Oracy & Literacy for Oracy & Literacy for English-Language English-Language

LearnersLearnersChapter 4Chapter 4

ChallengesChallenges

Standards for ELL Students Standards for ELL Students Nationwide and LocallyNationwide and Locally

1997 – original standards for student 1997 – original standards for student performanceperformance

2006 – brand new document 2006 – brand new document incorporating content areasincorporating content areas

ESL Goals and StandardsESL Goals and Standards Goal 1: To use English to communicate in social settings

Use English to participate in social interaction Interact in, through, and with spoken and written English for persoal expression

and enjoyment Use learning strategies to extend their communicative competence

Goal 2: To use English to achieve academically in all content areas Use English to interact in the classroom Use English to obtain, process, construct, and provide subject matter information in

spoken & written form Goal 3: To use English in socially & culturally appropriate ways

Use the appropriate language variety, register, and genre according to audience, purpose, and setting

Use nonverbal communication appropriate to audience, purpose, & setting Use appropriate learning strategies to extend their sociolinguistic and sociocultural

competence

Arkansas English Language Arkansas English Language FrameworksFrameworks

Four skills areasFour skills areas How many of you took a course on listening or How many of you took a course on listening or

developing listening comprehension?developing listening comprehension? ListeningListening SpeakingSpeaking ReadingReading WritingWriting Integrating helps to build proficiencyIntegrating helps to build proficiency

ListeningListening

Passive? NO, receptive skillPassive? NO, receptive skill Use background knowledge, visual cues, Use background knowledge, visual cues,

expectations of what people will be saying to expectations of what people will be saying to make meaningmake meaning

Backward buildup is technique to focus on Backward buildup is technique to focus on difficult vocabularydifficult vocabulary

WatchWatch

How can you tell listening How can you tell listening happening?happening?

Have students listen to text (audiotape, ad from tv, Have students listen to text (audiotape, ad from tv, video, announcement, etc…)video, announcement, etc…)

Allow them to draw what they understand (see the Allow them to draw what they understand (see the example of integrated skills) firstexample of integrated skills) first

Allow them to order what happened first in the text, Allow them to order what happened first in the text, second, etc… by numbering or cutting out visuals second, etc… by numbering or cutting out visuals that represent the textthat represent the text

TPR activities--- listening first, then later other skillsTPR activities--- listening first, then later other skills

SpeakingSpeaking Do we expect learners to come to school able to speak under most Do we expect learners to come to school able to speak under most

circumstances?circumstances? Novice: Linguistically language learners begin with one/two word phrases Novice: Linguistically language learners begin with one/two word phrases

or memorizable chunksor memorizable chunks Intermediate: Move to “almost” sentence structureIntermediate: Move to “almost” sentence structure Intermediate High: Next step is to complete simple sentencesIntermediate High: Next step is to complete simple sentences Advanced: Next is to more complexAdvanced: Next is to more complex Advanced/Superior: Finally, to paragraph-length utterancesAdvanced/Superior: Finally, to paragraph-length utterances Look at Table 4.2 – pg. 84, which are Novice speaking activities? Which Look at Table 4.2 – pg. 84, which are Novice speaking activities? Which

are intermediate? Which would you avoid with a brand new language are intermediate? Which would you avoid with a brand new language learner initially?learner initially?

SpeakingSpeaking

What about perfect pronunciation and What about perfect pronunciation and intonation?intonation?

Is it always a good idea to teach stress, Is it always a good idea to teach stress, intonation overtly or should we allow students intonation overtly or should we allow students to experience?to experience?

Error correction: Does it matter if we correct Error correction: Does it matter if we correct student errors? student errors?

ReadingReading

The key most important element for a The key most important element for a language learner (or any learner) to language learner (or any learner) to comprehend a reading passage is background comprehend a reading passage is background knowledge! Not grammar!knowledge! Not grammar!

Important skill that can transfer if foundations Important skill that can transfer if foundations laidlaid

Most important skill to gain content Most important skill to gain content knowledge in many classrooms stillknowledge in many classrooms still

Wide range of literacy we serveWide range of literacy we serve K-3 whose beginning literacy instruction is in their primary K-3 whose beginning literacy instruction is in their primary

languagelanguage K-3 acquiring initial literacy in English because they do not K-3 acquiring initial literacy in English because they do not

have access in L1have access in L1 Older learners with grade-level primary language literacy who Older learners with grade-level primary language literacy who

are beginning to develop English literacyare beginning to develop English literacy Older with limited formal schooling in home countryOlder with limited formal schooling in home country Older learners with inconsistent school history, with limited Older learners with inconsistent school history, with limited

development of either the primary language or Englishdevelopment of either the primary language or English DESPITE this, national accountability is requiring us to assess DESPITE this, national accountability is requiring us to assess

these groups to the same standards!these groups to the same standards!

