11 the language-rich schoolhouse the case for world language in the literacy movement john de mado...
TRANSCRIPT
11
The Language-rich SchoolhouseThe Language-rich SchoolhouseThe Case for World Language in the Literacy MovementThe Case for World Language in the Literacy Movement
John De Mado Language Seminars, LLC125 S. Collier Blvd./ B202Marco Island, FL 34145
______Twitter: @JohnDeMado
E-mail: [email protected]:www.demado-seminars.com
Phone/Fax: (239) 394-5304 Specifically Prepared for the KSWLA Conference
November 7, 2015
22
On Risking
To laugh is to risk appearing the fool. To weep is to risk being sentimental. To reach out for another is to risk involvement. To expose feelings is to risk exposing your true self. To place your ideas, your dreams before the crowd is to risk their loss. To love is to risk not being loved in return. To live is to risk dying. To hope is to risk despair. To try is to risk failure.
But risks must be taken. Because the greatest hazard in life is to
risk nothing. The person who risks nothing does nothing, has nothing and is nothing. One may avoid suffering and sorrow, but one simply cannot learn, feel, change, grow, love, in short, live. Chained by one’s certitudes, one is a slave; one has forfeited freedom.
Only a person who risks is free ... Anonymous
33
Buddy Hackett
4
Linguistic Complications
Limited English Proficiency (LEP)Restricted Language Ability (RLA)
55
Development of Literacy
Language Acquisition Content Areas
1. Listening Reading
2. Speaking Writing
3. Reading Speaking
4. Writing Listening
66
Language and Literacy: The Epiphany
Guessing Literacy
Vocabulary Acquisition
Output of Language (Productive)
Comprehensible Input (Receptive)
John De Mado Language Seminars, LLC E-mail: [email protected]
77
Una Lección
Había un vez una mamá ratoncita…
88
La ratoncita vivía debajo de una casa…
99
… con sus 3 niños, Manny, Mo y Jack.
1010
Un día, la familia decidió salir de debajo de la casa.
1111
¿…Y qué vieron ellos?
1212
¡Vieron al gato!
1313
¡Los 3 niños tenían MUCHO miedo!…
1414
Entonces, la mama ratoncita tenía una idea MUY buena…
1515
¡Ella empezó a LADRAR!
BOW WOW!!!
1616
El gato tenía miedo y se escapó…
1717
Niños… Una Lección… ¡Es MUY importante
ser bilingüe!
1818
Language and Literacy: The Epiphany
Guessing Literacy
Vocabulary Acquisition
Output of Language (Productive)
Comprehensible Input (Receptive)
John De Mado Language Seminars, Inc. E-mail: [email protected]
1919
~On Ltericay ~
Aoccdrnig to rseerach at Cmabrigde Uinervtisy, it deosn’t mttaer in waht odrer the ltteers in a wrod are. The olny iprmoetnt thnig is that the frist and lsat ltteer be at the rghit pclae. The rset can be a tatol mses. Yet, you can slitl raed it wouthit a porbelm. Tihs is bcuseae the hamun mind deos not raed ervey lteter istlef, but rahter the wrod as a wlohe...
(Amzaning, dno’t you tnihk?...)
2020
NIOTCAIS
SGEUN UN ETSDUIO DE UNA UIVENRSDIAD IGNLSEA, NO IPMOTRA EL ODREN EN EL QUE LAS LTEARS ETSAN ERSCIATS, LA UICNA CSOA IPORMTNATE ES QUE LA PMRIREA Y LA UTLIMA LTERA ESETN ECSRITAS EN LA PSIOCION COCRRTEA. EL RSTEO PEUDE ETSAR TTAOLMNTEE MAL Y AUN PORDAS LERELO SIN POBRLEAMS. ETSO ES PQUORE NO LEMEOS CADA LTERA POR SI MSIMA, SNIO LA PAALBRA EN UN TDOO. PRESNOAMELNTE ME PREACE ICRNEILBE.
John De Mado Language Seminars, Inc. E-mail: [email protected]
21
Mark Gungor: Language, Literacy & Gender?
