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Content Objective:- Participants will be able to distinguish between
facts and myths of language acquisition
Language Objective:-Participants will be able to empathize with the stilted
language of language learners
Myths and Misconceptions about Second Language Learning
INTERDISCIPLINARY COLLABORATIVE PROJECT Workshop 2003Mariche García-Bayonas
Modified by Angie & Robina
Introduction
Teachers face the challenge of instructing children who have limited skills in English
This is a widespread phenomenon in the USA
Second language learning can be a frustrating and difficult experience
1: children learn second languages quickly and easily
False
1: children learn second languages quickly and easily
Adolescents and adults perform better than young children under controlled conditions (except pronunciation)
Children’s constructions are shorter and simpler, with a smaller vocabulary, but they in fact do not learn quicker or easier than adults
1: children learn second languages quickly and easily Children are not faster learners but
in the long run they usually outperform adults
Teachers should not expect children who are learning English fast results. It’s a difficult process for them too
Children also have inhibitions and frustrations
2: The younger the child, the more skilled in acquiring an L2
False
2: The younger the child, the more skilled in acquiring a L2 On formal grammatical analysis, older
children are more skilled in dealing with instructional approaches
Young children do not have an advantage over older children
Language minority children need to master English as quickly as possible while at the same time learning subject-matter content.
2: The younger the child, the more skilled in acquiring a L2
Because L2 acquisition takes time, children will continue to need the support of their L1 not to fall behind in content-area learning
3: Children learn more quickly if exposed to the context more
False
3: Children learn more quickly if exposed to the context more Being in a an environment where
constantly exposed to English is for many the best solution: but this is not the case
Children in bilingual classes have been found to learn as much as those in English-only programs
Oral communication skills in L2 may be acquired in 2-3 years
3: Children learn more quickly if exposed to the context more It may take up to 6 years to acquire
the necessary level for instruction Letting them use their L1 is not a
disservice Using their L1 prevents them from
falling behind in school work Children do benefit from extended
intensive exposure to the L2
Role of Native Language70
60
50
40
30
20
10
0
gr. 1 gr. 3 gr. 5 gr. 7 gr. 9 gr. 11
ESL pull-out
content ESL
trans. bilingual ed
one-way BE
two-way BE
4: If children can speak an L2, they have acquired it
False
4: If children can speak an L2, they have acquired it
There is much more than learning how to speak it
Achieving proficiency in the abstract academic language involves much more
Exiting children who are not ready for the all-English classroom may be harmful to the child’s academic success
4: If children can speak an L2, they have acquired it Some children are outgoing and talk
much, others are shy and spend much time listening
Both will learn at the same pace Cultural and individual differences may
mean different cognitive and social norms Effective instruction is varied: small group
work, cooperative learning, peer tutoring, individualized instruction, etc
4: If children can speak an L2, they have acquired it
Children may be more responsive to teachers who are sensitive to their culture and behavioral patterns
This means going BEYOND history lessons, slide shows (who do not reach children effectively)
The Two Dimensions of Language
Cummins, 1980
Social Dimensions of Language
Basic Interpersonal Communication Skills(BICS)
Academic Dimension of Language
Cognitive/ Academic Language Proficiency (CALP)
Where do we go from here?
The “problem” of cultural and linguistic diversity is not a problem
It is an “opportunity”. It enriches the schools and the other students
Teachers need to be aware of these research findings and unlearn old ways of thinking
Sheltered Instruction Observation Protocol
By Robina & AngieModel Elementary
2003
Presentation Content
Objectives: Participants will
understand 3 different components of the SIOP model: adapting content, scaffolding and practice.
Language Objective
Participants will share some strategies that are already in use and some strategies that they could implement in their own classrooms
Strategies
Turn to a partner and discuss two strategies that you use to facilitate learning in your classroom.
Sheltered Instruction Indicators
Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice/Application
Lesson Delivery
Review/Assessment
Adapting Content Look at the books in the middle of
your table. As a group, decide on
characteristics that make certain books more user-friendly.
Also discuss characteristics that make some books more difficult to understand.
Scaffolding
First lesson: As Angie teaches, think of what makes her lesson difficult to understand
Second lesson: What strategies are implemented to make this lesson more user friendly?
Jigsaw Cooperative Learning
With your grade level, read the highlighted passage in your packet.
Be prepared to share: Two strategies you already use One strategy you learned
State Standards
As a grade level, choose one content area standard and: Refer to the SIOP checklist to see
what new strategy you can incorporate
Brainstorm ways to teach this standard using two sheltered principles
Conclusion
Conversational language is different from academic language
Sheltered Instruction is vital for ESL students to be successful in school
The Sheltered Instruction Observation Protocol benefits all students
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