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TSL 4320:ESOLTSL 4320:ESOL

Strategies for theStrategies for the

Content Area TeacherContent Area Teacher

Class 3Class 3

Welcome!Welcome!FALL 2007FALL 2007

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AgendaAgenda

Welcome! Qs & As

SharingModified vs. Non-Modified LessonFindings (turn in Venn Diagram)

ESOL Program Models

Language Learning: Language Structures,Dialects

Book Buddy Discussion Sharing L2 Learning Experiences

Comparing L1/L2 Learning

Second Language Acquisition Theories

Stages

Affecting Factors

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SharingSharingModified vs.Modified vs.

NonNon--Modified LessonModified Lesson

Group Venn diagramGroup Venn diagram

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Program Models and Case StudiesProgram Models and Case StudiesComplete the blanks on the chart provided

ESOL Models

1. Mainstream Classes (inclusion)2. Self-contained Classes (elementary) and

Sheltered Classes (high school)*

3. ESOL Pullout

Bilingual Models

1. Two-way Bilingual Programs2. Transitional Bilingual Programs

3. Maintenance Programs

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LanguageLanguage

Acquisition,Acquisition,

Structure, & UseStructure, & Use Every teacher is a language teacher.Every teacher is a language teacher.

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LANGUAGE ACQUISITIONLANGUAGE ACQUISITION----

HmmmHmmm

1. Is learning your native language more

like learning to walk or like learning to

play a musical instrument? Why?

2. Is language innate or learnedor

both? Explain.

3. What kinds of (corrective) feedbackdo parents give to children learning

language?

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More ponderingsMore ponderings

Do primitive languages exist? What are language universals?

How does language change?

How do children learn their first language?

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LANGUAGE ACQUISITION,LANGUAGE ACQUISITION,

STRUCTURE, AND USESTRUCTURE, AND USE All processes acquired simultaneously

Acquisition, structure, and use informed byculturally accepted values and beliefs

Assumptions and perceptions made about

mismatches or mistakes

Language learning occurs naturally

Language is complex

Implications for re-thinking how we organizelanguage learning & development in US publicschools

St t f LSt t f L

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Structure of LanguageStructure of Language

PrimerPrimer Phonology

Syntax Grammar

Morphology

Semantics Pragmatics

Discourse

Nonverbal communication

Language variation: dialects

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Phonology: The SoundPhonology: The Sound

System of a LanguageSystem of a Language Languages have different sounds

rr in Spanish

th in English

Other examples? Languages allow only certain sound

combinations (phonemic sequences)

special (Eng.) v. especial (Span.)

Ngo (Viet.) v. singing (Eng.)

Other examples?

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PhonologyPhonology

Languages discriminate sounds differently

/b/ vs. /v/ in English and Spanish (allophones) Tout vs. Tu in French and English

Other examples?

Languages use intonation differently

Chinese: ma (rising tone) vs. ma (falling tone)

English: How are you? (greeting) vs. Fine,how are you? (response)

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PhonologyPhonology

Languages have different timing and stress

patterns Example: English (as stress-timed language)

Cows eat grass

The cows eat the grass

The cows are eating the grass

Las vacas comen pasto Spanish

Example: dgegetit? Wazup?

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PhonologyPhonology

Syllables emphasized or reduced by pitch (high

vs. low) change meaning By length (of vowel)

By quality of vowel

By loudness

Example:

I walked TO (not from) the park v. I walked to the

park.

ExCUSE me! v. Excuse me.

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Phonology permits us to:Phonology permits us to:

produce sounds which form meaningful

utterances recognize accents

make up new words

recognize what is/isnt a sound in oneslanguage

add appropriate phonetic segments toform plurals and past tenses

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Phonological AwarenessPhonological Awareness

General term about noticing the sounds of alanguage

Timing

IntonationStress

WordsSyllables

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ELL Considerations (1)ELL Considerations (1)

Phonemes not present in the L1?

Some ELLs cant distinguish between the th voiceless sound inthigh and the voiced in thy because their languages do not havethese sounds.

