Student mh 1

Building Foundations for Culturally and Linguistically

Diverse Student Success

Week 1

We must create our own paths

within our classrooms, schools,

and communities.

• By 2020 it is projected that there will be over 6

million identified ELL students.

• By the year 2025 over half of our children in K-12

will be CLD.

• By the year 2050, that number will have increased

by an additional 30%.

- U.S. Department of Commerce

Vocabulary Foldable (Sample Foldable)

Labels for students: LEP, CLD, ESL

Native Language: L1 & Second Language: L2

Iceberg: SUP & CUP

Sociocultural Dimension

Language Dimension

Academic Dimension

Cognitive Dimension

My Learnings Adapted from Zike

Vocabulary foldable:

Provide all students with 5 pieces of colored construction paper.

Create a foldable with the list of vocabulary words learned today.

Contextualizing the Acronyms

LEP

ELL

CLD

L1:

你好

L2:Hello

SUP CUP

Cummins

The Iceberg is about the TRANSFER OF SKILLS from the first language (L1) to the second language

(L2).

CUP vs. SUP

SUP SUP

CUP

L1 L2

L1 L2

COGNITIVE Know Think Apply

ACADEMIC Access

Engagement Hope

LANGUAGE Comprehension L1 & L2 Communication L1 & L2

Expression L1 & L2

SOCIOCULTURAL

Love Laughter

Life

Thomas & Collier

LANGUAGEComprehension L1 & L2Communication L1 & L2Expression L1 & L2

ACADEMIC Access Engagement Hope


SOCIOCULTURAL Life Laughter Love

Mind Map Activity: Create a mind map on WHITE WRITING paper Map out ideas in words, pictures and anything else.

Today we will focus on:

The Sociocultural Dimension Define the U-Curve Hypothesis Create My Life in Pictures (activity book)

Tell me about you! What is your family like.

What would be important for me to know about you as an individual.

The Sociocultural Dimension

LANGUAGE Comprehension L1 & L2 Communication L1 & L2 Expression L1 & L2




•Family

•Socioeconomic

•Community

•Home Culture

•School Culture

UHoneymoon

Hostility

Home

Humor

Cushner, McClelland, & Safford PG. 22 IN TEXT

The Sociocultural Dimension The U-Curve Hypothesis My Life in Picture and Words

LANGUAGEComprehension L1 & L2Communication L1 & L2Expression L1 & L2

ACADEMICAccessEngagementHope

COGNITIVEKnowThinkApply


•Family

•Socioeconomic

•Community

•Home Culture

•School Culture

UHoneymoon

Hostility

Home

Humor

UHoneymoon

Hostility

Home

Humor

Activity:

• Divide into teams of 4-5.

• Review your assigned component of the U-curve.

• Find a way to visually depict the main point of your component as a team.

• Be prepared to share out with the class.

1. Think

2. Draw

3. Write

4. Share

MY LIFE IN PICTURES & WORDS

My Life in Pictures and Words Activity: (activity book)

◦Draw pictures of your life in 4 boxes.

◦Share out loud in class.

Discuss the language dimension Discuss the Stages of Second Language

Acquisition Define CUP and SUP

LANGUAGEComprehension L1 & L2Communication L1 & L2

Expression L1 & L2

ACADEMICAccess

EngagementHope


SOCIOCULTURALLife

LaughterLove

• Differences in Socialization

• Family vs. School

• Receptive vs. Expressive

Skills (culture bound)

In order to know a language, we need “communicative competence”.

“Communicative competence is that level of language expertise that enables users to “convey and interpret messages and to negotiate meanings interpersonally within specific context” (Brown, 1987, p. 43 as cited in Herrera and Murry, 2005).

Grammatical

Sociolinguistic

Discourse competence

Strategic competence

• Refer to pg. 64-65.• With a partner, define each of the four areas of language knowledge.• Share out loud.

• Refer to pg. 64-65.• With a partner, define each of the four areas of language knowledge.• Share out loud.

Language as an

Associative Function

Language as a Cognitive Function

• BICS: Basic Interpersonal Communication Skills

I would like to have a

bathroom added in our

basement. I want it to have

a nice size whirlpool tub, a

large shower, toilet, and a

double sink. What will I

need?

• CALP: Cognitive Academic Language Proficiency

I’ll pick up some CPVC, ninety degree elbows, some 45 degree elbows, three inch black PVC, three P traps, four shut off valves, a wax ring, and a couple of extra couplings. I will also need to make sure there are extra slots in the breaker panel, and I will need to pick up a Ground Fault Circuit Interrupter……

Lev

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Lev

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BICS: Social Language

CALP: Academic Language

2-3 years

Native English Speakers:English Language Learners:

5-7 (up to 10) years

Cummins & Thomas & Collier

Krashen’s Stages of Second Language Acquisition

P reproduction

E arly P roduction

I ntermediate Fluency

S peech Emergence

A dvanced Fluency

Herrera & Murry

• Work with your team to identify the key characteristics of your assigned stage of SLA.

