martinez handout

8/12/2019 Martinez Handout

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Strategies for EnglishLanguage Learners

Silvia Martinez, Ed.D., CCC-SLPDept. of Communication Sciences and Disorders


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Objectives

Review language proficiency issues ineducation

Proficiency Domains

Common Underlying Proficiency

List education strategies

List assessment strategies


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Characteristics of our

Students

English Learning Experiences Goals and missions of ESL programs

Diversity of ESL methods

Direct method, audio-lingual, grammartranslational (form before function),pragmatic (notional/functional, natural

approach)

Education attainment of ESL teachers(technical versus eclectic teaching)


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Students

Education Language Experiences Pragmatics

Well developed terminologies or not

Intonation patterns for emphasis

Teacher familiarity, style

Student behavior, participation Teaching and learning styles


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Students

Other Definitions of Bilingualism Ambilingualism Equilingualism

Balanced Bilingualism

Functional Bilingualism Receptive/Passive Bilingualism

Productive/Active Bilingualism

Natural/Primary Bilingualism

Academic/Secondary Bilingualism

Incipient Bilingualism

These are not mutually exclusive, you can have two

classifications


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Students

Levels of Proficiencies in languagedomains (both L1 and L2) Phonology

Semantics Morphology

Syntax

Pragmatics

Suprasegmentals


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Students

Domains to master Four Language Skills

Listening Speaking

Reading Writing

Skills within Skills Pronunciation

Vocabulary Grammar Pragmatics Etc, etc, etc


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Students

Knowledge background of classcontent demonstrable in nativelanguage (L1) and/or English (L2)


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Language Skills Required for

Education ProficiencyDomains (J. Cummins) Basic Interpersonal Communication Skills (BICS)

Context embedded Comprehension Speaking Pronunciation

Vocabulary Grammar

Cognitive/Academic Language Proficiency (CALP) Context reduced Analysis Synthesis Meanings

Creative Compositions


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BICS/CALP

Conversational Proficiency

Cognitive/Academic Proficiency

Surface

Cognitive Processes

Knowledge

Comprehension

Application

Language Proficiency

Pronunciation

Vocabulary

Grammar

Analysis

Synthesis

Evaluation

Semantic Meaning

Functional Meaning

Baker, C. (2006). Foundations of Bilingual Education and Bilingualism.Clevedon: Multilingual Matters.


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BICS/CALP

Helps explain school failure.

Cognitive Undemanding

Context ReducedCommunication

Context Embedded

Communication

Cognitively Demanding Comm

Quadrant

1Quadrant

2

Quadrant

3

Quadrant

4


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BICS/CALPTwo Dimensions1. Amount of contextual support available to a

student Context embedded Communication

Pointing to objects Using the eyes Head nods Hand gestures Intonation

Context reduced communication Few cues to meaning transmitted


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BICS/CALP

Two Dimensions2. Level of cognitive demands requiredin communication

Cognitive demanding communication Much information at a challenging level

needs processing quickly

Cognitive undemanding communication Person has the mastery of languages skills

sufficient to enable easy communication.


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BICS/CALP Language Demands


Context Reduced

Communication

Context Embedded

Communication


Greeting, talking about

Weather, tell stories,

describe what they just saw

Reciting a poem, listening to poem,Describing a story on TV, copiesInfo. from screen or text

Compares and contrasts,

Summarizes, recalls andReviews, solution seekingProbs., explains, justifies

Reflects on feelings, argues a case,sustains and justifies an opinion,evaluates and analyzes, interprets



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BICS/CALP Instructional Application


Context Reduced

CommunicationContext Embedded

Communication



One to one instruction

Demonstration

Oral Presentation w/o objects

Reading Instructions w/o picts.


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What about the TOEFL

Aim of TOEFL (Test of English as a ForeignLanguage) (Ascher, C., 1990)

Directed at discovering how much students have learnedabout the structure, vocabulary, and sound system of

English Does not measure students active use of English and does

not measure how well a student will manage an Englishclassroom.


