Language Acquisition and Language Levels Teacher Training Summer

Language Acquisition and Language Levels Teacher Training Summer 2014 8: 00 am- 9: 30 pm

Second Language Acquisition • Second language acquisition or SLA is the process of acquiring/learning other languages in addition to the native language. • Process of how they become fluent in English • Success/speed of acquiring a second language is based on home experiences, parents’ backgrounds, and English abilities

Acquiring vs. Learning • Acquisition is the subconscious process of attaining the subtleties of language and culture. • Learning refers to the process by which students become aware of the “rules” of the target language. • BICS – Basic Interpersonal Communication Skills • CALP – Cognitive Academic Language Proficiency

How do ELLs Acquire Language? - Use existing knowledge from their first language. - It’s important for us as teacher to make connections whenever possible - Construct a transitional system from L 1 to L 2. - Communication strategies help to overcome breakdowns of communication.

Common Myths • Myth #1: Students can learn English quickly by being exposed to and surrounded by native language speakers. • Myth #2: The ability to converse comfortably in English signals proficiency and means the child should be achieving academically. • Myth #3: Students should learn English before attempting to study an academic subject in that language. • Myth #4: ESL students should stop speaking their native language and concentrate on speaking English.

Newcomers • How They Feel • Overwhelmed and Exhausted • Culture Shock • How They Might Act • What Newcomers Can Do • What They Will Need • Academically • Emotionally • Culturally • Family Dynamics • Build Relationship with Their Caregivers • Classroom Aesthetics • Positive • Their Name • School Tour

Newcomers • Classroom Procedures • Label Items • Make Illustrated Routine Charts • Merge Content with Language Activities • Buddy • Help them learn the classroom routine. • Take them to ESL class and back again. • Sit with them in the lunchroom. • Use gestures and short phrases. • Teach them the ABCs, numbers, phrases • Include them in games on the playground. • Play vocabulary games with them. • Sit with them on the bus. • Learn a few words of the newcomer's language.

Newcomers • Instruction • Roman Alphabet • Colors, Numbers, Shapes, Body Parts, • Classroom Object Labels • Survival Vocabulary and Phrases • Modeling • Total Physical Response • Repetition! • Sentence Frames • Visuals • Organization – Folder or Portfolio • Dictionary – Personal and Published • Flashcards • Computer Programs • Read Aloud Everyday!

Newcomers • Visuals • Photographs • Powerpoint Slides • Videos • Realia • Drawings/Sketches • Miming/Gestures • Speech • Exaggerated Emotions/Voice Inflection • Clear, Slower pace • Concise • Simple sentences • Pauses • Limit Idioms • Reassuring, Calm

Newcomers • When They Speak • Don’t Overcorrect----Model • Check for Understanding • Allow Ample Processing Time • Give Advanced Notice • Choral Reading • When They Write • Model-Clear, Legible, Concise Sentences • Provide Sentence Frames • Don’t Overcorrect----Model • Allow them to correct their own work. • Focus on individual skills gradually.

All Other ESL Students • Descriptors/levels based on ELDA scores • All the newcomer strategies and be modified for these levels too. • Intermediate • Level 2, 3, or 4 in every domain • Emerging Fluency • 1 st or 2 nd year with Level 4 or 5 in nearly every domain • Long Term ELLs • 3+ years with Level 4 or 5 in every domain

English Language Development Tool (ELDT) • Springdale School District’s resource • Teaching strategies • What to expect of students are various language proficiency levels • Change the descriptors based on the levels of proficiency in all language domains (listening, speaking, reading, and writing).

Small Group Activity 1 • Think Pair Share about Each Level • With your partner, discuss the following points then be ready to share with the whole group: • • Describe student Describe your attitude toward the student Describe your classroom related to him/her Describe the other students’ reactions/partnership with the ELLs at each level

Small Group Activity 2 • Dialogue with group about Google Drive research and resources. • Focus your attention of elements related to your level and language domain • Be ready to share (Below is what’s expected): • Language acquisition ah-ha moments • Language domain explanation • Proficiency level explanation • What is expected of a student • What the student may be struggling with • How you might be able to help a student at that level

ELL Profile Case Studies • Newcomers – Level 1 or 2 in every domain • Intermediate – Level 2, 3, or 4 in every domain • Emerging Fluency – 1 st or 2 nd year with Level 4 or 5 in nearly every domain • Long Term ELLs – 3+ years with Level 4 or 5 in every domain • Hypothetical Student Presentations • Use chart paper and the ELDT resource • Sketch the student, and choose a content area. • What vocabulary support will be needed? • Determine some appropriate strategies. • How will you need to scaffold for this student? • What challenges will most likely arise?