ctel module1 domain 1 fall07
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California Teachers of English Learners
(CTEL)Module One
Language and Language Development
jeffery heil
CTEL Information
This is the link to the NES site where you can register, get some sample test questions and study guides: http://www.ctel.nesinc.com/
Sample Constructed-Response Question
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.
Knowledge, Skills, and Abilities (KSAs)
See pages 3 – 7 Notice that each domain is cross-
referenced to a page number in the participant guide
Page 8 gives the test structure of the first three subtests
Page 9: Rationale for Module 1
Domain 1: Language Structure and Use
001–Phonology & Morphology 002–Syntax & Semantics 003–Language Functions & Variation 004–Discourse 005–Pragmatics
Domain 2: First- And Second-Language
Development(And their relationship to Academic Achievement)
006–Theories, Processes & Stages of Language Acquisition
007–Theories, Models, and Processes of Second-Language Acquisition
008–Cognitive, Linguistic, and Physical Factors Affecting Language Development
009–Affective Factors Affecting Language Development
010–Sociocultural and Political Factors Affecting Language Development
Rate Your Knowledge
Complete page 10: Rate your prior knowledge of the linguistic terminology we will encounterLook at page 11 and predict what the three major subheadings of the nature of language.
Page 11
Communicative Competence
Structure
Four Linguistic subsystems that are necessary to understand how language is formed: Phonology Semantics Morphology Syntax
Function
Two Major subheadings: Discourse
Speaking and writing only
Pragmatics Verbal and non-verbal communication
(everything non-discourse and non-structure)
Variation
This is the different styles/registers we use to communicate depending on the context of a communicative act in terms of subject matter, audience, and occasion Purpose
Formal & Informal
Subsystems of Language Structure
Phonology (page 12) CLAD Ch2 pp 34-37/CTEL Ch1 13-20
Morphology (page 13) CLAD Ch2 pp 37-39/CTEL Ch1 20-23
Syntax (page 14) CLAD Ch2 pp 39-40/CTEL 23-25
Semantics (page 15) CLAD Ch4 pp 41-42/CTEL 26-30
Pragmatics (17 - 27) CLAD Ch2 pp 42-48/CTEL 39-43
Subsystems of Language Structure
In small groups, read about the subsystems of language, summarize on chart paper (key terms & ideas), and present (time permitting).
Phonology Phonology- It is the study of the sound
system of a language; the way in which speech sounds form patterns.
A phoneme is the sound that makes up a langue, the smallest unit of sound.
EX: cat, /c/ /a/ /t/ has three phonemes. Intonation Patterns are variations in the
pronunciation of phrases or sentences that follow certain patterns, changes in the pitch of the voice, length, and speech rhythm
Phonology Stress – stress, pitch/tone, and intonation
are characteristics of language sounds beyond phonemes. Stress can occur at the word or sentence
level. Word level
Ex: desert noun, “dry region” Ex: dessert noun, “sweet foods”
Sentence level Kimberly walked home. Kimberly walked home. Kimberly walked home.
Phonology Pitch serves to distinguish meaning within a
sentence. It can have a high or low pitch depending on what the speaker is trying to convey. You are going to school! Vs. You are going to school?
Prosody – the underlying rhythm of the language (interaction of pitch and word stress) CTEL, pg17
Modulation is the process that words, phrases, and sentences go through to change the tonal center from one place to another. The purpose is to help give language structure, direction, and variety. (going down for authority, up for engagement/interest)
Phonology How Can Phonology Inhibit
Communication? When a student’s primary language
sound system differs from the English Sound system: It’s difficult to transfer what is not in
the system When speaking and making different
sounds to a word, meaning could change (short i, b/v, l/r, etc.)
Morphology Morphology–the study of meaning units
(words) in a language. A morpheme is the smallest unit (in the
word) in the building blocks of meaning. Ex: dog=1 morpheme dogs (dog + s)=2
Two lexical morphemes are also called compound words. The word is made from two free morphemes (basket + ball = basketball)
Morphology Inflectional Endings-all are suffixes (eight total): -
s,-es, -s, -ing, -ed, -en, -er, -est Cognates are words in related languages that
developed from the same ancestral root such as English “father” and Latin “pater”.
