Language acquisition and development

Language acquisition and developmentMeeting the Needs of Diverse Learners

EDUG 543 Professor: John Wick

Linguistic DiversityWide range of cultures within your classroomBuild RelationshipsFactors that contribute to diverse classrooms:Linguistic DiversityCultural DiversityCognitive & Academic DiversityPhoto By hepingting (CB106492) [CC BY-SA 2.0 (http://creativecommons.org/licenses/by-sa/2.0)], via Wikimedia Commons

Linguistic Diversity- language most comfortable for students is not the instructional language of the schoolCultural Diversity- Students home, language, culture, society differs from predominant culture of the school - usually middle class Cognitive & Academic Diversity- Student learns at the pace or style different than school expects.*note I use Student in place of Child/children/kid/kids etc. as a form of professional respect.

Instructional BeliefsAmerican Standard EnglishNCLB w/ CCSS More difficult for ELLsLearning Language & Academic Language Infer, Synthesize, Analyze, Criticize, Compare/Contrast Complex Texts

The predominant status quo belief in our society is that American Standard English will be the main language of use. NCLB CCSS demand higher expectations of all students but the burden is even more for ELLHigher order thinking skills are not only expected, but required to meet the standards.

Instructional PrinciplesLanguage is cultural in natureSecond language acquisition principlesEnvironment makes students feel comfortable and acceptedStudents in small groups ability for meaning-making & authentic communicationStudents provided time to listen and process w/o pressure to produce written or speakingDialects - Do Californians have a dialect?

-When students maintain strong identity with their culture / native language; more likely to succeed academically - positive self concepts about ability to learn-When students are silent they are often mentally rehearsing and creating the language systems they are exposed to while they are silent. -Dialects often easier to see our own speech as natural and everyone else as a dialect.- The 101 The 10 - Southern California; Hella - Norther California (slang most evident)

Instructional StrategiesPrimary Language importantSupport by: Environmental Print from first languageBooks in non-English and English representing cultureShare artifacts, culture, storiesPublish/share stories in first languageBilingual aides, students, parents, volunteers

DANNY FRONTIER TECH - 562-922-1237

Instructional StrategiesSheltered English AdaptationsMaximize non-verbal communicationExtra time, express through drawing, pointing, manipulating objectsBody actions with all sensesSimple language. Rephrase use actionsAdapt Materials: add pictures, diagrams, graphic organizersPhoto by: Stellapark025 (Own work) CC BY-SA 4.0 via Wikimedia Commons

-When the teacher isnt proficient in the students language and the students are not proficient in the Teachers language it is a Sheltered Environment

Instructional StrategiesSheltered Instruction Observation Protocol (SIOP)Framework for instruction of ELLsTeacher PreparationTeacher InstructionAssessmentPhoto by: Stellapark025 (Own work) CC BY-SA 4.0 via Wikimedia Commons

-When the teacher isnt proficient in the students language and the students are not proficient in the Teachers language it is a Sheltered Environment-Preparation: be sure objectives are clear-Instruction: Students Background knowledge | Use appropriate language-Assessment: Review of concepts taught - Regular feedback! (formative)

Instructional StrategiesInstructional Conversations

https://www.youtube.com/watch?v=LAj1a7-ku2Q&spfreload=10

DANNY FRONTIER TECH - 562-922-1237

Instructional StrategiesInstructional ConversationsFacilitate students prior knowledge/experienceEngage in discussionGuide understandingReact on a personal level to materialMinimize teacher talk

Key to this method is that the teacher gives up a large role as the authoritative keeper of knowledge and allows the students to explore the topic. Teacher then guides students when necessary, but the teacher always builds upon the students knowledge and statements.

BICs & CALPBICS: Basic Interpersonal Vocabulary SkillsCALP: Cognitive Academic Language Proficiency

https://www.youtube.com/watch?v=NoB4KEIsHTk&spfreload=10

-BICS - 6 months to two years after arrival in the US-CALP- from 5 years to 7 years to develop-BICS and CALP develop simultaneously.-Student who speaks fluently to you may be struggling if only in US for a few years they are NOT lazy.

Cultural DiversityInstructional Beliefs:Contributions ApproachAdditive ApproachTransformative ApproachSocial Action ApproachPhoto By woodleywonderworks School Friends is licensed under CC BY 2.0

Contributions Approach: Focus on holidays/celebrations of a cultureAdditive Approach: Focus on thematic units integrated into curriculum about cultureTransformative Approach: More social- Students read and discuss cultural perspectivesSocial Action Approach: Focus on projects that are culturally driven.-Teachers of the 21st century need to provide authentic literacy & Learning experiences More than Contributions or Additive

Instructional StrategiesDetermine Cultural ExpectationsValidating Each Students ExperienceFoster Ethnic, National, & Global Identification

-Students from dissimilar cultures have difficulty try to find commonalities -Help students build background knowledge. Validate the knowledge they have.-ELLs motivated when reading about American culture; helps to connect with peers. Local Issues and how to address them builds national identification. - Christian Service Projects

Instructional StrategiesCollaborative CommunitiesTechnology Enhanced InstructionChoosing Quality Multicultural Literature

-Develop creative strategies that are culturally sensitive to involve parents-Tech innovations enhance curiosity, imagination, social interactions, promote academic achievement-Choose books that accurately reflect other cultures. Books that have authentic representations of cultures.

