Welcome to Unit 5 Seminar: Learning the Language

Unit Outcomes:

• We will explore patterns of language acquisition

• We will compare different learning environments

• We will discuss various learning strategies to acquire language

***Unit 5 Quiz****

Reviewing Key Concepts:

How do we help the ELL Learner with language acquisition?

We help them by teaching them survival vocabulary, academic and social language skills, grammar skills, and phonics.

Receptive vocabulary

• What is Receptive vocabulary?

Receptive Vocabulary is:

• These are words that individuals hear, may repeat and possibly understand, but cannot use in context on their own. 

•What is Active vocabulary? 

Active vocabulary is:

• These are words that an individual can use in context on their own without prompting. 

How do we teach these types of

vocabulary skills?.   

We use different types of activities

Context-embedded vs.

context-reduced activities

What are context embedded and reduced activities?

• "Context-embedded" activities refer to being able to figure out words based on the environment or context of the words. In these cases, students can figure out the meaning, because they use pictures or the situation they are in to understand. 

• In "context-reduced" activities, students must rely on a true understanding of vocabulary, because they don't have many clues in the environment or situation to help them.

Seminar Question 1:

How can an awareness of natural language acquisition influence

the ESL teacher and paraprofessional?

Please read the article under Reading in Unit 5, if you have nto done so.

Stages of Language Acquisition

• stage 1 (preproduction)

• stage 2 (early production)

• stage 3 (speech emergence)

• stage 4 (intermediate fluency)

• stage 5 (advanced fluency)

Stage 1: Pre-production Stage

• This is the silent period. English language learners may have up to 500 words in their receptive vocabulary but they are not yet speaking. Some students will, however, repeat every thing you say. They are not really producing language but are parroting (Haynes, 2005, para. 1).

• What is appropriate instruction at this stage?

Stage 2: Early Production

• This stage may last up to six months and students will develop a receptive and active vocabulary of about 1000 words. During this stage, students can usually speak in one- or two-word phrases. They can use short language chunks that have been memorized although these chunks may not always be used correctly.

• What are some strategies for this stage?

Strategies for Stage 2: Early Production

• Ask yes/no and either/or questions.

• Accept one or two word responses.

• Give students the opportunity to participate in some of the whole class activities.

• Use pictures to support questions and to build vocabulary.

• Modify content information to the language level of ELLs.

• Provide listening activities.

• Simplify the content materials to be used. Focus on key vocabulary and concepts. When teaching elementary age ELLs, use simple books with predictable text.

• Support learning with graphic organizers, charts and graphs. Begin to foster writing in English through labeling and short sentences. Use a frame to scaffold writing. (Haynes, 2005, para. 5).

Graphic Organizers

• KWL charts (Know, want to learn, have learned)

• Cloze Procedures (fill in the blanks to find the answers)

• What other graphic organizers can you use?

http://www.education.ky.gov/KDE/Instructional+Resources/Literacy/Literacy+Strategies+Glossary.htm

Stage 3: Emergence

• Students have developed a vocabulary of about 3,000 words and can communicate with simple phrases and sentences.

• They will ask simple questions, that may or may not be grammatically correct, such as May I go to bathroom? �

• ELLs will also initiate short conversations with classmates.• They will understand easy stories read in class with the

support of pictures. They will also be able to do some content work with teacher support

(Haynes, 2005, para. 6).

Tasks appropriate in Stage 3

• Sound out stories phonetically.

• Read short, modified texts in content area subjects.

• Complete graphic organizers with word banks.

• Understand and answer questions about charts and graphs. Match vocabulary words to definitions.

• Study flashcards with content area vocabulary.

• Participate in duet, pair and choral reading activities. Write and illustrate riddles.

• Understand teacher explanations and two-step directions.

• Compose brief stories based on personal experience.

• Write in dialogue journals (Haynes, 2005, para. 7).

Which activity do you think will be easy to implement? Which one will be difficult? Why?

Stage 4: Intermediate Fluency

• English language learners at the intermediate fluency stage have a vocabulary of 6000 active words.

• They are beginning to use more complex sentences when speaking and writing and are willing to express opinions and share their thoughts.

• They will ask questions to clarify what they are learning in class. These English language learners will be able to work in grade level math and science classes with some teacher support. Comprehension of English literature and social studies content is increasing.

• At this stage, students will use strategies from their native language to learn content in English (Haynes, 2005, para.8).