When certain sounds are not present in the L1, ELLs may not evenhear them.

Phonemes not occurring in certain positions in the L1?

In Spanish, certain consonants do not occur at the end of words,such as cog, bag, and stand.

R in initial and middle positions might pose problems for speakersof some Asian languages

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ELL Considerations (2)ELL Considerations (2)

Phonemes not occurring in certain combinations?Consonant blends and clusters occur at thebeginning, middle, and end of words, which may be

unusual for some ELLs. How extensive is the oral language and vocabulary

base?

Teachers should realize that ELLs may have difficultybecause they just dont know enough Englishespecially those that are at the preproduction

stage, which is considered the silent period.

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SyntaxSyntax -- Word order andWord order and

structurestructure The knowledge of the structure of phrases and

sentences in a given language is SYNTAX.

Both the meaning of words and the structure ofthe sentence/phrase contribute to meaning. Forexample, word order can change meaning:

The cat was on the mat.

The mat was on the cat.

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SyntaxSyntax

Sentences must conform to rules of syntax tobe grammatical. Ungrammatical sentences

dont follow syntactical rules.

Syntactic knowledge extends beyondgrammaticality. The rules of syntax also

accounts for double, or AMBIGUOUS,

meanings. An example of STRUCTURALAMBIGUITY can be found in the following:

I saw the man with a telescope.

Wh i h l

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What is the structuralWhat is the structural

ambiguity in the following:ambiguity in the following:

No smoking section available.

Visiting friends can be fun!

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SyntaxSyntax

The rules of syntax also give us the ability toidentify when two sentences

(PARAPHRASES) mean the same thing

though they have different structures. Forexample:

It is relaxing to read. = Reading is relaxing.

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S t i lS t i l

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Sentences in every languageSentences in every language

include a:include a:

Subject (S) Verb (V)

Object (O)Example:

I read my book.(S)(V) (O)

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6 Basic Word Orders6 Basic Word Orders

SVO English, French, Swahili, Thai

VSO Tagalog, Irish, Arabic

SOV Turkish, Japanese, Eskimo

OVS Apalai (Brazil), Barasano (Colombia)

OSV Apurina and Xavante (Brazil)

VOS Cakchiquel (Guatemala)

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What is the word order?What is the word order? Tagalog: Sumagot siya sa propesor.

Answered he the professor.

Turkish: Romalilar barbarlari yendiler.Romans barbarians defeated.

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Negation of SentencesNegation of Sentences

In Spanish, the word no is placed infront of the first verb in the sentence.For example:

Juan tiene television.Juan no tienetelevision.

The negation process in English is morecomplex. For example:

John has a television.John does not

have a television.

S diffi lt i tSome difficult grammar points

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Some difficult grammar pointsSome difficult grammar points

for ELLs:for ELLs:

Verb tense errors (The business society rely

heavily on other businesses.) Irregular verbs

Count v. non-count nouns (Theres a special

program to help the peoples.) Word forms (I could see how cruelty it was.)

Double negatives (I dont never go there.)

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Morphology: formulation ofMorphology: formulation of

words with meaning unitswords with meaning units

Morpheme (Greek: morphe (form)

the smallest unit of meaning

One word can be composed of one or

more morphemes:

1: desire

2: desire + able

3: desire + able + ity

4: un + desire + able + ity

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Find that Morpheme!Find that Morpheme!

Divide the following words into their individual morphemes

as shown below: Example: beautiful = beauty + ful

* retroactive = _________+_______+_____

befriended = _______________________ margin = _______________________

grandmother = _______________________

unpalatable = _______________________

ungentlemanliness = _______________________

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Derivational MorphemesDerivational Morphemes

1. Elizabeth Elizabethan

Exact Exactly Whats happening to the grammatical class?

2. auto + biography autobiography

super + human superhuman

music + ian musician

What happens when these morphemes arejoined?

