810.629Thursday, September 23, 2010

6:45-8:45 PM

Supporting English Language Learners in Literacy and

Content

OUTCOMESBy the end of today’s class, you will be able to: Identify the four skill areas in ESOL; Assess your learning of language

teaching/learning methodologies; Identify common proficiency levels among the

four skill levels; Begin planning to adapt a mainstream social

studies lesson for ESOL students; and Identify components of the ESOL Praxis II exam.

AGENDA Change to syllabus Activator Quiz on Teaching Methodologies Language Skills Proficiency Levels Introduction to Strategies Praxis II

Syllabus Change Before I give you your Cultural Identity

grades, please read your classmate’s papers on the WIKI and complete the file: Cultural Differences Processing that is posted on the WIKI (and a handout tonight.)

This should be completed for class on Sept 30.

The Research Article due on Sept 30 will be due on a “relaxed” deadline- sometime the week after Sept 30. Email it to me.

Thanks!

Brainstorm: Concept Webs

5

Teaching English as a Second Language

Listening Speaking

Reading Writing

QuizFill in the Blank Square

Language Skills Language educators have long used the concepts of

four basic language skills: • Listening• Speaking• Reading• WritingThe four basic skills are related to each other by two

parameters: • the mode of communication: oral or written• the direction of communication: receiving or

producing the message

Listening Comprehension• Listening and understanding what we hear.• Interactive and non-interactive.Micro-skills:• retain chunks of language in

short-term memory• discriminate among the distinctive

sounds in the new language• recognize stress and rhythm

patterns, tone patterns, intonational contours.

• recognize reduced forms of words• distinguish word boundaries• recognize typical word-order

patterns

• recognize vocabulary• detect key words, such as those

identifying topics and ideas• guess meaning from context• recognize grammatical word

classes• recognize basic syntactic patterns• recognize cohesive devices• detect sentence constituents,

such as subject, verb, object, prepositions

Speaking• Interactive, partially interactive, and non-interactive.Micro skills involved in speaking. The speaker has to:• pronounce the distinctive sounds of a language clearly enough so that

people can distinguish them. This includes making tonal distinctions.• use stress and rhythmic patterns, and intonation patterns of the language• use the correct forms of words: the tense, case, or gender.• put words together in correct word order.• use vocabulary appropriately.• use the register or language variety that is appropriate to the situation• make clear to the listener the main sentence constituents, such as subject,

verb, object, • make the main ideas stand out from supporting ideas or information.• make the discourse hang together so that people can follow

Speaking

Marcus http://www.gaggle.net/blog/feehan Mike http://www.gaggle.net/blog/muhieddin Mariangelie http://www.gaggle.net/blog/mariangelie Anglay http://www.gaggle.net/blog/anglay Tun http://www.gaggle.net/blog/bunyarit Suzan

http://www.gaggle.net/blog/suzan

Reading

It can develop independently of listening and speaking skills, but often develops along with them, especially in societies with a highly-developed literary tradition.

Reading can help build vocabulary that helps listening comprehension at the later stages, particularly.

ReadingMicro skills. The reader has to:• decipher the script, i.e. establishing a relationship between sounds and symbols or

the meaning of the words with written symbols (pictograph system).• recognize vocabulary.• pick out key words, such as those identifying topics and main ideas.• figure out the meaning of unfamiliar words from context.• recognize grammatical word classes: noun, adjective, etc.• detect sentence constituents, such as subject, verb, object, prepositions, etc.• recognize basic syntactic patterns.• reconstruct and infer situations, goals and participants.• use background knowledge & cohesive linguistic devices to make inferences,

predict outcomes, and infer links and connections• get the main point or the most important information.• distinguish the main idea from supporting details.• adjust reading strategies to different reading purposes

WritingPerhaps hardest of the skills: Involves graphic representation of speech plus the

development and presentation of thoughts in a structured way.Micro skills:• use the orthography correctly: script, spelling and punctuation conventions.• use the correct forms of words, e.g. right tense, or case or gender.• put words together in correct word order.• use vocabulary correctly.• use the style appropriate to the genre and audience.• make the sentence constituents, such as subject, verb, and object, clear• make the main ideas distinct from supporting ideas or information.• make the text coherent, so that others can follow the development of ideas.• judge how much background knowledge the audience has on the subject

and make clear what it is assumed they don't know.

Proficiency LevelsMSDE: Five proficiency levels within each topic outline the

progression of language development as implied in the acquisition of English as a second language.

• Low Beginning• High Beginning• Low Intermediate• High Intermediate• Advanced

School Improvement in Marylandhttp://mdk12.org/instruction/curriculum/elp/index.html

MCPS Proficiency LevelsThe Important Thing…

• The important thing about PROFICIENCY LEVELS IN ESOL is _______. – Another detail– Another detail– Another detail

• But the important thing about PROFICIENCY LEVELS IN ESOL is _________.

Example: 

The important thing about rivers is that they are very useful to people.Rivers are useful as a source of water for daily life.They are also used as a way to travel.Rivers provide fish for people to eat.The important thing about rivers is that they are a major resource for people.

Instructional Strategies to Support ELLs

Adapting Mainstream Lessons for Second Language Learners

Getting Ready for the Praxis

Study topics:Analysis of Student Language ProductionLinguistic TheoryTeaching Methods and TechniquesAssessment Techniques and Cultural IssuesProfessional Issues

Analysis of Student Language Production• Oral Grammar and Vocabulary

• Pronunciation

• Writing

Be familiar with:

• Comparative structures

• Code switching

• Phonetic Alphabet http://www.antimoon.com/how/pronunc-soundsipa.htm

• Register

Linguistic Theory

Phonology• Morphology• Syntax• Psycholinguistics• Sociolinguistics

Linguistic TheoryWhich sounds in English that are typically

problematic for speakers of various native languages?

• What kinds of words most frequently occur in a reduced form in natural speech?

• Intonation and stress patterns in English• Types of activities that can help ESOL

students monitor and improve their proficiency in English pronunciation.

Linguistic Theory• How do morphemes combine to create

words in English?• What is a digraph?• How would knowing prefixes and suffixes

improve a student’s ability to gain meaning from new words?

• Similarities and differences between syntactic systems of English and other languages.

Linguistic Theory• Formation of declarative and interrogative

sentences in English?• Identify the parts of speech, understand the

English verb system and analyze student errors.

• Be familiar with idioms and nonliteral expressions How can they affect an ESOL student’s understanding of spoken and written English?

Linguistic Theory

• Grammatical transformations and structural changes and how they affect meaning

• Be familiar with:Krashen

Cummins (BICS/CALP)Vygotsky (zone of proximal development)/Krashen (I + 1)

Linguistic Theory

Be familiar with:• Language interference• Interlanguage• Code-switching• Order of acquisition• Affective filter• Communicative competence• Proxemics

Linguistic TheoryWhich sounds in English that are typically

problematic for speakers of various native languages?

• What kinds of words most frequently occur in a reduced form in natural speech?

• Intonation and stress patterns in English• Types of activities that can help ESOL

students monitor and improve their proficiency in English pronunciation.