How can morphology inhibit communication? When a plural is irregular, such as mouse
(singular) and mice (plural), an EL will over generalize and say mouses, since s/he learned that houses is house in the plural form.
Syntax
Syntax is the study of the structure of sentences and the rules that govern the correctness of a sentence.
Classes: Noun-names person, place, or thing Preposition-links pronouns and nouns to
the rest of the sentence
Syntax
Syntactic rules are pattern relations that govern the way the words in a sentence come together
Sentence patterns are various ways of expressing a complete thought from simple sentences (S & V) to compound, complex sentences
Syntax
Implication: Students need to be exposed to
different sentence patterns from simple to complex in oral and written form in order to acquire the patterns. They can be taught after the acquisition process in order for students to monitor their language development.
Semantics
Semantics is the study of meanings of individual words and of larger units such as phrases or sentences.
Difficulties w/Semantics: Multiple Meanings-words can have
multiple meanings and connotations (tire, tire)
Semantics Difficulties w/Semantics:
False Cognates- there can be false cognates (library, librería, embarrassed/embarazada)
Idioms-are a group of words that have a single meaning and is not to be interpreted literally (It’s raining cats & dogs)
Language Ambiguities-are when words, phrases, or sentences have multiple meanings
Semantics Implications: What are some of ELs’ difficulties
related to semantics? Transfer issues Cultural reflection in primary language (concepts of time
US: time is an object: time=$, speed=intelligence, don’t waste it, buy time, find time, spend time, etc. . .some cultures, time=objective experience)
Understanding that there are universals in all languages Know that 70% of the vocabulary/terms used in science
and math are derived from Greek or Latin
Lexicon
Lexicon is the sum total of the meanings that an individual holds. It is knowledge of how to use the words correctly and how words are formed to create new meanings. It entails different semantic properties such as synonyms, antonyms, homonymns, and idioms
Relationship Among Language Structures
See page 16 How does primary language affect
acquisition of second language in each area of the chart?
Importance of Contrastive Analysis!!!!
Contrastive Analysis Phonology
No short vowel sounds in Spanish Morphology
Los libros de Juan éstan pesados. There are no apostrophes to show possessives in Spanish.
Syntax El gato negro. The adjective follows the noun in Spanish
Semantics Cognates: profesor, professor False Cognates: librería, library
Read the poem: The English Language
Social Functions of Language
CTEL pg, 31 Importance of PURPOSE: we talk, listen,
read and write when we have a purpose for doing it!
To amuse: tell a joke, etc. To inform: read report To control: command “sit down now” To persuade: telemarketer telling you how
to vote
Academic Functions of Language –CTEL, pg 30-
31 Academic language has a place in all content areas. There are many purposes in using language in subject matter.
Are there any other examples of language function(s) across content areas you can think of? Science: predictions Math: explain
What are some of the differences between academic and social functions of language??
Types of Language Variation
CTEL – 43-48 Take five or 10 minutes to brainstorm
your ideas in the types of language variation. IN CLAD page 19 (Sociocultural Factors).
Pay attention to the Adapted Instruction boxes for strategies!!
Why do you think language variation evolves . . .
Types of Language Variation Dialect:
A distinct form of a language that differs from other forms of that language in specific linguistic features
Types of Language Variation
Historical Variation: Historical records go back thousands of
years and indicate that language changes across time and context
Social Language Language varies in the social context with
the purpose to communicate.
Types of Language Variation
Academic Language: Language can be content-specific
(academic areas, military, law, etc)
Why does language variation evolve? Time Travel Economics/war
Factors that influence a speaker’s or writer’s choice of language
(pg20) Imagine you are trying to persuade (orally,
in person) an elderly woman to participate in a community center. She came w/her son from a village in México. She has been a housewife and has taken care of her son’s child. More Social or Academic Variation?
Now, what would a written brochure look like that is attempting to persuade her? How would it differ? More Social or Academic change?
Factors that influence a speaker’s or writer’s choice of language
(pg20) Now, select a purpose and setting, oral or
written, to accomplish a mode of communication.
How do the factors change? What does this say about our ability to use
language?
Analyzing Oral and Written Discourse
Two volunteer read script please. Now, read the written discourse “Explanation of a
math workshop” What are the differences and similarities between
these samples of oral and written discourse? Conversations are fluid, text is fixed
Do our students tend to write like they talk? If so, what are the implications for us?
