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Implications for
Teaching & Learning
Our Mission (the what)…
• Explore the dynamics of second language
acquisition and implications for instructional practice.
We will do this by (the how)… • Making practical connections to classroom
practice.
• Initiating and documenting critical conversations
about theory into practice.
Language Acquisition
What is Language Acquisition?
How did you experience L2 language acquisition?
What processes occurs during language acquisition?
Language as an
Associative Function
Language as a Cognitive Function
BICS: Basic Interpersonal Communication Skills
I would like to have a
bathroom added in our
basement. I want it to
have a nice size whirlpool
tub, a large shower, toilet,
and a double sink. What
will I need?
CALP: Cognitive Academic
Language Proficiency
I’ll pick up some CPVC,
90 degree elbows, some 45
degree elbows, three inch
black PVC, three P-traps,
four shut off valves,
a wax ring, and extra
couplings. Cummins & - Koch
Time Required to Achieve
Age-Appropriate Proficiency
Lev
el o
f pr
ofic
ienc
y
Lev
el o
f pr
ofic
ienc
yBICS: Social Language
CALP: Academic Language
2-3 years
Native English Speakers:English Language Learners:
5-7 (up to 10) years
- Thomas & Collier
Linking Language to Content: Promoting Transfer & Contextualizing
Schema
Known to UnknownKnown to Unknown
Native
Language
Second
Language
ContextualonnectingConceptual
- Herrera
Vocabulary Quilt in Practice:
From Known to Unknown• Promotes use of native language (L1).
• Assesses prior knowledge (academic/experiential).
• Allows for non-linguistic representations.
• Introduces new vocabulary/content.
• Ensures student accountability for learning.
Note: This strategy can be used throughout the lesson.
In the Know
“A horse is a horse, of course, unless you don’t know
what a horse is, and then what?!”
Experiential Academic
Knowledge Knowledge
To take our students
from the known
to the unknown,
we must first determine
what it is they know!
Experiential Knowledge
• Country of Origin
• Family Dynamics
• Community
"Language is the road map of a culture. It tells you where
its people come from and where they are going."
-Brown
Funds of Knowledge as a Resource
Funds of knowledge are those historically
developed and accumulated strategies or
bodies of knowledge that are essential to the
function and well-being of a household.
- Moll, Amanti, Neff, & Gonzalez
Hearts Activity
Students come with experiences
that are uniquely their own!
Academic
Knowledge
• Prior Exposure to Content/Concepts
• Prior Schooling Experiences
• Social/Affective Experiences
Additional Types of Knowledge
Declarative Knowledge
Procedural Knowledge
Conditional Knowledge
Metacognitive Knowledge
• What we know.• What we declare.•Schemata (memory frameworks) stores declarative knowledge.
• Used to complete simple or complex tasks.• This knowledge stored in production systems.• Systems consists of steps or phases.
• Knowing when, why, or where to use information.• Stored in long-term memory.• Extremely difficult knowledge for teachers and students.
• Consists of “higher-order thinking that involves active control over the cognitive processes engaged in learning”.•Conceptualized as acquired knowledge
What the Research Says
About Vocabulary Students develop vocabulary through explicit
vocabulary instruction.
For English language learners, the
“achievement gap” is primarily a vocabulary
gap.
- Carlo et al.
- Dicus
CALP (Cognitive Academic Language Proficiency) 5 to 7 years for fluency
Academic Knowledge Math 1. Can recognize math numbers and symbols.
2. Can draw and label diagrams.
3. Can systematically order word problems.
4. Can identify parts of a graph.
5. Can circle unknown vocabulary terms to ask
questions about them.
6. Can translate word problems using “math
terms.”
- Calder
CALP (Cognitive Academic Language Proficiency) 5 to 7 years for fluency
Academic Knowledge English 1. Uses mechanics of spatial skills
(i.e., top-to-bottom, left-to-right).
2. Understands rules of
punctuation/capitalization.
3. Reads for comprehension.
4. Follows along during oral reading activity and
responds at his/her turn.
5. Demonstrates appropriate use of text
(i.e., index, bold words, captions).
Daily Activity
Play a jeopardy game:
Experiential Knowledge
Conditional Knowledge
Declarative Knowledge
Working Memory
Automatization
Academic Knowledge ?
Metacognitive Knowledge
Funds of Knowledge
?Sensory Memory
Procedural Knowledge
Linking Language to Content:Benefits for CLD Students
• L1 responses
• Non-linguistic responses
• Single-word responses in L2
• Demonstrates existing schema
• Provides contextual connections
• Starting point for discussion and elaboration
How do we best support second language acquisition
(SLA)?
