category 1 day one

7/29/2019 Category 1 Day One

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Introduction to Second

LanguageLearning and Teaching:

A Professional Development

Unit for Category 1

Module1


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Agenda

8:30-8:45- Goals

8:45-9:00- Who in the audience is like me?

Module 1: Key Factors Affecting Second LanguageAcquisition

9:00-10:00 Analytical Framework

10:00-10:15 Break

10:15-12:00 Other Theories of Second LanguageAcquisition

12:00-12:45 Lunch12:45-2:15 PM Module 2 The Interrelationship of

Language and Culture- total time


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Who is qualified to teach LEP

students?

DESE required a reexamination of the skills

and knowledge needed to teach ELLs

Category 1 Intro. to Second Language Learning and Teaching

Category 2: Sheltering Content Instruction

Category 3: Assessment of Speaking and Listening

Category 4: Teaching Reading and Writing to LEP Students


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Foundational knowledge for this

category:

Key factors affecting second languageacquisition.

Implications of these factors on classroomorganization and instruction.

Implications of cultural differences for classroomorganization and instruction.

Organization, content, and performance levels inthe English Language Proficiency Benchmarksand Outcomes for English Language Learners.


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Category 1 Objectives

Second Language Acquisition

Identify some key factors affecting second

language acquisition.

Understand a graphic display that

represents the process of second

language acquisition.


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Category 1 Objectives:

Culture

Become familiar with some basic concepts ofculture.

Develop a basic understanding of theinterrelationship of language and culture.

Explore the concept of sociolinguisticcompetence and its impact on learning andbehavior of ELLs.

This professional development unit requires

approximately 12 hours to deliver. It is organizedinto two topics and five modules, ideallydelivered in two six-hour sessions.


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Second Language Acquisition and

Cultural DifferencesOverview

2 modules:Module 1:

Key Factors Affecting Second Language Acquisition

ELLs face the challenge of having to learn at the same

time both the English language and academic content

Module 2:

The Interrelationship of Language and CultureEducators need to develop a basic knowledge base to

effectively interact and instruct a rapidly growing culturally

and linguistically diverse student population.


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Activity 1: Find Someone Who

Use the handout to ask other participants

whether they meet the criteria in each box.

If they can answer yes to one of the

statements, have them write their name.


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Find Someone WhoHas lived in another country

Is in his/her first three years of teaching

Knows the meaning of the phrase Tempusfugit

Has an unusual talent

Has been on television

Knows the meaning of the phrase, Amanhvai ser outro dia

Has met someone famous

Knows the meaning of the phrase, Ms valetarde que nunca

Is shorter than you

Has tried an unusual food


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Debrief of Reading

In small groups, identify 5 to 6 major pointsthat relate to the question:

How do we distinguish between a language

difference and a learning disability?

Write your points on chart paper.


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Module 1

Key Factors Affecting Second

Language Acquisition


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Activity 2:

Autobiography of a Second

Language LearnerDates Language Circumstances Outcome(s)- Factors Affecting

Outcomes (Activity3)

Greek,

Italian,

andPortugue

se

Lived near Greek,

Italian and

Portuguese

neighbors

Picked up social

phrases, culture

and beliefs

Wanted to know more

about cultures and

language. Listened to

Portuguese music and

ate their food.

12-17 French jr. high high school Memorized

phrases

Requirement for school

17-

30sPortugues,

spanish

Worked in

restaurant

phrases, culture

and beliefsMotivated by

friendships

Birth-

age712

p. 9

A ti it 3 Id tif i F t th t


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Activity 3: Identifying Factors that

Influence Second Language

Acquisition What factors influence your acquisition of

the language?

Which factors supported your learning of a

new language?

Which factors hindered your learning of a newlanguage?

p. 9


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Analytical Framework: Classrooms

as SitesActivity 4a.

Situational Factors

Language

Input

Individual

Characteristics

Language

Processing

Variable

Language

Output

p. 10


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Discussion of the Analytical Framework

Activity 4b:You will be discussing one of these questions in your small group1. Identify various situational factors and explain how these

situational factors can influence the kind and amount of secondlanguage input in a classroom.

2. Think about individual characteristics of a student or students and

how these can influence the kind and amount of second languageinput they receive in a classroom.

3. Identify various situational factors and explain how these caninfluence the kind and amount of second language output bystudents in a classroom.

4.Think about individual characteristics of a student or students andhow these can influence the kind and amount of their secondlanguage output in a classroom.

p. 11


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Situational Factors

Factors that influence both the nature ofthe linguistic input and strategies of thelearner.

Examples include: classroomenvironment, cafeteria & doctors office.

Communication task: explaining, asking,requesting


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Language Input

Linguistic input includes the language ofinput (e.g. L1 or L2)

Communication tasks: academicdiscussion, vocabulary, abstract concepts,longer sentence structures and the

amount of input.