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Common Underlying

Proficiency

Refers to what is commonly known asbalance proficiencies, but takes it onestep further


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Common Underlying

ProficiencyThe Iceberg Analogy

Separate Underlying Proficiency vs.


L1 Surface Features

L2 Surface Features

Surface Level


CALP

Central Operating System


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Common Underlying

Proficiency

Language attributes are not apart inthe cognitive system, but transferreadily and are interactive.

Lessons learned in one language canreadily transfer into the other

language.


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Strategies(Lopez-Valadez, J., 1991)

Diversify Teaching Strategies

Simplify oral presentations short simple sentences, keepterminology constant, use body language, presentinformation in small, discrete pieces.

Use multisensory teaching techniques by incorporatingvisual aids and demonstrations.

Encourage cooperative learning structures and other formsof grouping so that peer modeling and tutoring can take

place. Provide bilingual supports in the form of bilingual resource

persons and special materials.


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Increase Reading Comprehension

Highlight key passages and words in text or in the margin

Supplement the text with illustrations, brief outlines, andtape recordings of reading

Teach students reading skills like skimming, finding keyinformation, sequencing information, etc. through practiceand worksheets

Adapt or rewrite materials into simpler English with

illustrations to explain the concepts


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Modify Test Procedures

Check comprehension at frequent intervals by asking wh andyes/no questions. Ask students to point to a tool, part orlocation. Have students paraphrase information , usecooperative learning techniques.

Provide exercises using test formats to teach test-taking skills.


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Assessment Bilingual Student Characteristics

Bilinguals process information more slowly in their less

familiar language therefore, slower speed of test-taking.

Bilinguals may show curious anomalies add larger numberseasier because their native currency runs in larger numbers

Students with limited English familiarity may be more easilydisturbed by noise and other distracting environmentalconditions.


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Assessment Strategies -

BICS and CALPACognitive Undemanding

Context Reduced

CommunicationContext Embedded

Communication



Demonstration to Teacher

Oral Testing (ask tocomment whiledemonstrating

Write-Up ask to write about process

Discussion


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Assessment Strategies(Lopez-Valadez, J., 1991)

Essay

Short Answer

Fill in the Blank

Multiple Choice

True/False

Demonstration

HIGH DIFFICULTY

HIGH DIFF.

LOW DIFF. Native Lang Oral Engl. Written Engl.


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Native Lang.

Oral English

Written English

Moderate High Difficulty

Language Difficulty

Multiple Choice

Matching

True-False

Demonstration

T/F Corrections

Fill in the Blank

Short Answers

Essay

Reca

ll:

Proce

ss

Recognition:

Product

Testing Difficulty

Lopez-Valadez, J. & Reed, T. T-Q (1989). Building Competencies To Serve

LEP Vocational Students: An Inservice Manual. Eric ED321607


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Assessment Strategies(Lopez-Valadez, J., 1991)

Adapt the test situation by modifying time constraints and

allowing the use of a bilingual dictionary. Select a test format that requires less reading or one that is

re-written into simpler English.

Pre-teach vocabulary on test both technical and instructionwords.

Avoid the pitfall of testing the English proficiency instead ofthe knowledge being imparted

Translate the test or use interpreters Permit answers in native language


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Readings ________(2002). The High-Quality Learning Conditions Needed to

Support Students of Color and Immigrants at California CommunityColleges. Policy Report. San Francisco: California Tomorrow. Ascher, C. Assessing Bilingual Students for Placement and

Instruction. ERIC/CUE Digest No. 65, ERIC #ED322273 Baker, C. (2006). Foundations of Bilingual Education and

Bilingualism. Clevedon: Multilingual Matters. Baker, C. & Hornberger, N. H. (2001). An Introductory Reader to

the Writings of Jim Cummings. Clevedon: Multilingual Matters. Lopez-Valadez, J. (1991). Succeeding with the LEP in Vocational

Educaiton: Common Concerns and Solutions.

Lopez-Valadez, J. & Reed, T. T-Q (1989). Building Competencies ToServe LEP Vocational Students: An Inservice Manual. Eric ED321607

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