• Contextualize for stages of SLA
• Promote native language transfer
• Differentiate instruction
• Capitalize on the CLD student biography
Krashen’s Stages of Second Language Acquisition (SLA)
• Preproduction
• Early Production
• Speech Emergence
• Intermediate Fluency
• Advanced Fluency Herrera & Murry
OTAL CLASS
ARTNERS
MALL TEAMS
NDIVIDUAL
Student Configurations forSecond Language Development
Herrera, Perez, & Escamilla
Student Configuration Comparisons Activity
In USA: Total Partner Small Group Individual
In Ecuador: With a partner, discuss
the various combinations of student configurations used in your classrooms.
Share out loud some examples and its successes!
Small Team:Setting up Student
ConfigurationsStep 1: Complete CLD student biographies.
Step 2: Determine academic purpose for grouping.
Step 3: Determine task & outcome to be completed by team.
Step 4: Designate teams to reflect CLD student biographies.
Step 5: Authentically assess work completed by the team.
- Perez
End of Day: Daily Review
Partner activities: Partner Bio Card Refer to your student activity handbook. Create a student biography of a partner. Share out loud with the whole group if time permits.
Introduction Activity
Magic Book Activity: Retrieve two different colors of construction paper, scissors,
pens/pencils or markers
SLA BICS CALP Natural Order Hypothesis
Affective Filter Hypothesis
Input Hypothesis
Acquisition Learning Hypothesis
Monitor Hypothesis
Pre-production Early Production
Speech Emergence
Intermediate Fluency
Advanced Fluency
Differentiated Instruction
Prior Knowledge
Day 2: Today we will
Discuss Krashen’s Five Hypothesis
Consider various examples using the five hypothesis
Krashen’s Natural Order Hypothesis
The acquisition of grammatical structures follows a
natural order that is predictable.
It is independent of the learner’s age.
It is independent of the learner’s L1 background.
Krashen
The Learning/Acquisition
Hypothesis “Learning is a conscious process that involves
studying rules and vocabulary” (Krashen)
There are 2 ways in learning and developing a second language: Learning (conscious process) Acquisition (subconscious process)
Learning Acquisition
Conscious: we are aware we are learning.
Subconscious: we are not aware we are learning.
It’s what happens in school when we study rules and grammar.
It’s what happens in and out of school when we receive messages we understand.
The Monitor Hypothesis
It assists the role of learning in the process of language acquisition.
Native English speakers possess the ability to distinguish between phonology, syntax, morphology and grammar usage in speaking.
Understanding and comprehension in this hypothesis also plays a role in language competence.
Monitoring language focuses on how something is said instead of what is said.
Input Hypothesis
Acquisition occurs with comprehensible input.
Receiving input does not guarantee language acquisition.
Krashen refers to input as i+1.
If students receive input at or below their current level, no new acquisition will be learned.
Some researchers has noted the importance of “comprehensible output” which results in meaningful language usage.
Comprehensible input (i+1). i = current level of
comprehension.
i + 1 = a slightly elevated level of
discourse input.
Individual: Krashen’s Input Hypothesis (i + 1)
- Krashen
The Affective Filter Hypothesis
How do you feel in class? Are you nervous, bored, anxious…?
In order to learn language, you need comprehensible input and Chomsky refers to it as the language acquisition device.
If input is blocked by a filter very little language acquisition occurs.
If the filter open, language acquisition occurs.
Theories of SLA:“Role Play” Me a Hypothesis
1. Learning/Acquisition Hypothesis
2. The Natural Order Hypothesis
3. The Monitor Hypothesis
4. The Input Hypothesis
5. The Affective Filter Hypothesis
Activity:
• Divide into teams of 3-4.
• Review your assigned theory.
• Find a way to role-play the main points and concepts of your theory (all team members must participate).
• Act out for the class and debrief the key characteristics of your hypothesis.
Partners:Turn and Talk
• Vygotsky’s zone of proximal development
• Active engagement of all students
• Lowers affective filter
• Exchange of grade-level content knowledge
• Personal connections with the content
End of Day: Daily Review
Picture Me A Hypothesis: Break into 5 small groups Each group should receive huge chart paper with
markers Choose a hypothesis: Natural Order hypothesis, Input
hypothesis, affective filter hypothesis etc. Draw a picture with the hypothesis and give a
description of each.
Welcome to Law!!
Today we will: Discuss quality programming by
considering the law Activity: Create a Law Book.
