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ELD 101

ELD 101. The Bottom-Line BASICS of English Language Development (Connie Williams, 2008). The “WH” Questions. What is ELD? Who gets ELD? Who delivers it? Where does it happen? When does it take place? How often? Why do I need to do it? How do I do it? With what do I do it?.

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ELD 101

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  1. ELD 101 The Bottom-Line BASICS of English Language Development (Connie Williams, 2008)

  2. The “WH” Questions • What is ELD? • Who gets ELD? • Who delivers it? • Where does it happen? • When does it take place? • How often? • Why do I need to do it? • How do I do it? • With what do I do it?

  3. What is ELD? • Discipline • Systematic delivery of language • Methodology • Programmatic requirement • Critical for achieving high levels of oral and written discourse • Part of the blue print for schooling ELs • A Performing Art

  4. Three Dimensions of Language Form Use Meaning

  5. Paradigm Shift • Change • Revolution • Pendulum seeing • A new way of thinking • An earthquake • New educational assumption

  6. The ELD Timeline 1970 1985 Present Balanced Focus Focus on Form Meaning Use (Function) Form Focus on Meaning 2005

  7. Prior Paradigm (1985-2005) • Exposure to comprehensible input (C.I.) • Engagement • Low-anxiety (no error correction) • Focus on communication: “get language naturally” • Language through content, a vehicle • “Focus on something other than language.”

  8. Challenging the Paradigm • Complexity of Language (Wong Fillmore/Snow) • Distinction between Conversational and Academic Language (Cummins/Hakuta) • False Dichotomy of Acquisition vs. Learning (Krashen/McLaughlin) • The Acquisition/Explicit Instruction Debate (Wong Fillmore and Snow, CA Literature Project) • Adoption of ESL/ELD State Standards (and TESOL)

  9. Research Behind the Paradigm Shift Counter argument by McLaughlin, (1992) Myths and Realities • Children learn English quickly and easily • Children have acquired English once they can speak it • Children learn in the same way

  10. Led to questions: • Exposure and Engagement • Is C.I. enough??? • Role of teacher ??? • Role of correction???

  11. Research on Explicit Instruction Canale and Swain (1980) • One group: Emphasis on real communication • Other group: Formal instruction • Conclusion: Argument for both • McLaughlin (1985) Some aspects language need explicit instruction

  12. Research on Explicit Instruction Scarcella (1996) L2 Learners at UC Irvine- Two Problems • Limited Vocabulary (misuse, non-academic) • Limited Grammar (misuse of articles, pronouns, and nouns/misuse of verb tenses/inability to handle causative and conditional structures) • Conclusion: Argument for explicit instruction Wong Fillmore and Snow (2000) • Explicit teaching of teaching structure and uses is the most effective way to help English Learners”

  13. Changing Role of the Teacher Past Paradigm • Teacher as a facilitator: Guide on the side” • Error acceptance: Model, model, model • Implicit instruction (no real agenda)

  14. Changing Role of the Teacher Current Paradigm • Teacher as language teacher all the time: • “Sage on the stage” as well as the Guide on the side” • Error Correction: Model, practice, practice • Explicit instruction (highlight it, call it out, explain it)

  15. Closing the Gap • A high level of oral and academic discourse • No room for “function failure”! • No tolerance for “grammatical gaps”! • English learners will understand, speak, read, and write at a level equal to that of an English-only student working at least at grade level and do it all within five years while maintaining a high level of proficiency in their mother tongue.

  16. Where do we begin? The BIG Four • On the schedule • Differentiated by level • Focused on language objectives • Interactive

  17. To speak a second language is to have second soul Charlemagne

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