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California Teachers of English Learners (CTEL) Module 1, Domain 2 First and Second-Language Development and Their Relationship to Academic Achievement jeffery heil

Ctel Module1 Domain2 Fall07

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Page 1: Ctel Module1 Domain2 Fall07

California Teachers of English Learners (CTEL)

Module 1, Domain 2First and Second-Language

Development and Their Relationship to Academic Achievement

jeffery heil

Page 2: Ctel Module1 Domain2 Fall07

Readings from CLAD Handbook

Chapter 2: Learning about Second Language Acquisition

Read Page 32 “Contemporary Theories (of Language Acquisition)” to familiarize yourselves with two major theories, Constructivism & Cognitivism, and the other theories aligned with them. Summarize the theories on page 33

For this test, you will need to know theories, not theorists!!

Page 3: Ctel Module1 Domain2 Fall07

Contemporary Theories of Language Acquisition

Constructivism- we construct our knowledge based on individual experience and schema.– Social Interactionist– Social-cultural– Interactionist– Interlanguage

Cognitivism-knowledge is viewed as symbolic, mental constructions in the mind of individuals.– Metacognition– CALLA

Page 4: Ctel Module1 Domain2 Fall07

First Language Acquisition Stages

Predict, based on personal experience or prior knowlege, what each L1 stage would be like. . .

Page 5: Ctel Module1 Domain2 Fall07

1st Language Acquisition Stages

Babbling: from 6mo - 1yr during which a child imitates the sounds of human language

Holophrastic: child uses one word to mean a whole statement (“holo”= complete or undivided, is a one word = one sentence stage.) For example, dog is a whole sentence.

Page 6: Ctel Module1 Domain2 Fall07

1st Language Acquisition Stages

Two-Word: this state emerges when a child reaches approximately 2yrs and begins to produce two-word utterances such as “car go.”

Telegraphic: state of stringing more than two words together. Children often sound as if there are reading a Western Union message, as in “Cathy build house.”

Page 7: Ctel Module1 Domain2 Fall07

2nd Language Proficiency Levels

Beginning:– Minimal receptive/productive skills– Begin to recognize some basic groups of

related words– Write some isolated English words

Page 8: Ctel Module1 Domain2 Fall07

2nd Language Proficiency Levels

Early Intermediate:– Describe a picture/object using common

vocabulary– Match simple vocabulary words to

pictures– Write sentences appropriate to prompt

Page 9: Ctel Module1 Domain2 Fall07

2nd Language Proficiency Levels

Intermediate:– Respond to a prompt using difficult

vocabulary in a relevant complete sentence

– Read a story and recall details and answer literal questions

– Write simple sentences appropriate to prompt or write story by listing events or ideas

Page 10: Ctel Module1 Domain2 Fall07

2nd Language Proficiency Levels

Early Advanced:– Understand and follow difficult

instructions/delivery in an academic context

– Read involving processes such as: sequencing, generalization, drawing conclusions, and making predictions

– Writing contains fluent sentences, paragraphs, well-organized ideas, and accurate transitions

Page 11: Ctel Module1 Domain2 Fall07

2nd Language Proficiency Levels Advanced:

– Understand and follow more complex instructions/delivery in an academic context

– Read more complex narrative and expository texts and answer increasingly difficult questions that involve sequencing, generalizing, drawing conclusions, and predictions

– Writing contains fluent sentences and paragraphs with well organized ideas, accurate transitions, vivid vocabulary, and no significant grammatical errors

Page 12: Ctel Module1 Domain2 Fall07

Relationship of 1st & 2nd Language Acquisition

Specific to L1 Immersed in

language Whole to part Natural babbling Building concepts Praise/reinforce

Informal “parent-talk” Long silent period Time to develop

concrete things One-to-one w/many

clues

Page 13: Ctel Module1 Domain2 Fall07

Relationship of 1st & 2nd Language Acquisition

Specific to L2 Fragmented Part to whole Planned language

instruction No babbling Enrichment or

requirement(depending on person)

Fear of error/high anxiety

Formal Shorter silent period Pressed for time Abstract concepts Group/class translating

concepts/knowledge

Page 14: Ctel Module1 Domain2 Fall07

Relationship of 1st & 2nd Language Acquisition

Commonalities Across L1 & L2

Universals Sounds Stages Building concepts Knowledge in L1

facilitates L2 development

Motivation to understand

Repetition Gestures Non-verbal Survival modeling

Page 15: Ctel Module1 Domain2 Fall07

Krashen’s 5 Hypotheses on Second Language Acquisition

(The Monitor Model) CLAD Handbook, Ch3, pages 56 - 59 Hypotheses:

