Bilingual Education Power Point--Language
Transcript of Bilingual Education Power Point--Language
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Scare you??LANGUAGE
DOES LEARNING A SECOND
Lisett BadilloLorena Chavez
Yolanda Mendez
Morgan Palm
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Four different processes
Language Acquisition
-Sociocultural-Language-Academic-Cognitive
If you are bilingual, how did you learn your second language?
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First-language Acquisition
L1- First language acquired
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Second-language Acquisition
L2- Second language acquired
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Bilingual-language Acquisition
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Is acquired in 4 Stages.
MORPHEME -Any of the minimal grammatical units of a language, each constituting a word or meaningful part of a word, that cannot be divided into smaller independent grammatical parts.
Second- language Acquisition as a Natural Developmental Process
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Language Used at School and Community
When the community and school are in sync, students use better language skills at home, community, and jobs.
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Factors why studentsstruggle with English
Group Work
Accommodations
Adjustments
Students’ Past Schooling and Escape From War
Affective Factors that help
students learn English
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Learning StrategiesMetacognitiveCognitiveSocial/affective
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Changes In Teaching a Second Language
• New trends in teaching are no longer
just “fads”.
• No single method of teaching is effective
with every child.
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Integrating Language and Content
• Teach language through something essential and
meaningful.
• Teacher team work.
• Use Sheltered Content Instruction Strategies
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Whole Part(Reading for meaning)
Part Whole(Phonics)
Whole Language
http://pbskids.org/lions/games/hopposites.html
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Students need L1 cognitive development to better succeed
in L2.
Students and teachers are partners in learning so incorporate what children bring to the class.
Valuing Students’ First Language
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Teaching Language Arts in a Bilingual Classroom
Goal
Empowering bilingual students by providing them with the academic strategies and cognitive strengths they need to be effective learners is the overall of bilingual classes.
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Defining Bilingual Profiency
Students need to receive at least 4 to 5 years of high-quality L1 schooling to avoid the risk of cognitive difficulties in L2.
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LINGUISTS WOULD CONSIDER IT UNREALISTIC
TO REQUIRE THAT BILINGUALISM ALWAYS BE DEFINED AS THE COMPLETE MASTERY OF TWO LANGUAGES IN ALL
CONTEXT.
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Major GoalsFor Bilingual Proficiency
Development of full proficiency in English
Development of listening, speaking, reading, and writing modes in both
languages.
Use both languages for all academic work across the curriculum at each grade
level
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Has native-like proficiency in two languages (Bloomfield, 1933)
Can use two languages alternately (Weinreich, 1953)
Can produce meaningful sentences in L2 (Haugen, 1969)
Can engage in communication in more than one language (Fishman, 1966)
Speaks only one language but uses different language varieties, registers, and styles of that language (Halliday & Stevens, 1964)
WIDE RANGE DEFINITIONS FROM VERY
STRONG VERSION TO WEAK VERSIONS
PROPOSING MINIMAL
COMPETENCE IN L2.
The Continuum of Bilingualism
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Dialect Diversity
Standard?What
COUNTRY or REGION?
Local Dialect?
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“ Jack jue ne ca la giganta”
“Ne” spelling error “en”
“Jack fue a la casa de la giganta”
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“Students are thus empowered through affirmation of their linguistic roots.”
“Student feel empowered when they can speak in
their native dialect in the calssroom without being
told that they are wrong.”
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Language Distribution in the Bilingual Language Arts Classroom
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1. Do you think whole language teaching methods are more useful than phonics? Explain.
2. When children experience trauma (war, poverty, neglect), how does that affect learning a new language?
Quiz Questions?