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Teaching Emergent Bilinguals: How Do I Plan for Language?

Teaching Emergent Bilinguals: How Do I Plan for Language?. Laura Hamman University of Wisconsin-madison. Today’s Objectives. SWBAT… Identify language demands in instructional design Create language objectives that align with content objectives & standards.

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Teaching Emergent Bilinguals: How Do I Plan for Language?

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  1. Teaching Emergent Bilinguals:How Do I Plan for Language? Laura Hamman University of Wisconsin-madison

  2. Today’s Objectives SWBAT… • Identify language demands in instructional design • Create language objectives that align with content objectives & standards

  3. Key Considerations: Language & Learning Emergent bilinguals not only learn language; they also learn through language Learning is most effective when in students’ Zone of Proximal Development (ZPD) Learning language is NOT just about mastering vocabulary words.

  4. Contributions to Reading Theory Thrhsbn a lt of dbatovrthpsttnyrsabtthtchng of rding. Sme see rding as thmastry of phncs, othrs as a procss of prdctnwhrby the rderussbckgrndknwldge and knwledge of thlnggesystm to prdictmning. Theesdiffreingveiwshaevinfelunced the wyaraeding has bene tuahgt. Appraochsehaevvareidbetwenethoes who argeu that the taeching of phoincs is the msotimprtoantelmeent of a raedingprorgam, and thoes who argeu fro a whoel-language appraohc in whchichidnrelaern to raed by perdictingmaenngi. But it shou__ be obvi__ to anyo__ readi__ thi__ th__ goo__ read__ use a rang__ of strateg__ to gai__ mean__ fro__ writ__ tex__.

  5. Central Questions for Considering Language What are the language DEMANDS of this lesson or activity?

  6. More than Words… WIDA Standards book, page 7

  7. Linguistic Complexity Across Content Areas

  8. Central Questions for Considering Language What are the language DEMANDS of this lesson or activity? How will I SUPPORT students to access content (comprehensible input) and to participate fully in the lesson or activity?

  9. Language Supports

  10. Writing Language Objectives

  11. Content & Language Objectives • Content objectives are the components of the lesson design that address the knowledge and skills of a curricular area to be addressed in instruction and assessment. • Language objectives are the components of the lesson design that address the language functions, forms, and domains to be incorporated into instruction and assessment.

  12. Components of Language Objectives • Language Functions (Purpose) make predictions, sequence, compare/contrast • Language Forms (Discourse/Syntax/Word) Discourse: scientific method Syntax: I predict that…, greater than/less than Word: repel/attract, multiply, photosynthesis • Language Domains (Modalities) speaking, reading, writing, listening

  13. Writing Language Objectives Students will be able to (language function) (content topic) using (language forms) in (domain) OPTIONAL: with/using (support(s)).

  14. EXAMPLE SWBAT summarize a fictional narrative using sequencing language in writing (e.g., first…, next..., then…, last…). Students will be able to (language function) (content topic) using (language forms) in (domain)

  15. Effective Language Objectives Align with content objectives Are designed with emergent bilinguals in mind Are measurable/observable Focus on high-leverage language that will serve students in other contexts

  16. Questions to Consider • What is the CONTENT objective? • Identify the main idea? • Explain the life cycle of a frog? • Describe a problem-solving process? • What LANGUAGE is required to fulfill this objective (function & form)? • Language Function: Persuading? Describing? • Language Forms: Sequence Words? Cause-Effect Transitions? Pronouns? Verb Tense?

  17. Questions to Consider • Which DOMAIN(s)will be required • Speaking? • Writing? • Listening? • Reading? • And HOW will mastery be demonstrated? • Orally? • In writing? • Non-verbally?

  18. Your Turn!

  19. Thank You! Questions/Comments? Laura Hamman lhamman@wisc.edu

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