810.629 Thursday, September 23, 2010 6:45-8:45 PM

1. 810.629Thursday, September 23, 20106:45-8:45 PM Supporting English Language Learners in Literacy and Content

2. OUTCOMES By the end of today’s class, you will be able to: • Identify the four skill areas in ESOL; • Assess your learning of language teaching/learning methodologies; • Identify common proficiency levels among the four skill levels; • Begin planning to adapt a mainstream social studies lesson for ESOL students; and • Identify components of the ESOL Praxis II exam.

3. AGENDA • Change to syllabus • Activator • Quiz on Teaching Methodologies • Language Skills • Proficiency Levels • Introduction to Strategies • Praxis II

4. Syllabus Change • Before I give you your Cultural Identity grades, please read your classmate’s papers on the WIKI and complete the file: Cultural Differences Processing that is posted on the WIKI (and a handout tonight.) • This should be completed for class on Sept 30. • The Research Article due on Sept 30 will be due on a “relaxed” deadline- sometime the week after Sept 30. Email it to me. • Thanks!

5. Brainstorm: Concept Webs Listening Speaking Teaching English as a Second Language Reading Writing

6. QuizFill in the Blank Square

7. Language Skills Language educators have long used the concepts of four basic language skills: • Listening • Speaking • Reading • Writing The four basic skills are related to each other by two parameters: • the mode of communication: oral or written • the direction of communication: receiving or producing the message

8. Listening Comprehension • Listening and understanding what we hear. • Interactive and non-interactive. Micro-skills: • retain chunks of language in short-term memory • discriminate among the distinctive sounds in the new language • recognize stress and rhythm patterns, tone patterns, intonational contours. • recognize reduced forms of words • distinguish word boundaries • recognize typical word-order patterns • recognize vocabulary • detect key words, such as those identifying topics and ideas • guess meaning from context • recognize grammatical word classes • recognize basic syntactic patterns • recognize cohesive devices • detect sentence constituents, such as subject, verb, object, prepositions

9. Speaking • Interactive, partially interactive, and non-interactive. Micro skills involved in speaking. The speaker has to: •  pronounce the distinctive sounds of a language clearly enough so that people can distinguish them. This includes making tonal distinctions. • use stress and rhythmic patterns, and intonation patterns of the language • use the correct forms of words: the tense, case, or gender. • put words together in correct word order. • use vocabulary appropriately. • use the register or language variety that is appropriate to the situation • make clear to the listener the main sentence constituents, such as subject, verb, object, • make the main ideas stand out from supporting ideas or information. • make the discourse hang together so that people can follow

10. Speaking Marcus http://www.gaggle.net/blog/feehan Mike http://www.gaggle.net/blog/muhieddin Mariangeliehttp://www.gaggle.net/blog/mariangelie Anglayhttp://www.gaggle.net/blog/anglay Tunhttp://www.gaggle.net/blog/bunyarit Suzan http://www.gaggle.net/blog/suzan

11. Reading It can develop independently of listening and speaking skills, but often develops along with them, especially in societies with a highly-developed literary tradition. Reading can help build vocabulary that helps listening comprehension at the later stages, particularly.

12. Reading Micro skills. The reader has to: •  decipher the script, i.e. establishing a relationship between sounds and symbols or the meaning of the words with written symbols (pictograph system). • recognize vocabulary. • pick out key words, such as those identifying topics and main ideas. • figure out the meaning of unfamiliar words from context. • recognize grammatical word classes: noun, adjective, etc. • detect sentence constituents, such as subject, verb, object, prepositions, etc. • recognize basic syntactic patterns. • reconstruct and infer situations, goals and participants. • use background knowledge & cohesive linguistic devices to make inferences, predict outcomes, and infer links and connections • get the main point or the most important information. • distinguish the main idea from supporting details. • adjust reading strategies to different reading purposes

13. Writing Perhaps hardest of the skills: Involves graphic representation of speech plus the development and presentation of thoughts in a structured way. Micro skills: • use the orthography correctly: script, spelling and punctuation conventions. • use the correct forms of words, e.g. right tense, or case or gender. • put words together in correct word order. • use vocabulary correctly. • use the style appropriate to the genre and audience. • make the sentence constituents, such as subject, verb, and object, clear • make the main ideas distinct from supporting ideas or information. • make the text coherent, so that others can follow the development of ideas. • judge how much background knowledge the audience has on the subject and make clear what it is assumed they don't know.

14. Proficiency Levels MSDE: Five proficiency levels within each topic outline the progression of language development as implied in the acquisition of English as a second language. • Low Beginning • High Beginning • Low Intermediate • High Intermediate • Advanced School Improvement in Maryland http://mdk12.org/instruction/curriculum/elp/index.html

15. MCPS Proficiency Levels The Important Thing… • The important thing about PROFICIENCY LEVELS IN ESOLis _______.  • Another detail • Another detail • Another detail • But the important thing about PROFICIENCY LEVELS IN ESOLis _________. Example: The important thing about rivers is that they are very useful to people. Rivers are useful as a source of water for daily life. They are also used as a way to travel. Rivers provide fish for people to eat. The important thing about rivers is that they are a major resource for people.

16. Instructional Strategies to Support ELLs

17. Adapting Mainstream Lessons for Second Language Learners

18. Getting Ready for the Praxis Study topics: • Analysis of Student Language Production • Linguistic Theory • Teaching Methods and Techniques • Assessment Techniques and Cultural Issues • Professional Issues

19. Analysis of Student Language Production • Oral Grammar and Vocabulary • Pronunciation • Writing Be familiar with: • Comparative structures • Code switching • Phonetic Alphabet http://www.antimoon.com/how/pronunc-soundsipa.htm • Register

20. Linguistic Theory • Phonology • Morphology • Syntax • Psycholinguistics • Sociolinguistics

21. Linguistic Theory Which sounds in English that are typically problematic for speakers of various native languages? • What kinds of words most frequently occur in a reduced form in natural speech? • Intonation and stress patterns in English • Types of activities that can help ESOL students monitor and improve their proficiency in English pronunciation.

22. Linguistic Theory • How do morphemes combine to create words in English? • What is a digraph? • How would knowing prefixes and suffixes improve a student’s ability to gain meaning from new words? • Similarities and differences between syntactic systems of English and other languages.

23. Linguistic Theory • Formation of declarative and interrogative sentences in English? • Identify the parts of speech, understand the English verb system and analyze student errors. • Be familiar with idioms and nonliteral expressions How can they affect an ESOL student’s understanding of spoken and written English?

24. Linguistic Theory • Grammatical transformations and structural changes and how they affect meaning • Be familiar with: Krashen Cummins (BICS/CALP) Vygotsky (zone of proximal development)/Krashen (I + 1)

25. Linguistic Theory • Be familiar with: • Language interference • Interlanguage • Code-switching • Order of acquisition • Affective filter • Communicative competence • Proxemics

26. Linguistic Theory Which sounds in English that are typically problematic for speakers of various native languages? • What kinds of words most frequently occur in a reduced form in natural speech? • Intonation and stress patterns in English • Types of activities that can help ESOL students monitor and improve their proficiency in English pronunciation.