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When a DERIVATIONAL MORPHEME is conjoinedto other morphemes (or words), a new word isderived (formed). Sometimes DERIVATIONAL

MORPHEMES change: Grammatical classes

Example: cooperate (verb) + -ive = cooperative

(adjective or noun) Meaning

Example: semi + annual = semiannual

pig + let = piglet

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Language differencesLanguage differences In English, we form comparatives by adding the inflectional

morpheme er or by adding the word more (in front of longeradjectives). In Spanish, theres only one waythe word

mas (more) is put in front of the adjective or adverb, and theword que is put after the adjective or adverb. For example,

Ana es mas inteligente que Ricardo. A native Spanishspeaker learning English may say, Cathy is more old thanMiguel rather than adding the er to old.

Vietnamese and Chinese speakers do not add inflectionalmorphemes to show past tense. All tense relations are

shown through expressions of time. Because of this, anAsian student may say: Yesterday I go to the hospital.

What are implications for teaching ELLs?

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SemanticsSemantics

Study of linguistic meanings of morphemes, words,phrases, and discourses

SEMANTIC PROPERTIES of morphemes and wordshelp convey meaning.

The following words share the semantic property human:doctor child parent baby

professor bachelor dean

Categorize them according to as many other semanticproperties that you can think of.

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S iS ti CC t

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SemanticsSemantics----CognatesCognates

For this method necesario

Study short vocabulario

It might help increase salario

You'll be linguist honorario

You see, you know it, the definicin

You know the root, by cognicin

Now learn the ending by repeticinSoon you'll speak by intuicin!

Used with permission Ellis Toussier-Ades Bigio-Antebi (1987)

etoussier@hotmail.com www.geocities.com/Paris/5000/

Case Study: DimitriCase Study: Dimitri

mailto:etoussier@hotmail.commailto:etoussier@hotmail.com

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Case Study: DimitriCase Study: Dimitri(Gabler, 2004)(Gabler, 2004)

Problem: False cognate interfered withcomprehension of poem entitled

Sympathy

English Russian

sympathy simpatichniy

(nice, friendly)

S tiS ti M t hM t h

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SemanticsSemanticsMetaphorsMetaphors

Walls have ears.

CervantesThe car was a lemon.

Use non-literal interpretation to expressmeaning. Otherwise, the sentences areanomalous.

Interpretation depends on literal meaningsand background knowledge.

S tiS ti IdiIdi

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SemanticsSemanticsIdiomsIdioms

Eat my hat

Give a piece of my mind

Put his foot in his mouth

All languages have

Structurally similar to ordinary phrases butwords/word order cannot usually be changed

Enter mental dictionary (LEXICON) as chunks

Course PackFor fun, figure out what theseidioms in Portuguese mean! (Located on page182)

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Discourse: how thoughtsDiscourse: how thoughts

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are expressed throughare expressed through

languagelanguage Larger chunks of language tie together to express

thoughts or feelings

Oral Discourse

Turn-taking/interrupting Topic focus and relevance

Conversational repair

Written Discourse

Reference (genre, purpose, audience, author)

Cohesion (organization of ideas, evidence, etc.) Cultural traditions (psycholinguistics)

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Dialectal DiversityDialectal Diversity

A language is a dialect with an armyA language is a dialect with an armyand a navy.and a navy.

--MaxMax WeinrichWeinrich

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African American VernacularAfrican American Vernacular

EnglishEnglish(AAVE)(AAVE)

A dialect of English used by some AfricanA dialect of English used by some African

Americans (sometimes referred to asAmericans (sometimes referred to as

Ebonics), that is shown to be as logical,Ebonics), that is shown to be as logical,

complete, rulecomplete, rule--governed, and expressive asgoverned, and expressive as

any other dialect.any other dialect.

Features of AAVEFeatures of AAVE

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Variations in PhonologyVariations in Phonology /r/ deletion or weakening (e.g. poor poe)

/l/ deletion or weakening (e.g. help hep) Final cluster simplification (e.g. first firs)

Loss of vowel contrast (e.g. fear v. fair)

Loss/change of final th (e.g. bath v. baf, with

v. wiv)

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What do I need in order to integrateWhat do I need in order to integratedialect awareness into my classroomdialect awareness into my classroom

curriculum?curriculum?