Situation + input = learning environment


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Language Processing

The second language learner uses cognitive and

linguistic strategies to internalize new knowledge

in L2.

Production strategies are the means by which

the learner utilizes his or her L1 and existing L2

knowledge

The second language learner relies on their L1

when they lack resources in their L2


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Variable Language Output

Language Production differs for all students.

The learner is still trying to figure out what rules

govern the use of alternate forms.

This type of variability seems to be most

common among beginning learners, and may beentirely absent among the more advanced.


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Individual Reflective Writing

Activity 5:

Think about the following:

Reflect upon the referrals you receive of

ELLs who are struggling in the classroom.

-What situational and

p. 12


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Second Language Acquisition

TheoryJim Cummins

BICS CALP

Social Language Academic Language


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BICS = Basic Interpersonal

Communication Skills

Playground Language

Not related to academic achievement

Attained after 1-2 years in host country


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CALP = Cognitive Academic Language

Proficiency

Language proficiency needed to function in

decontextualized, academic settings

CALP in L1 and L2 may overlap, despite

differences in surface features of eachlanguage

Attained between five to seven years in host

country


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BICS and CALP in the Classroom

BICS CALPMorning Message Cause and effect in Social Studies


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Stages of Oral Language

Acquisition

Pre-Production

Cannot produce in English

Can understand more than can say

Can actively listen for short periods Can respond non-verbally

Early Production

Can produce individual words and phrases

Can answer closed questions

Can name, label, list, categorize


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Speech Emergence

Can produce simple complete

sentences

Can participate in small group activities

Can answer open-ended questions

why, how, etc.

Begins to use English more freely


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Intermediate Fluency

Can create extended discourse

Can participate in reading and writing

activities

May appear orally fluent, but experience

difficulties in academics and literacy

Can do most classroom tasks if

supported and scaffold


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Observing the Stage of SecondLanguage Acquisition

Stage of LanguageAcquisition and Rationale

Possible ClassroomStrategies

Student #1

Student #2

Student #3


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Comprehensible Input

Krashen

Comprehensible Input is meaningfullanguage that can be understood fromcontext

To facilitate language acquisition, inputshould contain structures a littlebeyond what they are able to

understand (i+1)


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Acquisition versus Learning

Stephen Krashen, from the University ofSouthern California, separated notions ofacquisition and learning

Children orally acquire their first languagein natural, communicative, supportivesettings without explicit instruction.(Acquired Competence AC)

Children then go to school and learn thegrammatical rules, vocabulary, andstructures of language. (LearnedCompetence LC)


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Acquisition versus Learning

Krashen (1983) believes that the result oflearning, learned competence (LC), functionsas a monitor or editor. Acquired competence(AC) is responsible for our fluent production

of sentences, LC makes correction on thesesentences either before or after theirproduction.

For second language learners, a balance ofacquisition and learning in a supportiveenvironment is conducive to languagedevelopment.


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Affective Filter

Stephen Krashen hypothesizes thatthere is an imaginary wall that is placedbetween a learner and language input.

This is called the Affective Filter. Ifthe filter is on, the learner is blockingout input and output. No language can

be received or produced


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Affective Filter

Krashen indicates that anxiety, self-esteem,and motivation are the three major variablesthat have an impact on the Affective Filter.

The filter turns on when anxiety is high, self-esteem is low, or motivation is low.

Think-Pair-Share Turn to a neighbor and share teacher and students

behaviors and instructional activities that keep theaffective filter turned off


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Module 2

The Interrelationship of

Language and Culture


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What is Culture?Module 2 Activity 6:

Write your own personal definition of culture

The Interrelationship of Language and Culture

Through the study of other languages, students gain

knowledge and understanding of the cultures that usethe language. In fact, students can not truly master thelanguage until they have also mastered the

cultural context in which the language occurs.

Standards for Foreign Language Learning in the 21st Century, 1999.

p. 14


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What is Culture?

Culture is whatever it is one has to know or

believe in order to operate in a manner

acceptable to its members.

(Goodenough, 1957)

For the purpose of educators, culture is defined

as a social groups design for surviving in and

adapting to its environment.

(Bullivant, 1993)


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What is Culture?

We use the term human culture, in its

broadest sense, not only to include rules,

practices, actions, and characteristics of

entire cultures or societies, but also thethoughts, feelings, actions and characteristics

of individual human beings.

(Levinson & Malone, 1980)


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What is Culture?

The ever changing values, traditions,social and political relationships, andworldview created and shared by a group

of people bound together by a combinationof factors (which can include a commonhistory, geographic location, language,social class, and or religion), and how

these are transformed by those who sharethem.

(Nieto 2002)


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Principles of Culture

Activity 7:

Culture can be defined in many ways.

There are no universally accepted

definitions of culture.

Differentiating between cultural andpersonal variables is not always easy.

