UNCOVERING THE TRUTH ABOUT SECOND LANGUAGE ACQUISITION

By: Beth Amaral and Carla HuckDHS SIOP Coaches

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HOOK/LAUNCHING ACTIVITY DO NOW:

Read the paragraph taken from “Exploring American History” found at your table and answer the following questions independently on your paper.

What happened in 1831? Why is this important?

You will be asked to share your answers in 5 minutes. Be ready!

ORIGINAL TEXT The most violent slave revolt took place

in 1831 in Virginia. It was led by Nat Turner, a very religious man. Turner believed that God had chosen him to lead his people to freedom. The Nat Turner uprising did much to end any idea Whites might have had that Blacks were happy being slaves.

taken from “Exploring American History”

OBJECTIVES: Participants will be able to examine their

prior knowledge of second language acquisition and correct any misconceptions.

Participants will be able to identify characteristics of second language learners.

Participants will be able to apply acquired knowledge and strategies in their own classrooms to improve student achievement.

DIRECTIONS Read the statement on the slide.

Determine if you think the statement is true or false.

Write either TRUE or FALSE on your whiteboard.

When everyone is ready, we will ask you to show your response.

TRUE OR FALSE?

The emotional state of the learner can interfere with the acquisition of English.

TRUE Anxiety can block the leaner’s ability to

process information. This is called the affective filter.

Speaking a new language requires that the student takes risks.

Students who are upset, scared or anxious will raise the affective filter.

Implications for the classroomTeachers should:Create a learning environment that makes ELLs feel welcome and comfortable.Look for signs of stress build-up and provide encouragementCompliment positive behavior and workUse mild, consistent consequencesAllow legitimate opportunity to move about the roomProvide short breaks between activities/assignments

TRUE OR FALSE?

All children learn a second language in the same way.

FALSE Second language acquisition is directly

impacted by a child’s linguistic and cultural rearing, as well as social class differences.

Schools in America use language as a way to communicate meaning, convey information, to control social behavior, and to solve problems(style of talk is analytic and deductive). Children are rewarded for clear and logical thinking.

Some immigrant children (from less technologically advanced non-urbanized societies) are taught in non-verbal means. They are taught through observation, supervised participation, and self initiated repetition.

Children in some cultures are more accustomed to learning from peers rather than from adults; others are used to lecture.

Researchers have identified nine different types of ELLs who have unique needs.

Implications for the classroom

Teachers need to be aware of cultural and individual differences in learner styles.Teachers should use a variety of instructional activities—small group work, cooperative learning, peer tutoring, individualized instruction.Effective classroom activities affirm the values of the home culture and develop a child’s positive emotional attitude toward their background.

TRUE OR FALSE?

The more time English Language Learners spend soaking up English in the classroom, the more quickly they will learn the language.

FALSE Language is not “soaked up.” The

learner must understand the communication that is conveyed by teachers.

This is called comprehensible input.

Acquiring a New Language Requires…

Hearing and understanding messages from teachers and English-speaking classmates.

Receiving a message that is slightly above current English language level.

Implications for the classroomTeachers should… Deliver information to ELLs that is

just slightly above their English language level.

Include visuals, graphs, organizers, photographs, and maps to support the language in a lesson.

Simplify language of instruction without watering down the key concepts.

Teach through multi-sensory modes Make sure directions are

understood (model frequently)

TRUE OR FALSE?

Teachers should be concerned about newly arrived ELLs who do not speak any English after six months.

FALSE

New learners of English may… Go through a silent period. Be unable or unwilling to

communicate orally in English. Remain in this stage for a few days or

more than a year.

Implications for the classroom

English Language Learners…Need time to listen to others talk and to digest what they hear.Need time to develop receptive vocabulary.Should not be forced to speak before they are ready.

*Unwillingness to speak does not mean ELLs are not learning.

TRUE OR FALSE?

Literacy in native language contributes to more rapid acquisition of English.

