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By the end of today’s class, you will be able to:

Describe the connection between language, culture and identity.

Articulate the difference between bottom-up and top-down processing in reading.

Identify effective strategies for teaching reading in a second language context.

Identify components of the ESOL Praxis II exam.

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Identity Papers

Reading Instruction

Writing Instruction

Praxis II

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Find the people who have the same flag as you.

You will each have 5 minutes to speak without interruption

After you speak, your teammates will have 5 minutes to ask you questions or to comment.

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Identify the subject of your paper. Explain your rationale for choosing

that person as your subject. Make the connection, for your

teammates, between learning a second language and your subject’s sense of identity.

Articulate, as well, your belief as to the extent of the role of culture/cultural differences in acquiring the second language.

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Bottom-up: Data Driven:Decoding skills, such as letters & words

Top-up: Conceptually driven:Comprehension skills

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Schema theoryWe bring meaning to what we read.Background knowledge and culture as a

factor in reading comprehension. Content schemata:Our knowledge about people, the world,

culture. Formal schemata:What we know about discourse structure.

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Non-fiction: essays, reports, articles Fiction: novels, short stories Poetry Plays Test questions Directions Forms Invitations

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Permanence Processing Time Distance Orthography Complexity Vocabulary Formality

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Before reading, students should… Participate in a verbally interactive, multi-

sensory experience that integrates key language items and concepts from the text

Experience extensive previewing activities (picture walks, predicting, a summary of what will be read)

Have a set purpose for reading Restate purpose to ensure comprehension

2003 Division of ESOL/Bilingual Programs: ESOL Instructional Team

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During reading, students should… Listen to text through read-aloud or

shared reading. Revisit the text (shared reading,

paired reading). Break reading into chunks and

summarize or retell parts as they read. Respond to questions adapted to

students’ proficiency levels. 2003 Division of ESOL/Bilingual Programs:

ESOL Instructional Team

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After reading, students should… Orally retell or summarize what was

read. Revisit key vocabulary—identify new

words and practice words, IN CONTEXT. Participate in a choral reading of

selected passages, adding gestures or movement, when appropriate.

Use LEA (language experience approach) to create an adaptable, readable, text.

2003 Division of ESOL/Bilingual Programs: ESOL Instructional Team

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What type of text is it?

What kind of processing did you use to read it (Top-down? Bottom-up?)?

Identify examples of one or both types of processing you used?

What strategies would you use to teach students to read this kind of text?

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Study topics: Analysis of Student Language

Production Linguistic Theory Teaching Methods and Techniques Assessment Techniques and Cultural

Issues Professional Issues

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Oral Grammar and Vocabulary Pronunciation WritingBe familiar with: Comparative structures Code switching Phonetic Alphabet

http://www.antimoon.com/how/pronunc-soundsipa.htm

Register

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Phonology Morphology Syntax Psycholinguistics Sociolinguistics

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Which sounds in English that are typically problematic for speakers of various native languages?

What kinds of words most frequently occur in a reduced form in natural speech?

Intonation and stress patterns in English Types of activities that can help ESOL

students monitor and improve their proficiency in English pronunciation.

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How do morphemes combine to create words in English?

What is a digraph? How would knowing prefixes and

suffixes improve a student’s ability to gain meaning from new words?

Similarities and differences between syntactic systems of English and other languages.

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Formation of declarative and interrogative sentences in English?

Identify the parts of speech, understand the English verb system and analyze student errors.

Be familiar with idioms and nonliteral expressions . How can they affect an ESOL student’s understanding of spoken and written English?

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Grammatical transformations and structural changes and how they affect meaning

Be familiar with:KrashenCummins (BICS/CALP)Vygotsky (zone of proximal

development)/Krashen (I + 1)

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Be familiar with:Language interferenceInterlanguageCode-switchingOrder of acquisitionAffective filterCommunicative competenceProxemics

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For Next Time

Garcia: Chapter 12 Second Journal Entry due 10/4: Visualize two students; map them

along a proficiency line for each skill. How

do you plan and teach for the varied proficiency levels & needs of each student?