Culture is portable and is transmitted from

generation to generation.

p. 16


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Activity 8: Participant Reflection: Language

Classroom behavior, which is also

culturally based, is guided by rules and

norms established by convention, which

means they are implicitly taught, tacitlyagreed upon, and cooperatively

maintained.

Cazden & Mehan (1992) in Dilworth, p. 26.

p. 17


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Culture, and Behavior

Quotation by Cazden & Mehan

Activity 8a:1. What are the rules and norms that guide classroom

behavior in your school? What do your students need

to know in order to function in a way that is considered

appropriate?2. How were the rules taught and by whom?

3. How were they agreed upon?

4. How are they cooperatively maintained?

5. Are these rules universal within U.S. culture or

schools?

6. Have you noticed variations? Give examples.

p. 17-18


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Activity 8b: Quotation by Dilworth

Thus, if the children understand and learn

the appropriate expected behaviors for

different classroom contexts (for example,

a lesson in taking a test, individual orgroup activities, or recess), communication

and interaction between the teacher and

students should increase.Dilworth, M. E. (1992). p. 26.

p. 18

How does this quote relate to our question, How do we

distinguish between a language difference and a learning

disability?


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Activity 8c: Quotation by Dilworth

Reflection

1.Think about personal experiences in which you had to

understand and learn the appropriate expected

behaviors for different classroom contexts as you

navigated through your own educational experience.

2. What difficulties did you experience and what helped

them negotiate the changes in expectations?

p. 18

Write your reflection.

Share with a partner next to you.


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Activity 8c: Quotation by Dilworth

Reflection (cont.)

What are the different classroom contexts that your ESLstudents experience during a typical day?

How may the expected behaviors between differenceclassroom context?

How may these changes in expected norms from oneclassroom to another impact the behavior of ESLstudents?

What are three things a newcomer should know in orderto function successfully in your school?

Would their parents or grandparents come up with thesame three things? Would their children or studentsidentify the same three things?

p. 19

Activity 9a: Communication Styles and


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Activity 9a: Communication Styles andRules:

Reflect on the following scenario: Plans for the Weekend

Think about the rules of communication that are at play:

What is going on here?

Summarize each participants point of view

What cultural differences incommunication rules might be at play

here?p. 20


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Activity 9b: Art of Crossing Cultures (C.Sorti, 1990)

Think about the Plans for the Weekend scenario as you

reflect on the process that individuals may experience

when communication breaks down.

A. Process leading to communicationbreakdown:

B. Process to prevent communication

breakdown, after we experience thefirst three steps:


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Activity 9b: Art of Crossing Cultures

A. Process leading to communication breakdown:

First We expect others to be like-us butnot everyone is like us.

Second Because we are different, a culturalincident can occur.

Third When a misunderstanding or incident

occurs, it causes a reaction (anger,fears, frustration, annoyance, etc.)

Fourth We withdraw.

p. 21


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Activity 9b: Art of Crossing Cultures

B. Process to prevent communication breakdown, after we experience the firstthree steps:

Fourth Instead of withdrawing we need to become aware ofour reactions.

Fifth Once we are aware of our reactions, we can then

reflect on why we are reacting the way we do.

Sixth As we identify the cause of the way we feel ourreactions tends to subside.

Seventh This will permit us to observe the situation and toexplore other perspectives.

Eighth Gathering information, can help us gain a differentperspective, which can lead us to develop culturallyappropriate expectations.

p. 21


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Culture as an Iceberg


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Activity 10: Developing SociolinguisticCompetence

1. Write about yourself and your family and not

about your experiences with other cultures

unless they directly involve a family member.

2. What were the rules of communication you weretaught to use? Who taught you and how? write

down the explicit and

3. Write down the implicit situational

communication rules you were taught to use inthe setting you selected:

p. 22-23


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Activity 11:Language, Culture, and theClassroom- handout

Read questions in the checklist. How does the checklist inform our question,

How do you distinguish between a language

difference and a learning disability?

Read scenario at the bottom of the page.

-Discuss what may be some of thechanges you could do to this lesson planto address issues 1,4,5, and 6.

Handout from Trainer


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Activity 12:Wrap-up/Think About It

Culture is partly created from its language.

Certain cultural events, such as rituals,

storytelling, folktales, and greetings, are deeply

intertwined in language. A shift to using a newlanguage will signify a shift in culture.

Language production is not only a psychological

event but a process deeply embedded in culture.

p. 24


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Talking Points

Communication is more than speaking, listening,and comprehending.

To successfully communicate we mustunderstand the rules of communication andapply them.

It is not whether one pattern of communication isright or wrong. What we need to consider is thatall patterns of communication evolve to expressand satisfy particular cultural patterns andneeds.


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Activity 13: Assignment

Choice 1: Listen to a Learner: Interview a Student or

Students

For Next Time:

Bring interview of the student.

Bring related data or documents.

Be prepared to share the student in small mock team meeting

about the student.

Read chapter 4 of the text.

p. 25-28

category 1 day one

Documents