TRUE The most significant variable in how

quickly ELLs reach grade-level norms is their level of literacy in their native language (Thomas and Collier, 1997).

Students with little or no academic and cognitive development in their first language do less and less well as they move into the upper grades.

Implications for the classroom:

ELLs will acquire new concepts easily in English if they already understand it in their native language.

Teachers should encourage parents and students to use their native language at home.

Schools should never tell parents that they must speak English at home.

TRUE OR FALSE?

A lot of immigrant children have learning disabilities, not language problems. They speak English just fine but they are still failing academically.

FALSE There are different levels of language

proficiency. Students may appear to speak English

with no problem “in the hallways with friends” but in class, they just don’t seem to grasp the concepts.

Many immigrant children have been misdiagnosed in the past as “learning disabled,” when in fact people misunderstood their fluency with social vs. academic language.

BASIC INTERPERSONAL COMMUNICATION SKILLS (BICS)

Comprise the social language students learn to function in the classroom, hallways, cafeteria, and on the school bus.

Takes from one to three years to acquire.

COGNITIVE ACADEMIC LANGUAGE PROFICIENCY (CALP)

Refers to the language of formal academic learning.

Is the language of written texts in content areas such as math or science.

Requires three to seven years or longer to achieve.

Implications for the classroom Schools must…Be careful of exiting students from language support programs too soon.

Realize that an ELL who is proficient in social language may not be able to understand the academic content of the classroom.

Be aware that there are ELLs with learning disabilities, but they are more difficult to diagnose. These are often students who have been in the US for several years but have not progressed in language proficiency, e.g. LAS Links 1 score for several years.

TRUE OR FALSE?

Until students learn English, there is no point in trying to teach them content area subjects.

FALSE ESL students need to continue their

content education. Secondary students have the

greatest likelihood of achieving education success if they receive appropriate English language and content instruction simultaneously.

In the study of content, students interact in English with meaningful material that is relevant to their schooling.

Implications for the classroom

Sheltered instruction (SIOP) is an approach in which ELLs can participate in a content course with grade-level objectives delivered through modified instruction that makes the information comprehensible to the students.

The SIOP Model has a dual purpose: to systematically and consistently teach both content and language in every lesson.

TRUE OR FALSE?

Effective teaching practices for ELLs also benefit native speaking students.

TRUE Effective practices forELLs are grounded in professional literature and in the experience andbest practices of all teachers

These practices are beneficial to ALL students but ESSENTIAL for ELLs

Implications for the classroom

What makes an effective teacher?1: Interest and explanation2: Concern and respect for students and student learning 3: Appropriate assessment and feedback4: Clear goals and intellectual challenge5: Independence, control and active engagement 6: Learning from students

Excerpted from Effective Teaching: Six Keys to Success, The Teaching Professor, March 2006.

http://www.facultyfocus.com/articles/effective-teaching-strategies/effective-teaching-strategies-six-keys-to-classroom-excellence/

TRUE OR FALSE?

Researchers cannot agree on the most effective programs for ESL students.

FALSE

Values the cultural identity of the student

Has high expectations for the ESL students

Integrates language and content Provides ongoing PD for ESL and

content teachers Supports whole school inclusion Promotes collaboration among

teachers

Based on the literature, ALL effective ESL programs have the following:

Implications for the classroom

Effective classroom instruction for ELLs should…Be comprehensible to all learnersBe interactiveConnect school to students’ livesPromote cross-cultural understandingDevelop language and literacy across the curriculumHelp all students achieve learning outcomes

Think, Pair, Share!

What strategies/tools are you currently using to support your ELL students?

CELEBRATING SUCCESS --- CAUGHT IN THE ACT OF SIOP

Reflecting on Learning

Rate yourself 1-3, how well did you meet the objectives today?

1. I can teach the concept to someone else because . . .

2. I can demonstrate my learning and want to know more about . . .

3. I’m not sure, I need more . . .