especially in terms of the choice they make, the constraints they encounter in using language in social interaction and the effects their use of language has on the other participants in an act of communication. Pragmatics help us understand how language users interpret speech acts such as requests, commands, questions, statements. Pragmatics also helps us understand how we use language to start, maintain and end conversations, take turns, express opinions, agree and disagree, negotiate social status in relationships, save face and make excuses.

. Phonology

Study of sound systems of languages. Focuses on descrete sounds within a language called phonemes. Phonemes are the smallest units of sound in a language. A change in phoneme causes a change in meaning. Ex: Slight different in vowel sound changes the word bit to bet. Allophones are the manifestations of a single phoneme in speech. Ex: Speak and Peak, include the phoneme 'p' but the manifestation of the p sound is slightly different Knowledge of phonology helps teachers understand issues related to pronunciation.

Morphology

Study of structure of words. Every word is made up of one or more morphemes. Morphems are the smallest unites that carry meaning or have a grammatical function. Linguists divide morphology in 2 subcategories: Inflectional morphology: addresses the way bound morphemes make inflectional changes to a word such as changes related to number (book/books), tense (jump/jumps/jumped/jumping) and degree (fast/faster/fastest) Derivational morphology- addresses word formation that us the way words are derived from other words and includes prefixes and suffixes. Bound morphemes can change the lexical cetegory (noun, verb, adjective) of a word. Ex: teach is a verb, but the addition of the suffix -er changes it to a noun-- teacher. New words can also be derived without changing the lexical category. Ex: tie/untie , test/pretest Morphology also addresses the creation of new vocabulary through techniques such as compounding., borrowing from other languages, shortening, and blending. Teachers can use their knowledge of how words are structured to help students understand how to change verb tense, how to make compound words, etc.

language socialization

The process by which individuals acquire the knowledge and practices that enable them to participate effectively in a language community.

Semantics:

The study of the meaning of words, phrases, and sentences. Individual words have semantic features that indicate various properties or meanings inherent in the word. Semantics helps us understand the relationships between words using the following terms: Synonyms Antonyms Homophones Homonyms Semantics also address issues such as modality (mood) which enables us to distinguish between a command, a statement, permission, and probability

home language instruction

The teaching of literacy or content-area instruction in the home language of ELLs.

Lexicon

The vocabulary of a language is its lexicon. To use a word from the lexicon, a speaker needs four kinds of information: phonological, semantic, syntactic and morphological Teachers can help ELLs aquire new words in instructional and natural, non instructional ways, by understanding that vocabulary acquisition happens most easily in context and related to topics that the students care about.

What do we know from research on writing instruction for english language learners:

The writing development process for ELLs is similar to the process for proficient English speakers. ELL's ability to express themselves in written English is highly dependent on their oral English proficiency. Students with literacy skills in their home language can transfer many of these skills to English writing. English oral language skills have little impact on english word level writing skills. English oral language skills have a strong impact on english text level writing skills. Age and prior knowledge affect ELL's writing ability in English.

Writing to, with and by English Language Learners:

Writing to ELL's: Modeled writing- producing a text in enlarged print on a writing easel, white board, chalk board, or overhead projector or on a computer projected on a screen so that all the students can see the text as it is being written. as teacher writes as mode, think aloud. Writing with ELL's: Shared writing- Students write with the teacher to help compose the text. Teacher serves as a guide, sharing ideas and strategies to ensure that the vocabulary is appropriate and the sentence structure is correct as she writes. Shared writing should also incorporate the use of graphic organizers to model prewriting stage. Guided writing: Starts with a mini lesson on some aspect of writing. Students practice the writing principle or strategy they were just taught, under the teacher's supervision and then share their final written projects. Ex: if your student needed more practice on adjectives, make a chart with the students. Brainstorm a list of animals, words used to describe the animal, things the animals could do, then places where the animals could do these things. Talk about each words. Call on students to choose the words to make full sentences. Then re read each sentence, and make more. Then have students make their own sentences and share with their peers. Interactive writing: is like shared writing because the students and teacher compose the text together. The students share the pen. The teacher begins by guiding the class to form a sentence. This is an effective way to teach phonics in a meaningful context because it allows teachers to teach the exact letter sound correspondences students need to create their message. Writing with ELLs: Journals- Provide opportunities for students to write, to practice what they have learned and to move up through stages of writing development. Give students a topic to write about because sometimes students need guidance to generate topics, or give them the choice to free write. Give feed back to their journal entry by providing a form of corrective feedback instead of correcting all of the errors directly.

