Implications for

Teaching & Learning

Our Mission (the what)…

• Explore the dynamics of second language

acquisition and implications for instructional practice.

We will do this by (the how)… • Making practical connections to classroom

practice.

• Initiating and documenting critical conversations

about theory into practice.

Language Acquisition

What is Language Acquisition?

How did you experience L2 language acquisition?

What processes occurs during language acquisition?

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,

90 degree elbows, some 45

degree elbows, three inch

black PVC, three P-traps,

four shut off valves,

a wax ring, and extra

couplings. Cummins & - Koch

Time Required to Achieve

Age-Appropriate Proficiency

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Lev

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yBICS: Social Language

CALP: Academic Language

2-3 years

Native English Speakers:English Language Learners:

5-7 (up to 10) years

- Thomas & Collier

Linking Language to Content: Promoting Transfer & Contextualizing

Schema

Known to UnknownKnown to Unknown

Native

Language

Second

Language

ContextualonnectingConceptual

- Herrera

Vocabulary Quilt in Practice:

From Known to Unknown• Promotes use of native language (L1).

• Assesses prior knowledge (academic/experiential).

• Allows for non-linguistic representations.

• Introduces new vocabulary/content.

• Ensures student accountability for learning.

Note: This strategy can be used throughout the lesson.

In the Know

“A horse is a horse, of course, unless you don’t know

what a horse is, and then what?!”

Experiential Academic

Knowledge Knowledge

To take our students

from the known

to the unknown,

we must first determine

what it is they know!

Experiential Knowledge

• Country of Origin

• Family Dynamics

• Community

"Language is the road map of a culture. It tells you where

its people come from and where they are going."

-Brown

Funds of Knowledge as a Resource

Funds of knowledge are those historically

developed and accumulated strategies or

bodies of knowledge that are essential to the

function and well-being of a household.

- Moll, Amanti, Neff, & Gonzalez

Hearts Activity

Students come with experiences

that are uniquely their own!

Academic

Knowledge

• Prior Exposure to Content/Concepts

• Prior Schooling Experiences

• Social/Affective Experiences

Additional Types of Knowledge

Declarative Knowledge

Procedural Knowledge

Conditional Knowledge

Metacognitive Knowledge

• What we know.• What we declare.•Schemata (memory frameworks) stores declarative knowledge.

• Used to complete simple or complex tasks.• This knowledge stored in production systems.• Systems consists of steps or phases.

• Knowing when, why, or where to use information.• Stored in long-term memory.• Extremely difficult knowledge for teachers and students.

• Consists of “higher-order thinking that involves active control over the cognitive processes engaged in learning”.•Conceptualized as acquired knowledge

What the Research Says

About Vocabulary Students develop vocabulary through explicit

vocabulary instruction.

For English language learners, the

“achievement gap” is primarily a vocabulary

gap.

- Carlo et al.

- Dicus

CALP (Cognitive Academic Language Proficiency) 5 to 7 years for fluency

Academic Knowledge Math 1. Can recognize math numbers and symbols.

2. Can draw and label diagrams.

3. Can systematically order word problems.

4. Can identify parts of a graph.

5. Can circle unknown vocabulary terms to ask

questions about them.

6. Can translate word problems using “math

terms.”

- Calder

CALP (Cognitive Academic Language Proficiency) 5 to 7 years for fluency

Academic Knowledge English 1. Uses mechanics of spatial skills

(i.e., top-to-bottom, left-to-right).

2. Understands rules of

punctuation/capitalization.

3. Reads for comprehension.

4. Follows along during oral reading activity and

responds at his/her turn.

5. Demonstrates appropriate use of text

(i.e., index, bold words, captions).

Daily Activity

Play a jeopardy game:

Experiential Knowledge

Conditional Knowledge

Declarative Knowledge

Working Memory

Automatization

Academic Knowledge ?

Metacognitive Knowledge

Funds of Knowledge

?Sensory Memory

Procedural Knowledge

Linking Language to Content:Benefits for CLD Students

• L1 responses

• Non-linguistic responses

• Single-word responses in L2

• Demonstrates existing schema

• Provides contextual connections

• Starting point for discussion and elaboration

How do we best support second language acquisition

(SLA)?