An appreciation for dialect diversity

Some background knowledge of dialect

diversity

Awareness of teaching methods

Knowledge of community-basedregional standards

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Assignment 6Assignment 6Portfolio OverviewPortfolio Overview

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Assignment 6Assignment 6 Portfolio OverviewPortfolio Overview

Buy a notebook to put all your evaluation assignmentsduring the semester.

Write a short essay (1/2-1 page typed with 1 margins

around (12-pt. Arial or Times New Roman font) withthe name of the assignment on the first line) for eachassignment as to how each assignment hascontributed to your professional growth as a future

teacher of ELLs in a mainstream classroom. Attach each essay as a cover page at the beginning of

each assignment.

Use dividers to separate assignments and essays (5). ASSIGNMENT CHECKLIST provided in syllabus on

p. 17

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Video ClipVideo Clip

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Video ClipVideo Clip

First Steps: Supporting Earlier Language

Development http://video.google.com/videoplay?docid=-

7062626803792106744&q=first+language+de

velopment&hl=en

First Language DevelopmentalFirst Language Developmental

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StagesStages Prelinguistic Development

One-Word Stage Early Combinatory Speech (Two-Word

telegraphic)

Later Combinatory Speech (Multi-Word)

School Years

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Behaviorist Theory (B.F. Skinner)Behaviorist Theory (B.F. Skinner)

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y ( )y ( )

Involves habit formation (stimulusresponse)

Learners are passive Learner is a blank slate

Environment is crucialshapes

You say what I say!ELL Teaching: Drill and Practice

Concerns about BehaviorismConcerns about Behaviorism

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Uniformity in language acquisition by all

though language exposure varies Dont typically learn/repeat sentences

verbatim but acquire underlying organizing

principles

Regression occurs (ranrunnedran)

Error correction may not be noted

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Social InteractionismSocial Interactionism --VygotskyVygotsky

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language develops entirely in social interaction

Language is used to express propositions within certain

social contexts and serve particular communicative

functions

Caretaker speech (child-directed speech) used by some

cultures to make language more salient

Input and output important

Lets talk!

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Acquisition vs. LearningAcquisition vs. Learning

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Acquisition vs. Learningq g

Similar to first language

acquisition

Formal knowledge of a language

Picking up a language Knowing about a language

May not be consciously aware Deliberate and conscious effort

Implicit knowledge Explicit knowledge

Errors accepted Errors corrected

Formal teaching does not really

help

Formal teaching helps

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The Affective FilterThe Affective Filter

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When the filter is high, input will not passthrough because affective filter blocksinput

Low affective filter occurs in and is a result

of an environment where learners have High self-esteem

Low anxiety level

High motivation

Implications for teaching?

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Book Buddy MeetingBook Buddy Meeting

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Talk about what youve read including

emerging themes and any cultural or

linguistic information

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BICS and CALPBICS and CALP

BICS=Basic Interpersonal CommunicationBICS=Basic Interpersonal Communication

SkillsSkills

CALP=Cognitive Academic LanguageCALP=Cognitive Academic Language

ProficiencyProficiency

J. CumminsJ. Cummins

BICS & CALPBICS & CALP

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To what kind of language are we

referring?

Why do we need to know about them?

Whats the difference between them?

Basic InterpersonalBasic Interpersonal

Communication SkillsCommunication Skills

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everyday conversational language

Typically used in informal contexts

Generally developed naturally by all L2

speakers

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What are the differencesWhat are the differences

between BICS and CALP?between BICS and CALP?

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BICS

Easier to master

Picked up throughinteraction with peersand adults, both in

and out of school Takes about 2 years

to develop

CALP

More difficult to

master Learned through

schooling and

education in the L2 Takes 5 or more

years to develop

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To do this, we must:To do this, we must:

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require a relatively challenging degree of

cognitive demand, i.e., make our

students think, and

Provide a relatively high level of

contextual support.