Invented spelling:

a strategy young children with good phonological awareness skills use when they write. They approximate the spelling using their knowledge of sound symbol correspondence. This reveals the student's growth as learners. Educators call this temporary or transitional spelling.

Approaches and methods to second language acquisition:

approaches refers to as "an overarching philosophy of second language instruction" methods refers to a set of procedures for delivering second language instruction. 1. Grammar-Translation method: Students were required to analyze and memorize rules of grammar, then translate sentences between the two languages. This approach is not based on any theory. When opposition to grammar translation developed and language educators and researchers began asking why methods for teaching latin- no longer a spoken language- were being used to teach modern languages, new methods were developed. 2. Audiolingual method: Language learning was viewed as a mechanical habit formation accomplished through dialogue memorization and drills focused on particular language structures. Many teachers and students were frustrated when students had difficulty moving from their memorized dialogues and drills to real life communication. This method fell out of favor. 3. Natural approach: Emphasizes the use of comprehensible input in the classroom so that the students can acquire language and its structures naturally as they use it for meaningful communication. Has been highly criticized for lacking a clear, focus, providing too little guidance for teachers, and leaving too much to chance in terms of students' learning needed vocabulary and grammatical forms. Teachers use techniques such as TPR, ample visuals and realia, small group work, or any other activities involving meaningful conversation. Criticisms of this approach lead to increased attention to form in CLT 4. Communicative Language Teaching (CLT): Favored by most experienced language teachers and researchers. The focus of this approach is on learning language to actually use it to communicate in the target language with other speakers. This approach is a set of core principles that can be applied and interpreted in a variety of ways: -learners learn a language through using it to communicate -authentic and meaningful communication should be the goal of classrooms activity. -fluency is an important dimension of communication -communication involves the integration of different language skills -learning is a process of creative construction and involves trial and errors. 5. Content Based Instruction (CBI): Approach to second language teaching in which content area subjects and topics are used as the basis of instruction. The content area provides a meaningful context for authentic communication as learners collaborate to complete carefully designed academic tasks. This is a specific form of CLT that focuses on teaching students to successfully communicate about the content area. This prepares ELLs for mainstream content area classrooms. Now thought of as a cover term for continuum of approaches that integrate content and language instruction. On one end is content area instruction by ESL teachers who focus on language development; on the other is sheltered instruction by content area teachers who are trained to make complex area concepts comprehensible to ELLs at different english language proficiency levels. Sheltered instruction- helping ELLs learn the content area while supporting their english language development.

SDAIE

emphasizes that the instruction is different from regular instruction in English but it is on grade level and appropriately challenging.

Primary language support (PLS)

involves the brief use of students' home languages during ESL and sheltered English content instruction by the teacher, a paraprofessional, or the students themselves. The purpose of PLS is to make instruction in english as comprehensible as possible for ELLs to they can learn the content and develop greater english proficiency.

SIOP (Sheltered Instruction Observation Protocol)

is a model that offers guidance to teaches who use sheltered instruction by helping them systematically plan, teach, observe, and evaluate effective instruction for ELLs. 8 key components of effective sheltered instruction: preparation, building background, comprehensible input, strategies, interaction, practice and application, lesson delivery, and review and assessment. 1. Preparation: having clear language and content area objectives, appropriate content concepts, and plans for introducing meaningful activities and using supplementary materials. 2. Building background: building on students' prior knowledge and teaching key vocabulary. 3. Comprehensible input: providing clear explanations of academic tasks and teachers' adjusting their speech to an appropriate level for their students. 4. Strategies: using scaffolding, promoting higher order thinking skills, and teaching learning strategies. 5. Interaction: Using wait time effectively, grouping students, and using primary language support maximize students' ability to interact with the teacher and each other. 6. Practice and application: include hands on, cooperative learning activities that integrate the four language skills (listening, speaking, reading and writing) and allow students to apply their content and language knowledge. 7. Lesson delivery: meeting stated language content area objectives, pacing the lesson appropriately and ensuring that students are engaged in the lesson. 8. Review and assessment: include reviewing vocabulary and key concepts, providing feedback, and conducting assessments of students' learning.

whole language approach

philosophy of literacy development that advocates the use of all dimensions of language, reading, writing, listening and speaking, to help children become motivated to read and write

Syntax:

study of rules of governing the way words are combined to form sentences and the rules governing the arrangement of sentences in sequences. Syntax is known as GRAMMAR. Syntax is about the relationships between words. You can think of syntax as helping us understand who did what to whom, when, where and how.

Input-

the language that learners hear or read and then process meaning and he stresses that to be successful, learners must have access to input and interaction with other speakers of the second language they are learning.

Register

the variations in language, including the choice of words and grammar that reflect the social setting in which it is used.