• Contextualize for stages of SLA

• Promote native language transfer

• Differentiate instruction

• Capitalize on the CLD student biography

Krashen’s Stages of Second Language Acquisition (SLA)

• Preproduction

• Early Production

• Speech Emergence

• Intermediate Fluency

• Advanced Fluency Herrera & Murry

OTAL CLASS

ARTNERS

MALL TEAMS

NDIVIDUAL

Student Configurations forSecond Language Development

Herrera, Perez, & Escamilla

Student Configuration Comparisons Activity

In USA: Total Partner Small Group Individual

In Ecuador: With a partner, discuss

the various combinations of student configurations used in your classrooms.

Share out loud some examples and its successes!

Small Team:Setting up Student

ConfigurationsStep 1: Complete CLD student biographies.

Step 2: Determine academic purpose for grouping.

Step 3: Determine task & outcome to be completed by team.

Step 4: Designate teams to reflect CLD student biographies.

Step 5: Authentically assess work completed by the team.

- Perez

End of Day: Daily Review

Partner activities: Partner Bio Card Refer to your student activity handbook. Create a student biography of a partner. Share out loud with the whole group if time permits.

Introduction Activity

Magic Book Activity: Retrieve two different colors of construction paper, scissors,

pens/pencils or markers

SLA BICS CALP Natural Order Hypothesis

Affective Filter Hypothesis

Input Hypothesis

Acquisition Learning Hypothesis

Monitor Hypothesis

Pre-production Early Production

Speech Emergence

Intermediate Fluency

Advanced Fluency

Differentiated Instruction

Prior Knowledge

Day 2: Today we will

Discuss Krashen’s Five Hypothesis

Consider various examples using the five hypothesis

Krashen’s Natural Order Hypothesis

The acquisition of grammatical structures follows a

natural order that is predictable.

It is independent of the learner’s age.

It is independent of the learner’s L1 background.

Krashen

The Learning/Acquisition

Hypothesis “Learning is a conscious process that involves

studying rules and vocabulary” (Krashen)

There are 2 ways in learning and developing a second language: Learning (conscious process) Acquisition (subconscious process)

Learning Acquisition

Conscious: we are aware we are learning.

Subconscious: we are not aware we are learning.

It’s what happens in school when we study rules and grammar.

It’s what happens in and out of school when we receive messages we understand.

The Monitor Hypothesis

It assists the role of learning in the process of language acquisition.

Native English speakers possess the ability to distinguish between phonology, syntax, morphology and grammar usage in speaking.

Understanding and comprehension in this hypothesis also plays a role in language competence.

Monitoring language focuses on how something is said instead of what is said.

Input Hypothesis

Acquisition occurs with comprehensible input.

Receiving input does not guarantee language acquisition.

Krashen refers to input as i+1.

If students receive input at or below their current level, no new acquisition will be learned.

Some researchers has noted the importance of “comprehensible output” which results in meaningful language usage.

Comprehensible input (i+1). i = current level of

comprehension.

i + 1 = a slightly elevated level of

discourse input.

Individual: Krashen’s Input Hypothesis (i + 1)

- Krashen

The Affective Filter Hypothesis

How do you feel in class? Are you nervous, bored, anxious…?

In order to learn language, you need comprehensible input and Chomsky refers to it as the language acquisition device.

If input is blocked by a filter very little language acquisition occurs.

If the filter open, language acquisition occurs.

Theories of SLA:“Role Play” Me a Hypothesis

1. Learning/Acquisition Hypothesis

2. The Natural Order Hypothesis

3. The Monitor Hypothesis

4. The Input Hypothesis

5. The Affective Filter Hypothesis

Activity:

• Divide into teams of 3-4.

• Review your assigned theory.

• Find a way to role-play the main points and concepts of your theory (all team members must participate).

• Act out for the class and debrief the key characteristics of your hypothesis.

Partners:Turn and Talk

• Vygotsky’s zone of proximal development

• Active engagement of all students

• Lowers affective filter

• Exchange of grade-level content knowledge

• Personal connections with the content

End of Day: Daily Review

Picture Me A Hypothesis: Break into 5 small groups Each group should receive huge chart paper with

markers Choose a hypothesis: Natural Order hypothesis, Input

hypothesis, affective filter hypothesis etc. Draw a picture with the hypothesis and give a

description of each.

Welcome to Law!!

Today we will: Discuss quality programming by

considering the law Activity: Create a Law Book.

It’s the Law….

