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Building Academic Vocabulary for DLL/ELL in the Classroom
Puget Sound ESD Early Learning
August 3, 2016
Juanita Salinas, TA Coordinator for Multilingual Services
Jesse Acosta, TA Coordinator for Multilingual Services
Argentina Back, Multilingual Services Manager
Working Agreements
Turn cell phones to silent or off
Limit side bar conversations
Take care of personal needs
Help the group stay on task
Listen to the thoughts and ideas of others
Contribute your thoughts and ideas
Signal for Attention
Please:
Finish your sentence.
Raise your hand so others
become aware of the signal.
Turn toward the front.
Learning Objectives
• Explore the unique language needs of DLL/ELL children.
• Identify and apply developmentally appropriate strategies to build early literacy skills with DLL/ELL children.
• Identify and apply developmentally appropriate strategies to build vocabulary with DLL/ELL children.
Questions to ask
• Who are Dual Language Learners (DLL) and English Language Learners (ELL)?
• What does it mean to be a DLL or ELL?
• What do we know about DLLs and ELLs and what supports do they need to succeed?
• How can we support DLLs and ELLs
and their families?
Dual Language Learners
Children who are Dual Language Learners acquire two or more languages, learn a second language while continuing to develop their first language. The term "dual language learners" encompasses other terms frequently used, such as Limited English Proficient (LEP), bilingual, English language learners (ELL), English learners, and children who speak a language other than English (LOTE).
Office of Head Start, 2009
Moises’ Story
Video Debrief
• What are the strengths Moises brings to the classroom?
• What are the challenges he faces?
• What does the teacher do that either helps or hinders Moises’ success?
• What could the teacher do differently?
Language Development
Receptive Language
is the comprehension of language – understanding what others say.
Expressive Language
is the use of
language to
produce speech
and communicate a
message.
Language starts with the everyday communication in caregiver-
child relationships. Fluent users of the language scaffold the
development of language meaning and language use.
Stages of Second Language Acquisition
Pre-Production
“Silent Period”
Early Production
Speech Emergence
Intermediate Fluency
Continued Language
Development
Types of language proficiency
Social Language- BICS Academic Language-
CALP
The language necessary for day to day living, including conversations with friends, informal interactions.
The language necessary to understand and discuss content in the classroom.
Iceberg Analogy
Social Language (BICS) The language of casual conversations
Academic Language (CALP) The language of learning
Language Development Formula
Input + Intake + Production = Language Learning
Comprehensible Input
Roberts, T., 2009
How Are Children Doing: Disparities
16 mos. 24 mos. 36 mos.
Cu
mu
lati
ve V
oca
bu
lary
(W
ord
s)
College Educated Parents
Working Class Parents
Low SES Parents
Child’s Age (Months)
200
600
1200
Source: Hart & Risley (1995)
Effects of a Limited Vocabulary
• Let’s Draw Partner Activity
Words you know
straight line
curved line
left
right
top
bottom
The limits of my language mean the limits of my world.
-- Ludwig Wittgenstein, 1923
Vocabulary Knowledge Does Not Operate Like an On and Off Switch
Vocabulary Knowledge Operates Like a Dimmer Switch
Rich decontexualized knowledge of a word’s meaning and usage in
different situations
Knowledge of word, but unable to recall to use in
appropriate situation
Narrow context-bound knowledge
General Sense
No Knowledge
Vocabulary Tiers
Tier 1 Tier 2 Tier 3
Description Basic words that most children know before entering school
Words that appear frequently in texts and for which students already have a conceptual understanding
Uncommon words that are associated with a specific domain
Examples mom, dog, blue clerk, avoid entomologist, peninsula
Beck, McKeown, & Kucan, 2002
Book Vocabulary Activity
• Choose a story book.
• Look through the text of the story and write down words that you think are tier 2 words and will need further explanation.
• Share your list with your table group.
Visual Vocabulary
Alphabetic Knowledge
• Hands on activities
• Have visuals
• Part of the daily routine
• “Letter of the Week” is not the best strategy to use with DLL/ELL children
Phonological Awareness
• Hands on activities
• Have visuals
• Part of the daily routine
• Move across the continuum; do not get stuck at the rhyme and syllabication levels
Thank you!
• Please fill out the evaluation and leave on your table.
• Contact information:
Juanita Salinas, [email protected]
Jesse Acosta, [email protected]
Argentina Back, [email protected]