Stage 5:Advanced Fluency

• It takes students from 4-10 years to achieve cognitive academic language proficiency in a second language.

• Student at this stage will be near-native in their ability to perform in content area learning. Most ELLs at this stage have been exited from ESL and other support programs.

• At the beginning of this stage, however, they will need continued support from classroom teachers especially in content areas such as history/social studies and in writing.

• For those of you who did actual interviews for project 4, what did you find helped improved fluency for your interviewee? Please share.

Reviewing the Stages

• stage 1 (preproduction) need repetition of English; buddy system who speaks their language

• stage 2 (early production) yes/no questions; use pictures to support; modify content; building vocab. using pics; listening activities; key vocabulary and concepts; simple, predictable text; graphic organizers, charts, short sentences, sentence frame to scaffold writing

• stage 3 (speech emergence) vocabulary of 3,000; read short text; word banks; answer questions about charts; match vocab. to def.; study flashcards for vocab.; choral reading

• stage 4 (intermediate fluency) complex sentences; express opinions; ask clarification questions; use 1st language strategies to learn new content

• stage 5 (advanced fluency) 4-10 years to achieve cognitive academic language proficiency, most have been exited

Paraprofessional’s role

• Social Settings?

• Academic Objectives?

• Cultural Differences?

How might a paraprofessional assist the ESL student in coping with different language contexts (social settings, academic objectives, cultural differences)? Page 9

Language Contexts:

• Social settings: spoken/written form for personal expression and enjoyment; expand communication (show gratitude, apologize, express anger, etc, acceptable tone and intonation)

• Academic Objectives: interact; understand subject matters in spoken/written form; construct /apply academic knowledge (content based curriculum-academic skills, concepts, vocabulary associated with content areas general for intermediate and advanced levels)

• Cultural Differences: use appropriate lang. according to audience, purpose, setting; nonverbal communication; extend communication

What are some of the learning strategies that can be used to

enhance second language acquisition?

• Hint….This is great for Final Project as well as knowledge of the stages and the skills they need in each one.

• Metacognitive strategies

• Cognitive

• Social Affective strategies

Strategies

• metacognitive strategies-preview headings; planning(graphic organizers, maps); focused attention on specific details-purpose; self monitoring; self evaluation

• Cognitive strategies-using resources, classification; note taking; summarizing; imagery; connecting (new info. To prior knowledge); transferring; inferencing

• Social Affective strategies-questioning; cooperation; self-talk

Learning Environment

•How can you create an accepting inviting learning environment?

Helpful Tips:

• Unit 5 Quiz- Please don’t forget to complete it by Tuesday evening.

• Begin preparing for Final Project by reviewing the project questions as this unit is “Perfect” for some of the questions of the final.

• Have a fantastic week!!!!

Start getting organized for your Unit 9 Project!

• Imagine you have just begun working in the Mountain Top Elementary School and Miss Diaz, the ELL teacher, has assigned you to work for the next several weeks with a group of four fifth-grade students who have limited English proficiency. While they have varying levels of ability to communicate in English, most of them are shy and often confused when carrying out assignments.

• You suspect that some of them are embarrassed by their lack of English language proficiency and are trying hard not to stand out among their peers.

• Considering what you've learned this term, think of some ways you can address their academic, social and emotional needs while also facilitating their learning of the English language.

Collecting information for Unit 9’s Project

Your project should reflect the following;

• What are some ways you can work on their language skills with them?

• What academic/organizational skills would you like them to learn?

• What emotional issues would you like to help them address?

• What social skills can you help them to overcome?

• What strategies can you make use of in each of these areas? How can you incorporate technology?

• What is the role of the paraprofessional in supporting these learners?

Unit 9 Project continued

• Prepare an essay that responds to the questions in your own words.

• Support your paper with references to information from the unit readings.

• Your paper should be 4 pages, double-spaced, and follow APA manuscript style (refer to the Kaplan Writing Center for help). You should include a Title Page and Reference Page (these do not count as part of the 4-page requirement). All essays should include an introductory paragraph, the body of your discussion on the topics, and a summarizing paragraph as your conclusion.

• You also can use the Kaplan University Writing Center for any writing help (click Academic Support from MyDesk).

• The grading rubric that will be used to evaluate your projects is located in your class syllabus.

Unit 5!

To do list:

Complete Graded Quiz

Discussions

Seminar Unit 5 has been completed. Thanks for coming tonight!

Start getting organized for your Unit 9 Project! Bring your questions next week!

Have a good night, Everybody!