It’s the Law….
Ecuador•Follow the directions given by the instructor to create your own “Book.”• Write the following title and your name on the front of your book: “Education in Ecuador” • On the top of each pages, write the following:
- Private school - Public school - Educational Initiatives
Completing your Law Book
•Individually write down key facts about each law
in your own law book by taking “Power Notes.”
• Power Notes are a streamlined form of notetaking:
• Main ideas are assigned
a power rating of 1.
• Attributes, details, or
examples are assigned
power 2, 3, or 4 ratings.
1. Reformers2. Populists
3. National Grange3. Farmer’s Alliance3. Populist Party
2. Unions 3. The Knights of Labor 3. IWW
Day 5:AUTHENTIC ASSESSMENT
Today we will:Examine the role of authentic assessment with CLD students.
Explore the scope of interaction as an integral part of authentic assessment.
Learn about authentic assessment as a tool for informing instruction.
Learn strategies for taking theory into practice.
Language Objectives
We will accomplish this by:
Defining key aspects of authentic assessment.
Listening to the descriptions of authentic assessment strategies.
Thinking about the role of interaction in authentic assessment.
Authentic Assessment:Socio-Affective
Considerations
Math anxiety: Feelings of dread and fear…may actually contribute to lower test scores.
Steenhuysen
Key Vocabulary
• Authentic Assessment
• Prism Model
• States of Mind
• Interaction
• Performance-Based Assessment• Portfolios
UncoverConcentrateMonitorEvaluate What are states of mind?
In what ways do we use interaction as an authentic assessment tool?
What is performance-based assessment?
Authentic
Assessment
A Closer Look: What is Authentic Assessment?
Teacher-generated, instruction-based, grade-level
assessments that inform practice.
Assessment that emphasizes process not product.
Assessment that builds upon assets of the CLD
students’ biographies.
Assessment that supports student learning through
the use of interactive grouping configurations.
A Traditional Definition of Authentic Assessment
Authentic assessments: Are generally developed directly from classroom instruction, group work, and/or related classroom activities and provide an alternative to traditional assessments.Facilitate the student’s participation in evaluation processes.Include measurements and/or evaluations relevant to both the teacher and student.Emphasize real-world problems, tasks, or applications that are relevant to the student and/or his or her community. - Herrera, Murry & Cabral
Changing States of Mind
Behavior = State of Mind = Affective Filter
• Fear• Anxiety• Frustration• Confusion
• Connection• Excitement• Curiosity• Celebration
- Jensen
Authentic Assessment in Practice
Questions to consider:• What purpose does the authentic assessment
serve?
• How will the information be used to inform instruction and improve learning?
• Where does it fit in the lesson (before, during, and after)?
Interaction & Assessment
• Student interaction promotes language & concept development. • Interactive grouping configurations should be TPSI.
*T = Total Group *P = Partner *S = Small Group *I = Individual
Teacher to Student
Student to Student
Groups
Student to Teacher
Performance-Based Assessment Students are engaged in a task to demonstrate
knowledge.
Assessment is based on the belief that students construct knowledge.
Students discover knowledge vs. receiving knowledge from the teacher.
Assessment prompts higher-order thinking.
Assessment integrates multiple skills.
Sample Performance-Based Assessment in Practice
• U-C-ME: Cooperative Group Assessment
• PICTURES AND WORDS: Peer Assessment
• THUMB CHALLENGE: Play Based Assessment
How will the teacher
know what I know
if she doesn’t take time
to know what I know?
Anonymous
UncoverConcentrateMonitorEvaluate What are states of mind?
In what ways do we useinteraction as an authentic assessment tool?
What is performance-based assessment?
Authentic
Assessment
End of Day: Daily Review
U-C-ME Activity: Work individually. Turn to partner after individual work. Discuss with whole class to gather all different
perspectives and understanding.
Review Day
Today we will: Review all the vocabulary for understanding and
practice Activity: LIFELINE
Review SLA Activity: Pepsi Ah!
Review all learning Activity: Tri-Fold
Activity 1: Lifeline
Refer to you activity handbook.
Work with a partner
After partner collaboration, transition to small group to expand horizons.
Activity 2: PEPSI AH!
Create 5 groups of students.
Create 5 huge circles which resembles a stop light.
Paste these 5 circles below each other.
Fill in the stages of second language acquisition.
Write key points in front with application on back.
Activity 3: Tri-fold
Complete the tri-fold on your learning for the past week.
Share in small groups.
Q & A to address any concerns.
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