We need to overtly teach appropriate discourse forms in writing!!!
Promoting Communicative
Competence in Social and Academic
Settings Using the top-half of the Venn diagram, identify similarities and differences between language structures used in spoken and in written English.
In the bottom-half, brainstorm strategies you can use to teach oral and written discourse in English (Imagine you are teaching non-native speakers of English; although, the strategies would apply to English-only too).
Promoting Communicative
Competence in Social and Academic Settings
Spoken: Sentence frame More informal More idiomatic
Written Rule: more linear Fewer use of
idiomsGuided by the topic, theme,
idea
Top Half
Promoting Communicative
Competence in Social and Academic Settings
Spoken: Ask for clarification paraphrase
Written Formal syntax “hamburger”Formal or
informal
Transitional words
Bottom Half
The Hamburger & the Taco
(to accompany pg 22) HamburgerRepresents the organized
composition, narrative or essay. Top bun is intro; layers of food are the body/content; and the bottom bun is the conclusion.
Five-paragraph composition
Taco
Has a cover, the tortilla semi-rolled with lettuce and meat, but no specific order.
Creative writing: ingredients with no specific order
Analyzing Text Structure
At your tables, read the three examples aloud and analyze the text based on the matrix.
Examples are from 8th grade social-studies, secondary geometry text, and a 4th grade science text.
What stands out to you about this analysis?
Pragmatic Features of Oral and Written
Language Gestures:
“OK” gesture obscene (Brazil/Turkey) “Come Here” (w/finger) is the way to call
dog/prostitute in some cultures We must explicitly teach our gestures &
be careful about which gestures to use!
Facial Expressions: Americans are often perceived by others
as being superficial for so much smiling!!
Pragmatic Features of Oral and Written
Language Eye Contact:
Lack of eye contact = respect in some cultures
In North America, it is a sign of disrespect/defiance
Proxemics: North America = arm’s length Latin America = much closer
Pragmatic Features of Oral and Written
Language Touching:
Very personal & intimate in some cultures, while in others it is commonplace. Head patting is very taboo in many cultures.
Styles/Registers: How you talk depends on your audience .
.boss, store clerk, students, etc. Students need to know how and when it
is appropriate to switch registers
Pragmatic Features of Oral and Written
Language Dialect:
There is a variation among speakers of the same language. “I’m stuffed” (US=I’m full) vs. (Australia=I’m pregnant!”)
Speakers of certain dialects may be viewed differently (less intelligent, low SES, etc.)
Figures of Speech: “Y’all come back now” (said to Japanese
businessmen caused them to get off a bus!) Use fewer idioms with beginning level Els and
ALWAYS explain them!
Pragmatic Features of Oral and Written
Language Silence:
Silence differs dramatically across cultures. In the U.S., it is interpreted as expressing embarrassment, regret or sorrow. In Asian cultures, it is a token of respect.
Quickwrite (page 26)
Describe one discourse setting/context (classroom, social event, store, types of correspondence) and identify key features appropriate to the setting
Share some ideas with the class
Factors that affect a speaker’s or writer’s choice of pragmatic
features Cultural Norms:
Student’s upbringing will influence how s/he responds and uses pragmatic features (touching, eye contact)
Social: When engaged in communicating for
social purposes, gestures, and facial expressions, will be more commonly used
Factors that affect a speaker’s or writer’s choice of pragmatic
features Setting: If the setting is in the classroom, the
teacher/student register will be in place Goals:
Direct vs. indirect communication Purpose:
Communication (oral/written) is with intent Subject Matter:
Language is content-specific
Audience Purpose Context
Oral
Example
Administrator Students ask Principal to include after school programs
School
(informal)
Written
Example
Administrator Parents write a letter to principal requesting sports after school
Home
(formal)
What are some Difficulties ELs have
with respect to Pragmatics?
Review of Linguistic Knowledge
Return to page 10 and re-rate your knowledge of the linguistic terminology from this section. Add any pertinent information on pages 28-30
Page 32 - Rubric to Evaluate ELD Program. Evaluate Yourself Write evidence found in each item.
Remember to consider: listening, speaking, reading and writing.