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Presentation by Ivannia Soto, Ph.D. Whittier College 

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Mode Continuum

Students need speaking experience to move through this continuum

successfully to writing.

Learners should be guided or “apprenticed” into understandings and language.

ELLs are often relegated to IRF interactions.   Initiation   Response   Feedback

Effective group work provides opportunities for students to speak and listen meaningfully.

Pauline Gibbons, (2002) Scaffolding Language, Scaffolding Learning. Portsmouth, NH: Heinemann Publishers

1.  They hear more language.

2.  They speak more language.

3.  They understand more language.

4.  They ask more questions.

5.  They are more comfortable about speaking.

Benefits of Productive Group Work for ELL Students

Pauline Gibbons, (2002) Scaffolding Language, Scaffolding Learning. Portsmouth, NH: Heinemann Publishers

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(Kinsella, 2007)

Article: CCSS Ratchets Up Language for English Learners “Academic language is the language of

texts. The forms of speech and written discourse that are linguistic resources educated people in our society can draw on. This is language that is capable of supporting complex thought, argumentation, literacy, successful learning; it is the language used in written and spoken communication in college and beyond.” ~Lily Wong Fillmore, UC Berkeley

Academic Language Development Gaps

  Student voices: Whittier High School ELLs discuss why academic language development is so important to them.

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Old Paradigms

OR

Learn English

Academic content

then

Language Academic Content

Academic vocabulary as

overlap

(CA Together, 2012)

New CCSS Paradigm: language is central to all academic areas

MATH SCIENCE

LANGUAGE ARTS

Language*

* • instructional

discourse • expressing and

understanding reasoning

(CA Together, 2012)

Four Shifts for ELLs with the CCSS

Shift #1: Language Development Across the Curriculum

Shift #2: More Informational, Rigorous, and Complex Texts

Shift #3: Increased Focus on Oral Language and Multiple Opportunities for Speaking and Listening

Shift #4: Emphasis on Collaboration, Inquiry, and Teamwork

Question or Prompt

What I thought (speaking)

What my partner thought (listening)

What we will share (consensus)

1. What has been your AHA moment from the presentation so far?

(Adapted by Soto-Hinman, 2009)

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Expressing an Opinion Predicting I think/believe that . . . I guess/predict/imagine that . . . It seems to me that . . . Based on . . ., I infer that . . . In my opinion . . . I hypothesize that . . . Asking for Clarification Paraphrasing What do you mean? So you are saying that . . . Will you explain that again? In other words, you think . . . I have a question about that. What I hear you saying is . . . Soliciting a Response Acknowledging Ideas What do you think? My idea is similar to/related to We haven’t heard from you yet. ____’s idea. Do you agree? I agree with (a person) that . . . What answer did you get? My idea builds upon ____’s idea.

(Kinsella & Feldman, 2006)

Common Core Connection Speaking and Listening   An important focus of the speaking and

listening standards is academic discussion in one-on-one, small group, and whole-class settings.

  Formal presentations are one important way such talk occurs, but so is the more informal discussion that takes place as students collaborate to answer questions, build understanding, and solve problems.

Frayer Model

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Which Words To Teach? From Beck, Kucan, McKeown

Students will Students will�know the meaning of�these words�

Tier 1 Words�

High frequency�words for the�mature language

user�

Tier 2 Words�

Often limited to a specific domain, so

learn in context.�

Tier 3 Words�

The word/concept may be�too sophisticated for�students to understand

at their age.�

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Direct Ways Indirect Ways

  Lab experiment   Fieldtrip   Hands-on activity   Guest speakers   Simulations

  Pre-planned web searches

  Series of pictures   Short video clips   Short reading selections

on a topic

Building Background Knowledge

Mode Continuum in Inquiry Building

Background Knowledge/

Hands-on Activity Key Vocabulary (Frayer model)

Think-Pair- Share with

open-ended question

Student Journal Writing

1.  There is a mode continuum between speaking and writing.

2.  Concrete experiences help make language comprehensible.

3.  ELL students make meaning by speaking.

4.  Prior knowledge helps ELLs make meaning of material that might seem too hard.

Chapter Summary