17
Literacy Instruction in Linguisticall y Diverse Classrooms

Literacy Instruction in Linguistically Diverse Classrooms

Embed Size (px)

Citation preview

Page 1: Literacy Instruction in Linguistically Diverse Classrooms

Literacy Instruction in Linguistically

Diverse Classrooms

Page 2: Literacy Instruction in Linguistically Diverse Classrooms

“Language is a complex system for creating meaning through socially shared conventions.”

Halliday

The phonological

or sound system of language

The syntactic or structural system of language

The semantic or

meaning system of language

The pragmatic or social

and cultural use system of language

Page 3: Literacy Instruction in Linguistically Diverse Classrooms

COMMUNICATIVE COMPETENCE

•Mastery of the formal system of language

•Sociolinguistic competence--the use of language to get things done

(Shuy)

The social use of language to get

things done is the driving force of

language acquisition.

(Gipe)

Page 4: Literacy Instruction in Linguistically Diverse Classrooms

Sociolinguistic competence

phonology

morphologysyntax

vocabulary

Page 5: Literacy Instruction in Linguistically Diverse Classrooms

Teachers’ attitudes toward language varieties can either facilitate or hinder minority students’ growth in literacy.

(Goodman and Buck)

Teachers are expected to know linguistic facts about

the language variations learners bring to school.

Page 6: Literacy Instruction in Linguistically Diverse Classrooms

Learners often use the rules from their native language schema in reading English as a second language.

Teachers should become familiar with all the language varieties found in the communities in which they teach.

Page 7: Literacy Instruction in Linguistically Diverse Classrooms

(contrastive analysis)

Consonant contrasts not made in Spanish:

ch/sh watch/wash

s/z sip/zip

n/ng sin/sing

b/v bat/vat

t/th tin/thin

s/th sin/thin

d/th den/then

Vowel contrasts not made in Spanish:

bet/bat

cut/cot

cheap/chip

pool/pull

coat/caught

Page 8: Literacy Instruction in Linguistically Diverse Classrooms

Consonant pairs not contrasted by

Vietnamese speakers:

z/s flees/fleece

ch/sh much/mush

f/p laugh/lap

p/b pin/bin

k/g back/bag

th/t ether/eater

th/d weather/wetter

i/e pit/Pete

e/a bet/bat

Vietnamese phonology does not allow consonant clusters at the end of words:

cold/col

called/call

Page 9: Literacy Instruction in Linguistically Diverse Classrooms

SYNTACTIC SYSTEMS of native languages influence performance in English:

Spanish:

•deletion of subject pronouns

•negative morpheme before verbs

•adjectives after nouns

•deletion of /s/ inflection

•present instead of progressive

•have for be

Vietnamese:

•Vietnamese does not use suffixes to convey meanings:

•plurality and tense are marked by separate words rather than suffixes

Page 10: Literacy Instruction in Linguistically Diverse Classrooms

Teach minimal pairs in meaningful contexts first

Use strategies such as

•sentence expansion

•choral reading

•Language Experience Approach (LEA)

•creative writing

•children’s literature

Page 11: Literacy Instruction in Linguistically Diverse Classrooms

AESTHETIC VS. EFFERENT READING

Reading for enjoyment vs. reading to carry away information

Page 12: Literacy Instruction in Linguistically Diverse Classrooms

Stages of the reading process

1. Preparing

2. Reading

3. Responding

4. Exploring

5. Extending

Stages of the writing process

1. Prewriting

2. Drafting

3. Revising

4. Editing

5. Publishing

Page 13: Literacy Instruction in Linguistically Diverse Classrooms

Phonemic awareness is children’s basic understanding that speech is composed of a series of individual sounds. Children develop phonemic awareness in two ways:

1. They learn through a language-rich environment as they sing songs, play with words, chant rhymes, and listen to adults read wordplay books to them.

2. Through phonemic awareness activities:

•matching words by sounds

•isolate a sound in a word

•substitute sounds in a word

•segment a word into its constituents

Page 14: Literacy Instruction in Linguistically Diverse Classrooms

Phonics is the set of relationships between phonology (the sounds in speech) and ortography (the spelling patterns of written language).

Teachers teach

�sound-symbol correspondences

�how to blend sounds together

�phonics generalizations or “rules”

Page 15: Literacy Instruction in Linguistically Diverse Classrooms

VOCABULARY--the best predictor of success in reading comprehension. (Laufer)

Students’ vocabularies grow:

•3,000 words a year

•7--10 new words a day

•40,000 words by the time students finish high school (Nagy and Herman)

Vocabulary instruction is done in literature focus units and theme cycles.

Page 16: Literacy Instruction in Linguistically Diverse Classrooms

Twelve principles for supporting literacy development:

•sharing literacy

•engaging prior knowledge and language

•choice and independence

•reading and writing are reciprocal processes

•“Read it again” using predictable literature

•approximating, risk taking, and collaboration

•teaching from whole to parts to whole

•assessment for supporting learning

•involving parents and community resources

•a curriculum rich in culturally relevant content

•a program that values multilinguistic and multicultural traditions

•inclusion of students with literacy learning difficulties

Page 17: Literacy Instruction in Linguistically Diverse Classrooms

Transitional practices

Bridging the gap

Balanced literacy programs

Source: Reutzel and Cooter