– Acquisition-Learning – Monitor– Natural Order– Input– Affective Filter

Short Film of Krashen

Page 16: Ctel Module1 Domain2 Fall07

Acquisition-Learning Hypothesis

Subconscious Similar to L1

– Long, active listening period; speaking emerges in stages

Error accepted– Correction is

modeled

Conscious Know the rules

– Having formal knowledge of language

Errors corrected– Correction is overt

Acquisition vs. Learning

Page 17: Ctel Module1 Domain2 Fall07

Monitor Hypothesis

Editor Time (conversations vs. writing a ¶) Focus on form Know the rule

– Monitor can be successful for language tests & writing

“The 'monitor' acts in a planning, editing and correcting function when three specific conditions are met: that is, the second language learner has sufficient time at his/her disposal, he/she focuses on form or thinks about correctness, and he/she knows the rule.”

Page 18: Ctel Module1 Domain2 Fall07

Natural Order Hypothesis

We acquire grammatical structures in a fairly predictable order, but cannot teach to that order. We must focus on meaningful messages.

Page 19: Ctel Module1 Domain2 Fall07

Input Hypothesis

We acquire language when we understand what is said to us

i + 1 (known to the unknown, combine familiar with something new)

Compare to Vygotsky’s ZPD Caregiver speech (natural language

expansion)

Page 20: Ctel Module1 Domain2 Fall07

Affective Filter Hypothesis

Self confidence Motivation Level of anxiety

– A high affective filter impedes the reception of comprehensible input

Page 21: Ctel Module1 Domain2 Fall07

Cummins’ BICS, CALP, CUP

CLAD Handbook, Ch3 pages 59- 62 CTEL pg 64 SLMS: pages 4-19

Page 22: Ctel Module1 Domain2 Fall07

Cummins’ BICS, CALP, CUPL1 L2

BICS

CALP

CUP

Page 23: Ctel Module1 Domain2 Fall07

Cummins’ Quadrants

Many

Clues

Few

Clues

Page 24: Ctel Module1 Domain2 Fall07

Cummins’ Quadrant Activity

Look at the Quadrant Activity on page 40

Try to determine in which quadrant each of the items would be placed

Remember: there doesn’t have to be a right answer, some may be able to be placed in more than one!! This is designed to simply get you thinking about the issue

Page 25: Ctel Module1 Domain2 Fall07

Cummins’ Quadrants

Page 26: Ctel Module1 Domain2 Fall07

Cognitive & Social Strategies Learners Use in Developing a

Second Language (pg 41) Repetition Memorization Formulaic

expression Elaboration

Self-Monitoring Appeal for

Assistance Request for

Clarification Role-play

Page 27: Ctel Module1 Domain2 Fall07

ELD Lesson Intro The following is a sample ELD lesson

intro “Last week we finished learning about

land transportation and today we are going to start our new lesson about air transportation. What do we know about types of transportation that we see in the sky?”

(Teacher writes students’ responses) [expressive skills]

Page 28: Ctel Module1 Domain2 Fall07

ELD Lesson Intro

“Let’s have someone volunteer to read what you told me and I wrote about the different types of transportation.” (A few students can read the list)

“Has anyone else remembered some more types of transportation?” (while students are listening to teacher’s questions, they may come up with additional answers) Teacher asks student(s) to approach chart paper and write it down. [receptive skills]

Page 29: Ctel Module1 Domain2 Fall07

ELD Lesson Intro “Now, we are going to think about what

else we want to learn about transportation. . .

What is the importance of this sample of an intro ELD lesson?

Why is integrating the four language domains (listening, speaking, reading, and writing) important?

What do we mean by “language is acquired in a natural process?”

Page 30: Ctel Module1 Domain2 Fall07

Schooling for Language Minority Students

1. English Proficiency, Academic Achievement, Positive Self-Concept

2. False3. BICS & CALP4. A: BICS B: CALP5. Social conversation, playground, everyday

conversation, family talk, friend talk6. Higher order thinking, abstract thinking,

academic language, test skill, problem solving

Page 31: Ctel Module1 Domain2 Fall07

Schooling for Language Minority Students

7. Use primary language to learn and support learning. Comprehensible input and low affective filter.

8. There are two separate “areas” where languages develop. When one language is “emphasized” the other is reduced. SUP

9. There is one “area” where languages develop and there is a relationship or connection between languages. One supports the other in the form of transferability. CUP

Page 32: Ctel Module1 Domain2 Fall07

Schooling for Language Minority Students

10. Yes, most of the skills transfer. If you learn to think in one language, you do not need to learn to think in another language. If you learn to read in one language, you only need to “break the code” in another language.