2222
DIFFERENIATING LANGUAGE ARTS FROM LANGUAGE ACQUISITION
LANGUAGE ARTS LANGUAGE ACQUISITION
EX POST FACTO A PRIORI
CONVENTIONS INVENTION (Grammar) (Vocabulary)
EDITORIAL ACQUISITION FOCUS FOCUS
METALANGUAGE INTERLANGUAGE
IMITATION SELF- SELECTION
2323
Proficient Language AcquisitionProficient Language Acquisition
“...The ability to deliver and receive
communication that is
situationally appropriate...” De Mado
2424
Proficiency and Situational Appropriateness
Twitter, Texting EmailPost Card/ Thank You NotePersonal LetterBusiness Letter, Composition, Legal Contract
2525
DIFFERENIATING LANGUAGE ARTS FROM LANGUAGE ACQUISITION
LANGUAGE ARTS LANGUAGE ACQUISITION
EX POST FACTO A PRIORI
CONVENTIONS INVENTION (Grammar) (Vocabulary)
EDITORIAL ACQUISITION FOCUS FOCUS
METALANGUAGE INTERLANGUAGE
IMITATION SELF- SELECTION
2626
Language, Error and Language, Error and InventivenessInventiveness
· Risk-Taking: The willingness to confront more language than what
you presently own · Vulnerability: The willingness to err
for the broader goal of communication· Intuition: The ability to sift for
meaning
27
2828
Devolving Language, Literacy & Inventiveness
SOCIOLOGICAL: Divorce, two income households, single parent households, American attitudes toward language.
TECHNOLOGICAL: Twitter, texting, video games, computers, personal listening devices.
EDUCATIONAL: Impact of high-stakes testing, ill-conceived mandates.
John De Mado Language Seminars, LLC E-mail: [email protected]
2929
DIFFERENIATING LANGUAGE ARTS FROM LANGUAGE ACQUISITION
LANGUAGE ARTS LANGUAGE ACQUISITION
EX POST FACTO A PRIORI
CONVENTIONS INVENTION (Grammar) (Vocabulary)
EDITORIAL ACQUISITION FOCUS FOCUS
METALANGUAGE INTERLANGUAGE
IMITATION SELF- SELECTION
3030
INTERLANGUAGEINTERLANGUAGE
SPEAKER/ L2SPEAKER/ L1
3131
INTERLANGUAGEINTERLANGUAGE
SPEAKER/ L2
SPEAKER/ L1
3232
INTERLANGUAGEINTERLANGUAGE
SPEAKER/ L1
SPEAKER/ L2
3333
DIFFERENIATING LANGUAGE ARTS FROM LANGUAGE ACQUISITION
LANGUAGE ARTS LANGUAGE ACQUISITION
EX POST FACTO A PRIORI
CONVENTIONS INVENTION (Grammar) (Vocabulary)
EDITORIAL ACQUISITION FOCUS FOCUS
METALANGUAGE INTERLANGUAGE
IMITATION SELF- SELECTION
3434
Imitation
Certain aspects of language are imitated …
3535
Self-Selection of Language
36
10 Organizing Principles for Language Acquisition and Literacy
1.Language acquisition begins with 'comprehensible input'. 2.Comprehensible input turns into 'output' of language, or conversation. 3.Most of the vocabulary we own comes from broad conversation, not reading, and is self-selected. 4.The amount of vocabulary we own ultimately determines 'literacy'. 5.Language is ambiguous and often inadequate for human needs; thus
war, violence and discord exist. 6.Successful reading is ultimately determined by comprehension of what
is read, not simply decoding. 7.Due to the ambiguity of language, we 'guess' when we listen, read and
view. 8.Vocabulary enables us to 'guess' when we listen, read and view. 9.Abundant vocabulary enhances our ability to 'guess' effectively. 10.The most literate among us are the best 'guessers'.
3737
Supporting The ‘Language-Rich Schoolhouse’: Recommendations
1. The school [district] must confirm ORAL LANGUAGE as the foundation of LITERACY.
2. The school [district] must confirm COMPREHENSIBLE INPUT as the foundation ORAL LANGUAGE.
3. In search of ‘LITERACY’, each staff member and every content area has a responsibility to enhance ORAL LANGUAGE in the students. A rising tide raises all boats…
John De Mado Language Seminars, LLC E-mail: [email protected]
3838
Supporting The ‘Language-Rich Schoolhouse’: Recommendations
4. A formal, district-wide, long range initiative to enhance ORAL language should be made at all grade levels.
5. Formal comparative records should be maintained to underscore performance.
6. Print and technological materials that DO NOT impede oral language
development should be given optimal consideration.
John De Mado Language Seminars, LLC E-mail: [email protected]
39
Language Teacha’ Rap
Big D In ‘Da House!
4040
The Language-rich SchoolhouseThe Language-rich SchoolhouseThe Case for World Language in the Literacy MovementThe Case for World Language in the Literacy Movement
John De Mado Language Seminars, LLC125 S. Collier Blvd./ B202Marco Island, FL 34145
______Twitter: @JohnDeMado
E-mail: [email protected]:www.demado-seminars.com
Phone/Fax: (239) 394-5304 Specifically Prepared for the KSWLA Conference
November 7, 2015