Ecuador•Follow the directions given by the instructor to create your own “Book.”• Write the following title and your name on the front of your book: “Education in Ecuador” • On the top of each pages, write the following:

- Private school - Public school - Educational Initiatives

Completing your Law Book

•Individually write down key facts about each law

in your own law book by taking “Power Notes.”

• Power Notes are a streamlined form of notetaking:

• Main ideas are assigned

a power rating of 1.

• Attributes, details, or

examples are assigned

power 2, 3, or 4 ratings.

1. Reformers2. Populists

3. National Grange3. Farmer’s Alliance3. Populist Party

2. Unions 3. The Knights of Labor 3. IWW

Day 5:AUTHENTIC ASSESSMENT

Today we will:Examine the role of authentic assessment with CLD students.

Explore the scope of interaction as an integral part of authentic assessment.

Learn about authentic assessment as a tool for informing instruction.

Learn strategies for taking theory into practice.

Language Objectives

We will accomplish this by:

Defining key aspects of authentic assessment.

Listening to the descriptions of authentic assessment strategies.

Thinking about the role of interaction in authentic assessment.

Authentic Assessment:Socio-Affective

Considerations

Math anxiety: Feelings of dread and fear…may actually contribute to lower test scores.

Steenhuysen

Key Vocabulary

• Authentic Assessment

• Prism Model

• States of Mind

• Interaction

• Performance-Based Assessment• Portfolios

UncoverConcentrateMonitorEvaluate What are states of mind?

In what ways do we use interaction as an authentic assessment tool?

What is performance-based assessment?

Authentic

Assessment

A Closer Look: What is Authentic Assessment?

Teacher-generated, instruction-based, grade-level

assessments that inform practice.

Assessment that emphasizes process not product.

Assessment that builds upon assets of the CLD

students’ biographies.

Assessment that supports student learning through

the use of interactive grouping configurations.

A Traditional Definition of Authentic Assessment

Authentic assessments: Are generally developed directly from classroom instruction, group work, and/or related classroom activities and provide an alternative to traditional assessments.Facilitate the student’s participation in evaluation processes.Include measurements and/or evaluations relevant to both the teacher and student.Emphasize real-world problems, tasks, or applications that are relevant to the student and/or his or her community. - Herrera, Murry & Cabral

Changing States of Mind

Behavior = State of Mind = Affective Filter

• Fear• Anxiety• Frustration• Confusion

• Connection• Excitement• Curiosity• Celebration

- Jensen

Authentic Assessment in Practice

Questions to consider:• What purpose does the authentic assessment

serve?

• How will the information be used to inform instruction and improve learning?

• Where does it fit in the lesson (before, during, and after)?

Interaction & Assessment

• Student interaction promotes language & concept development. • Interactive grouping configurations should be TPSI.

*T = Total Group *P = Partner *S = Small Group *I = Individual

Teacher to Student

Student to Student

Groups

Student to Teacher

Performance-Based Assessment Students are engaged in a task to demonstrate

knowledge.

Assessment is based on the belief that students construct knowledge.

Students discover knowledge vs. receiving knowledge from the teacher.

Assessment prompts higher-order thinking.

Assessment integrates multiple skills.

Sample Performance-Based Assessment in Practice

• U-C-ME: Cooperative Group Assessment

• PICTURES AND WORDS: Peer Assessment

• THUMB CHALLENGE: Play Based Assessment

How will the teacher

know what I know

if she doesn’t take time

to know what I know?

Anonymous

UncoverConcentrateMonitorEvaluate What are states of mind?

In what ways do we useinteraction as an authentic assessment tool?

What is performance-based assessment?

Authentic

Assessment

End of Day: Daily Review

U-C-ME Activity: Work individually. Turn to partner after individual work. Discuss with whole class to gather all different

perspectives and understanding.

Review Day

Today we will: Review all the vocabulary for understanding and

practice Activity: LIFELINE

Review SLA Activity: Pepsi Ah!

Review all learning Activity: Tri-Fold

Activity 1: Lifeline

Refer to you activity handbook.

Work with a partner

After partner collaboration, transition to small group to expand horizons.

Activity 2: PEPSI AH!

Create 5 groups of students.

Create 5 huge circles which resembles a stop light.

Paste these 5 circles below each other.

Fill in the stages of second language acquisition.

Write key points in front with application on back.

Activity 3: Tri-fold

Complete the tri-fold on your learning for the past week.

Share in small groups.

Q & A to address any concerns.