cross-linguistic competence moving beyond language arts remediation english language development
TRANSCRIPT
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Cross-Linguistic Competence
Moving Beyond Language Arts Remediation
English Language Development
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It’s not about “best” practice; it’s about the right practice and the right instruction for each learner.
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Next Steps
Shared
Responsibility:
Everyone has
A Part to Play
No
Responsibility:
Sink or
Swim
Sole Responsibility:
ESL Will “Fix It”
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English as a Second Language Instruction
English Language Arts Instruction and Remediation
English Language Development Instruction
ELD Framework
Cross-Linguistic
Competence
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Sheltered Instruction
Content Area Objectives
English Language Development Objectives
Core Curriculum Framework
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Requirements• PHLOTE Assessment• Parent Involvement • 45 minutes/one class period a day to develop all 4
(+1) modalities • Sheltered Instruction in the Content Areas• Least Restrictive Environment • Service Plans and Form A’s• Program Evaluation
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Contrastive Analysis Hypothesis
• Language interference is real
• Rules and norms of the first language do not necessarily transfer
• Skills must be relearned in the second language
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Interdependence Hypothesis
• Knowledge in one language supports knowledge in a second language
• Rules and norms from languages might differ but these are negotiated
• Most skills transfer naturally from one language to another
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Preparedness Hypothesis
• Academic skills are the key
• Language skills are secondary to background and intelligence
• School readiness determines literacy and, therefore, fluency regardless of the first or second language
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Get It Right From the Beginning
• Example(s): Grammar Translation, Audiolingual Methods
• Avoid fossilization of errors• Explicit and direct instruction methods• Focus on linguistic competence and deep literacy • Conversation is scripted then practiced• Impromptu language production is slow to develop
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Say What You Mean and Mean What You Say• Example(s): Conversation and Interactionist
Methods• Comprehensible Input• Negotiation of meaning • Focus on consultative registers and discourse• Emphasis on cooperative learning and
impromptu language production
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Just Listen and Read
• Example(s): Immersion, Comprehension-based ESL Models including The Natural Approach
• Acquisition is valued above learning• Implicit instruction and teachable moments are key• Strategies developed to prepare for both acquisition
and learning • Receptive skills are primary; production comes later
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What Is Teachable • Example(s): Developmental Models (see
Pienemann 1985, 1988) • Some things can be taught others cannot• Language learning only occurs at developmentally
appropriate stages • Explicit instruction and implicit instruction are
balanced within scaffolding• Production takes time; error analysis is critical
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Getting It Right in the End • Example(s): Eclectic and Balanced Communicative
Models, including those focusing on academic language
• Focus on meaning not form• Assess student skills and readiness• Scaffold • Balance student background and academic
demands• Data-driven instruction
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Cross Linguistic Competence “In the beginning was the Word. And the Word was made flesh. It was so in the beginning and it is so today. The language, the Word, carries within it the history, the culture, the traditions, the very life of a people, the flesh. Language is people. We cannot even conceive of a people without a language, or a language without a people. The two are one and the same. To know one is to know the other.”~Sabine Ulibarri
“Bilingual-bicultural education is like an impressionist painting---very attractive from a distance, but unclear and confusing when one gets very close to it.”~Sabine Ulibarri
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Empirical Findings • Some empirical data is available but limited• Most data is from small sample sizes, single
language students, or focused on narrow skill sets (such as phonics)
• Little empirical data exists in the US and with our demographics, studying students in language transition
• We continue to study and make strategic decisions
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Books: • Developing Literacy in Second Language Learner: Report of
the National Literacy Panel on Language Minority Children and Youth, edited by Diane August and Timothy Shanahan
• How Languages are Learned, Revised Edition, by Patsy M. Lightbrown and Nina Spada
• Myths and Realities: Best Practices for Language Minority Students by Katharine Davies Samway and Denise McKeon
• Reading, Writing, and Learning in ESL: A Resource Book for K-12 Teachers, 4th ed., by Suzanne F. Peregoy and Owen F. Boyle
• Teaching by Principles: An Interactive Approach to Language Pedagogy, 2nd ed., by H. Douglas Brown
References
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Organizations:
• The Center for Applied Linguistics (CAL) www.cal.org
• The Center for Research on Education, Diversity, and Excellence (CREDE) http://crede.berkeley.edu
• Teachers of English to Speakers of Other Languages (TESOL) www.tesol.org
• The National Association of Bilingual Education (NABE) www.nabe.org
References
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Summarizing Format
• GIST: Getting It Summarized Together
• Can be done first as a group or independently
• A 20 word summation of a concept, etc.
• Complete sentences are required as developmentally appropriate.
• Find various other GIST formats online
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Define Your Program
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School Plans• Goals• ___________________
_____________________________________________________________________________________________________________________________________
• Considerations• ___________________
_____________________________________________________________________________________________________________________________________