Transfer of Reading from L1 to L2Transfer of Reading from L1 to L2

Much easier to transfer knowledge of printed word, Much easier to transfer knowledge of printed word, how words fit together if you have had experience in how words fit together if you have had experience in L1L1

IRA (2001) recommended that initial literacy be in IRA (2001) recommended that initial literacy be in the child’s L1the child’s L1

When not possible or serving other groups as listed When not possible or serving other groups as listed above three major things to considerabove three major things to consider Literacy is introduced in meaningful wayLiteracy is introduced in meaningful way Link b/w oral language and print is made as naturally as Link b/w oral language and print is made as naturally as

possiblepossible Students have the opportunity to enjoy reading/writingStudents have the opportunity to enjoy reading/writing

7 Strategies for teaching reading7 Strategies for teaching reading

Environmental printEnvironmental print Meaning-basedMeaning-based Silent period in readingSilent period in reading Low-anxiety environmentLow-anxiety environment Motivating activitiesMotivating activities Integration of structure & functionIntegration of structure & function Integration of content & literacy (see Table Integration of content & literacy (see Table

4.4)4.4)

Phonics & Literacy for ELLsPhonics & Literacy for ELLs Often taught in early childhoodOften taught in early childhood Has been shown to be good for English-speaking childrenHas been shown to be good for English-speaking children For ELL students, evidence is not clear-cutFor ELL students, evidence is not clear-cut ““English learners should not be involved in phonics instruction that isolate English learners should not be involved in phonics instruction that isolate

sounds and letters from meaningful use of text”sounds and letters from meaningful use of text” Success for All (reading program in some central Arkansas schools)…Success for All (reading program in some central Arkansas schools)…

elementary teacher found following problems: reading (decoding) is elementary teacher found following problems: reading (decoding) is separate from comprehension; emphasis is on sound and sound-blend separate from comprehension; emphasis is on sound and sound-blend identification to the detriment of coherent, logical reading materials; identification to the detriment of coherent, logical reading materials; specially written stories focus on targeted sounds and do not include specially written stories focus on targeted sounds and do not include commonly occurring English words and natural usage; and unnatural, commonly occurring English words and natural usage; and unnatural, awkward syntax contradicts ELL growing knowledge of spoken English awkward syntax contradicts ELL growing knowledge of spoken English and/or reinforces use of problematic language (Lee, 2000).and/or reinforces use of problematic language (Lee, 2000).

Strategies for ELL Literacy Strategies for ELL Literacy DevelopmentDevelopment

Visuals, visuals, visuals and meaningful Visuals, visuals, visuals and meaningful contentcontent

Prereading activities (activating schema/prior Prereading activities (activating schema/prior knowledge)knowledge)

LEA – students tell orally about experiences, LEA – students tell orally about experiences, teachers write down and read, and text teachers write down and read, and text becomes reading for the ELL studentsbecomes reading for the ELL students

Other techniques listed in the chapterOther techniques listed in the chapter

WritingWriting

Often the last skill to be improved upon (think about Often the last skill to be improved upon (think about yourself in your L1!)yourself in your L1!)

Moved from product to process writingMoved from product to process writing BrainstormingBrainstorming DraftingDrafting Peer reviewingPeer reviewing PublishingPublishing Remember that language learners may need to draw Remember that language learners may need to draw

and label as alternative to longer writing assignments and label as alternative to longer writing assignments at novice levels.at novice levels.

Error Correction & GrammarError Correction & Grammar Grammar should not be taught just for grammar’s sake, especially for Grammar should not be taught just for grammar’s sake, especially for

ELL students who do not have enough abstract language to understand ELL students who do not have enough abstract language to understand the “linguistic” talk – needs to be connected to meaningful interactionthe “linguistic” talk – needs to be connected to meaningful interaction

However, there does need to be meaningful connections to grammarHowever, there does need to be meaningful connections to grammar Errors are a part of acquiring a L2 so we must encourage themErrors are a part of acquiring a L2 so we must encourage them Early on, fluency is more important than grammatical accuracyEarly on, fluency is more important than grammatical accuracy When student says, “I no got pencil”, the teacher should model back When student says, “I no got pencil”, the teacher should model back

“well if you don’t have a pencil, ask your partner to borrow one”. “well if you don’t have a pencil, ask your partner to borrow one”. Focus is ON THE MESSAGE, not the form.Focus is ON THE MESSAGE, not the form.

Younger children do not benefit from overt grammar instruction as Younger children do not benefit from overt grammar instruction as much as older children who have had language experiences in their much as older children who have had language experiences in their L1.L1.

If you notice a common set of errors over and over again, this may be If you notice a common set of errors over and over again, this may be the time to use the overhead or computer to show students and have the time to use the overhead or computer to show students and have them analyze the problemthem analyze the problem

CALL – Computer Assisted CALL – Computer Assisted Language LearningLanguage Learning

Wonderful time to be teaching! At least where tech is Wonderful time to be teaching! At least where tech is concernedconcerned

Lots of practice on language learning can be Lots of practice on language learning can be accomplished on commercial & FREE softwareaccomplished on commercial & FREE software

Computer language learning can provide meaning Computer language learning can provide meaning authentic texts for learnersauthentic texts for learners

Students can look up news stories in their own Students can look up news stories in their own languages and newspapers to gain background languages and newspapers to gain background knowledge for learning the content in English! (if knowledge for learning the content in English! (if they have L1 literacy skills)they have L1 literacy skills)

BICS/CALPBICS/CALP