• Create your own “team” example to demonstrate what a student in this stage might say when responding to a question/prompt.

P reproduction

E arly P roduction

S peech Emergent

I ntermediate FluencyA dvanced Fluency

The Iceberg is about the TRANSFER OF SKILLS from the first language (L1) to the second

language (L2).

CUP vs. SUP

SUP SUP

CUP

L1 L2

Cummins

Decide where these individuals belong using

their SUP and CUP

Yolanda was educated in Paraguay

until her family left due to guerrilla

warfare. She reads and writes at

grade level in Spanish but has little

or no academic skills in English.

Gideon came from Israel a year ago

at age 15. He worked with his father

while in Israel and has only about one

year of formal education. Since

entering school, he has made little

progress academically. What does his

iceberg look like?

Each night Anya's mother reads to

her in Russian. At the age of 10, she

reads at grade level in Russian and

is beginning to read some English

books. Since she speaks English,

Anya is interested in reading more

English books. What does her

iceberg look like?

Draw your own iceberg.

What does your L1 look like?

What does your L2 look like (if you

don’t have one, that is fine).

If you have an L3, please add a

third iceberg.

Share with a peer.

Discuss the academic dimension Define the academic dimension Discuss effective practices


Expression L1 & L2

ACADEMICAccess

EngagementHope


SOCIOCULTURALLife

LaughterLove

• Access to resources (home, community, school).

• Engagement (family, teachers, community).

• Hope for the future (dreams and aspirations).

• Using the information from pp. 47 – 58

of your text, respond to the following

prompts:• 1 thing I really connected to in this

section as a future teacher.• 2 things I did not know but was

glad I learned.• 3 things I can apply to my future

practice.

When placing CLD students in school, the following factors should be considered:

◦Academic records, completed coursework

◦Age of the student

◦Personal strengths and academic areas of interest

◦Interrupted schooling

◦Schooling history

Informal Have a student read and

respond to a text.

Have students talk to someone in their first language and share their experiential and academic background.

Have a student respond to writing prompts in the L1.

Formal

• Review past academic records (from U.S. and home country). • Give students a content- based assessment.• Monitor language and academic growth using standardized instruments.

Academic Success in the Classroom:A Closer Look at Effective Practice

Challenge CLD students:

• culturally,

• academically,

• cognitively,

• linguistically

using grade-level content.

Review the additional vocabulary words

Play a Tic-Tac-Toe Board game with the class.

Partner game Individual game

Discuss the cognitive dimension Define the cognitive dimension


Expression L1 & L2

ACADEMICAccess

EngagementHope


SOCIOCULTURALLife

LaughterLove

Cognitive Challenges

Cognitive Processes

Implications for Classroom and

School Practice

The Cognitive Dimension

Individually get three separate post-it

notes.

• On each post-it note, write down activities

you have done in your classes this year

(for a total of three activities).

• Save your post-it notes for later.

• Elaborating on prior knowledge.

• Differentiating instruction for multiple

learning styles.

• Allowing students to demonstrate knowledge,

skills, and applications in multiple ways.

Range of Contextual Support & Degree of

Cognitive Involvement in Communicative Activities

Cummins

Thomas & Collier

LANGUAGE Comprehension L1 & L2 Communication L1 & L2 Expression L1 & L2




There is no such thing as an unmotivated learner.

There are, however, temporary unmotivated

states in which learners are

either reinforced and supported

or neglected and labeled.

-Jensen

Hearts Activity: Refer to the student handbook activity. Complete the activity individually. Share with a partner and the rest of the class.


ACADEMIC Access

Engagement Hope

LANGUAGE Comprehension L1 & L2 Communication L1 & L2

Expression L1 & L2

SOCIOCULTURAL

Love Laughter

Life

Discuss how to complete the RWJ with an example.

Review the vocabulary of the week Review the 4 dimensions Apply our learning practically

Write about your first two weeks of experiences within the United States of America.

Prompts:◦ Reflect about your cultural experiences◦ Discuss your experiences with the U-Curve◦ Discuss your sociocultural, linguistic, academic

and cognitive experiences within your classes.◦ Most importantly, consider your future aspirations

of your current learning and how you plan to incorporate it in Ecuador!

Vocabulary Quilt Review to your earlier created vocabulary foldable. Review all the vocabulary words. In small groups discuss all the words.

U-C-ME activity: Refer to your activity handbook. Follow these directions:

Main circle= 4 Dimensions Circle 1 (left)= Sociocultural Circle 2= Language; Circle 3= Academic Cicle 4= Cognitive; Circle 5= What I think?

Form small groups of 3 or 4 people. In these small groups, retrieve at least 1

large white chart paper. Create a tri-fold page of learning and

practical uses.

Dimension Goals Considerations?

What students already know about

the content is one of the strongest

indicators of how well they will

learn new information

relative to the content being

presented by the teacher.

(Marzano, 2004)

Please ask if anything does not make sense!

Technology

Student mh 1