11. Students receiving instruction in L1 did better in English than those students who only received instruction in English language development.

12. Continue to communicate in primary language. Home context is conducive to developing literacy in an authentic manner, not school-like manner.

13. Use of realia, gestures, contextualization of lesson

Page 33: Ctel Module1 Domain2 Fall07

Cognitive, Linguistic, and Physical Factors that Influence

Language Acquisition CTEL ed 1: pages 70-74; 77-80

In table groups, read and complete page 44 of the study guide.

Page 34: Ctel Module1 Domain2 Fall07

Affective Factors that Influence Language Acquisition

CTEL: pages 74-77

In table groups, read and complete page 45 of the study guide.

Page 35: Ctel Module1 Domain2 Fall07

Sociocultural and Political Factors that Influence Language

Acquisition CTEL: pages 81-89 (read and know!!)

In table groups, read and complete page 46 of the study guide.

Page 36: Ctel Module1 Domain2 Fall07

Cognitive, Linguistic, and Physical Factors that Influence

Language Acquisition Synthesis/Summary

– The cognitive and constructive perspectives stress the importance of viewing the students as active processors of information from birth and throughout their lives. These processes occur through social interaction and mental activity in which information is internalized and the learner then constructs meaning based n personal experience and prior knowledge.

Page 37: Ctel Module1 Domain2 Fall07

Cognitive, Linguistic, and Physical Factors that Influence

Language Acquisition Pedagogical Implications Assessment

– Consider alternative assessment such as portfolios or performance-based assessment.

Instruction– Cooperative learning, contextualization

Page 38: Ctel Module1 Domain2 Fall07

Affective Factors that Influence Language Acquisition

Synthesis/Summary– There are several affective factors that impact

student learning: self-esteem, motivation, and attitudes

– How the students feels about her/himself can affect either in a general, or specific to a task or situation. As for motivation, it can be attributed to parents, friends, and teachers by creating a learning environment (not nec. Physical), which impacts the attitude of the student toward learning. It is when anxiety continues to exist that creates a high affective filter preventing the student from learning.

Page 39: Ctel Module1 Domain2 Fall07

Affective Factors that Influence Language Acquisition

Pedagogical Implications– Work to lower the affective filter– A variety of groupings: small, large,

dyads, triads– Use L1 to support core curriculum

Page 40: Ctel Module1 Domain2 Fall07

Sociocultural and Political Factors that Influence Language

Acquisition Synthesis/Summary: Culture is the explicit and implicit

patterns for living, the dynamic system of commonly-agreed-upon symbols, meanings, knowledge, beliefs, morals, customs, traditions

Page 41: Ctel Module1 Domain2 Fall07

Sociocultural and Political Factors that Influence Language

Acquisition Synthesis/Summary: For students learning a second

language, success is dependent on such extra-linguistic factors as: – the pattern of acculturation for their

community; – the status and acceptance of their culture,

which includes their language

Page 42: Ctel Module1 Domain2 Fall07

Sociocultural and Political Factors that Influence Language

Acquisition Synthesis/Summary: There are numerous structures within

schools that affect student learning:– tracking– the curriculum– Pedagogy– the school’s physical structure and disciplinary

policies– the limited roles of both students and teachers– limited parent and community involvement.

Page 43: Ctel Module1 Domain2 Fall07

Sociocultural and Political Factors that Influence Language

Acquisition Pedagogical Implications: The acculturation process is an

additive approach– L1 is accepted– Parents are involved– Assessment/evaluation takes the whole

child into account

Page 44: Ctel Module1 Domain2 Fall07

Language Acquisition Matching Game!!

In table groups, match the description of the theories or perspectives to the appropriate term by numbering them

Page 45: Ctel Module1 Domain2 Fall07

Constructed Response Review A variety of sociopolitical factors can affect English

Learners' English language development. In a written response: describe one sociopolitical factor affecting second-

language development (e.g., school program organization,differential status of the primary language or dialect and the target language, language planning and policies,community influences);

describe one strategy for addressing English Learners' needs with respect to the sociopolitical factor you described; and explain how this strategy would be effective in promoting English Learners' English language development.