Take a Break

Be back in: Image from: http://www.personalprotection-usa.com/wp/wp-content/uploads/2014/03/HC-ALCLK-DVR_c.jpg

Academic & Cognitive DiversityInstructional Beliefs:Legislation Public Law 94-142Evaluations not discriminatoryAll students entitled free appropriate educationIEP designed for all students with DisabilityIDEA Photo By wka Drawing via wheelchair using a Wii Remote is licensed under CC BY 2.0

-Student learns at the pace or style different than school expects.-Public Law 94-142 Education for all handicapped children act (1975), -IDEA (Individuals with Disabilities in Education Act 2004) - Special Education teachers must be highly qualified. Must consider student response to scientifically based interventions for identifying students with disabilities. -Lays groundwork for Response to Intervention (RTI)

Instructional PrinciplesEssential components of effective literacy program include instruction in:Phonemic AwarenessPhonicsVocabularyComprehensionFluency

-Assess students regularly-Multiple authentic learning experiences-Student interests-Positive feedback-Engage parents

Instructional PrinciplesPhonemic Awareness vs. Phonics

https://www.youtube.com/watch?v=LyeFoJkbqOo

-Assess students regularly-Multiple authentic learning experiences-Student interests-Positive feedback-Engage parents

Instructional PrinciplesInclusion:Inclusion is a philosophy that states all individuals, regardless of ability, should participate within the same environment with necessary support and individualized attention. Inclusion is more than simply placing individuals together, its a belief that all individuals belong and are valued (Kasser & Lytle, 2005).Kasser, S.L., & Lytle, R.K. (2005). Inclusive physical activity: A liftetime ofopportunities. Champaign, IL: Human Kinetics.

-Least Restrictive Environment

Instructional PrinciplesIDEA & LREIDEA defines Least Restrictive Environment as "to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily" (Sec. 612 (a)[5]).www.twu.edu/inspire/least-restrictive.asp

-Least Restrictive Environment

Instructional PrinciplesIDEA & LREEvery student with a disability should be given the opportunity to start out in a general education classroom and if that environment does not allow for success and a more restrictive environment is deemed appropriate, then that facilitators and educators must give good reason as to why the LRE is not working and it should be a main topic of discussion in the IEP meeting.www.twu.edu/inspire/least-restrictive.asp

-Least Restrictive Environment

Instructional PrinciplesIDEA & LRELRE supports the students right to be in the general education classroom unless assessment data indicate that prescribed goals cannot be met in that setting, with support services. In regards to physical education a student might be assigned to in either one of these instructional setting from least restrictive to most restrictive environment.http://www.twu.edu/inspire/least-restrictive.asp

-Least Restrictive Environment

Instructional PrinciplesCurriculum Compacting:For gifted students curriculum compacting may be used: the curriculum is compressed there are guidelines established for accelerated instruction.Literacy Coaches: Provide long term professional development (PD) for teachers that ultimately results in improved reading achievement.

Instructional StrategiesInquiry LearningBased on Constructivist ApproachBegan in Science and Math classroomsLearning is a Meaning Making processStudents experiment, solve problemsAuthentic

Instructional StrategiesDifferentiated Instruction (DI)Different learners have different needsProactively plan variety of ways to learnExample: Whole class, individual, group, paired instruction.

Instructional StrategiesNew Literacies/MultiliteraciesFluid representations of knowledge beyond traditional linear textVisualArtistictechnologicalRequired in CCSS

Instructional StrategiesResponse to Intervention (RTI)Historically students from diverse cultures were assumed to be struggling learners placed in special programs4 tier RTI model was developed to help avoid this from happening

Instructional StrategiesResponse to Intervention (RTI)

https://www.youtube.com/watch?v=nkK1bT8ls0M&spfreload=10

Take a Break

Be back in: Image from: http://www.personalprotection-usa.com/wp/wp-content/uploads/2014/03/HC-ALCLK-DVR_c.jpg

Observations: Literacy Rich Environments

http://generalischool.com/images/1048.JPG

Assessments

Grade Level Reading Passage System

San Diego Quick Assessment

https://www.youtube.com/watch?v=mH5hNLK7-cY

Hold on to instruction, do not let it go; guard it well, for it is your life.Proverbs 4:13 2017 John Wick