Degree of CognitiveDegree of Cognitive

D dD d

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DemandDemandRefers to how easy or how hard the topic orRefers to how easy or how hard the topic orcontent of a discussion is for the 2content of a discussion is for the 2ndnd languagelanguage

learner.learner.-- The degree of cognitive demand for anyThe degree of cognitive demand for any

given will differ for each individual, depending ongiven will differ for each individual, depending on

the individualthe individualss prior knowledgeprior knowledge of the topic.of the topic.-- e.g., discussing how to calculate thee.g., discussing how to calculate the

square root of a number might be very difficult forsquare root of a number might be very difficult for

someone who does not have the presomeone who does not have the pre--requisiterequisitemath background.math background.

Level of ContextualLevel of Contextual

S tS t

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SupportSupportRefers to the number and nature of clues availableRefers to the number and nature of clues availableto a speaker or listener that assist in conveyingto a speaker or listener that assist in conveying

meaning of the language.meaning of the language.

--pointing to objects, giving opportunities topointing to objects, giving opportunities toask questions/clarify meaning also facilitateask questions/clarify meaning also facilitate

comprehension.comprehension.--Use of facial expressions, gestures, andUse of facial expressions, gestures, andotherother forms of nonverbal communication.forms of nonverbal communication.

-- teaching science with manipulatives.teaching science with manipulatives.-- teaching math with items that can be sorted,teaching math with items that can be sorted,

touched, and/or grouped.touched, and/or grouped.

Contextual SupportContextual Support

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Context Embedded

Pictures

Manipulatives

Support

Text and More

example:

DOG

Context Reduced

No Pictures

No Manipulatives

No Support

Only Text or Talk

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Ideally, we want to provide ELLsIdeally, we want to provide ELLs

with:with:

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High Context and

High Cognitive Demand

QUADRANT III

Social vs. AcademicSocial vs. Academic

Language:Language: Factors to ConsiderFactors to Consider

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Students with prior academic language experience orbackground knowledge in any language can use theseskills to facilitate learning academic English.

Individual variations such as preference for socialsituations or preference for academic study.

The student's current learning experiences are a majorfactor. Content teachers who include attention tolanguage in their courses and who teach learningstrategies (such as how to use textbooks) help

students acquire academic skills and language.

CumminsCummins Common and SeparateCommon and Separate

Underlying Proficiencies (CUP/SUP)Underlying Proficiencies (CUP/SUP)

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CUP commonalities of skills learned in the first

language that can be easily transferred to the L2.

E.g., reading from left to right, differentiatingpurposes for reading, act of decoding.

SUP differences in skills learned in the L1. These

are not so easily transferred.

E.g, learning to read in opposite direction.

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Myth One:Myth One:

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Children learn second languagesquickly and easily.

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Myth Five:Myth Five:

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All children learn a second language

in the same way.

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Stages of L2 acquisitionStages of L2 acquisition

Pre Production (silent period)

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Pre-Production (silent period)

Early Production (one-word responses, chunks)

Speech Emergence (creating novel sentences)

Intermediate Fluency (fluency in social settings)

Learned knowledge is limited

Refer to Course Pack

In order to keep up with the assignments and readingsIn order to keep up with the assignments and readings

for each week, please check your calendar as well as yourfor each week, please check your calendar as well as your

syllabus.syllabus.

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Major assignments are in the syllabus, and weeklyMajor assignments are in the syllabus, and weekly

homework and reading s are in the calendar. Email me if youhomework and reading s are in the calendar. Email me if you

get confused about anything.get confused about anything.

Please check the website twice a week: a day beforePlease check the website twice a week: a day before

class and two days before class since we can only do theclass and two days before class since we can only do theupdates from certain computers. All presentations will be upupdates from certain computers. All presentations will be up

on the web within a week to two weeks after each class.on the web within a week to two weeks after each class.

http:plaza.ufl.edu/bmutlu/TSL4320.htmlhttp:plaza.ufl.edu/bmutlu/TSL4320.html