Bilingualism, English Learning, and UDL

1. Bilingualism, English Learning, and UDL Patrick Proctor 25 July 2007

2. Questions on Your Agenda • How can I use a student's native language to help with English comprehension? • What if I don't speak the student's language? • How do UDL principles apply to language and literacy acquisition?

3. Who are your students? • Iowa • Louisiana • Massachusetts • New York • Ohio • Pennsylvania • Wisconsin

4. English Language Learner? • Researcher distinctions • Bilingual • ELL • L1, L2 • School district distinctions • ELL • LEP, FEP • Transition to mainstreaming

5. Similarities Oral facility tends to develop first Background knowledge important Literacy strategies common to both Regulation of language use Similar acquisition phases Need for multimodal inputs to increase comprehensibility Language Acquisition Device (Chomsky, Pinker) Differences Typological relations between L1 and L2 determine some transferability L1 acquisition is almost universally successful, L2 not so. L1 acquisition structured around constant naturalistic learning (home from birth). L2 acquisition less so (school from age of arrival) First (L1) and Second (L2) Language Acquisition

6. Stage Identifying Features Pre-production “The silent period.” Students are absorbing all of the linguistic and cultural input of their new surroundings. In class, students parrot language, listen, copy, begin to follow directions Early production Students begin to produce short utterances, respond to yes/no questions, follow directions, and use recognizable chunks of memorized language Speech emergence Students will begin to ask questions, grammatical forms start to take shape, listening comprehension of linguistically simple texts improves, some content area learning becomes possible with heavy scaffolding Intermediate fluency Complex sentence structures emerge, reading and listening comprehension increases for both narrative and informational texts. Grade level content area work is possible with less scaffolding Advanced fluency Native-like competency in the grammar, syntax, and vocabulary of language. Accents may be retained, but otherwise, the student has achieved high levels of language and literacy skills in the second language Bilingual Learners: Stages of second language acquisition

7. Reconocimiento

8. Recognition

9. Stroop Test

14. BLUE

15. GREEN

16. RED

17. YELLOW

18. Estrategias

19. Strategies

20. Common Underlying Proficiency (Cummins, 1979) L1 L2 Common Underlying Proficiency

22. TOMAR

23. TOMAR v. To take

24. RÁPIDO

25. RÁPIDO adj. Fast, rapid

26. My mother is smart/intelligent. Mi mamá es inteligente. Si mi mamá fuera inteligente, sería feliz. If my mother were intelligent, I’d be happy.

27. CommutabilityAn attempt to define the potential relations that may exist between the languages of a bilingual

28. The 4 Commutability Principles Size matters! • Alphabetic Knowledge • Vocabulary Knowledge/breadth of lexicon Orthography matters! • Spanish-English versus Chinese-English (see Bialystok et al., 2005; Bialystok et al., 2006; Geva & Siegel, 2000) Problem Solving Skill Matters! • Reconsider vocabulary/depth of lexicon (see Nagy, García, Durgunoğlu, and Hancin-Bhatt, 1993; Ordoñez, Carlo, Snow, and McLaughlin, 2002; Jiménez, García, and Pearson, 1995, 1996 Literacy Skill Development Matters! • See Snow, 1992

29. Interactive Principles of Commutability

30. Affect

31. Context of English Language Acquisition • Is English a language of opportunity or language of oppression? • Simultaneous versus sequential bilingualism • Immigration versus American citizenship

32. Immigration • Sending and receiving contexts • Psycho-social adaptation processes of immigrants and their children • Trauma in the lives of children • Tri-modal patterns of achievement • Epidemiologic paradox

33. Birth Outcomes of Mexican-Born, U.S.-Born Mexican American, and White Non-Latina Women in California, From Emerging Issues in Hispanic Health, National Research Council, 2002, p. 16 U.S.-Born Mexican American Women Mexican-Born Women Non-Latina White Women Infant Mortality per 1,000 live births 7.4 5.3 5.7 Low-birthweight babies (%) 6.3 4.0 5.6 Neonatal mortality per 1,000 live births 4.8 3.6 3.7 Postneonatal mortality per 1,000 live births 2.6 1.7 2.1

34. The Epidemiological Paradox • Mental Health [NRC Study -- Hernandez & Charney 1998] • Risk Behaviors [NRC Study -- Hernandez & Charney 1998] • Academic Outcomes • Aspirations & GPA • Sociological study of 5,000 highs school students in Dade County Florida & San Diego California [Rumbaut & Portes, 1995] • Schooling Behaviors, GPA, Risk Behaviors, & Mental Health • Psychological study of 20,000 adolescents from 9 high schools [Steinberg, Brown, & Dornbusch 1996] • Canada [Beiser, Hou, Hyman & Tousignant 1999]

35. MEXICAN MEXICAN MEXICAN IMMIGRANT MEXICAN IMMIGRANT MEXICAN AMERICAN MEXICAN AMERICAN WHITE AMERICAN WHITE AMERICAN YES POSITIVE 75% 84% 81% 84% 55% 66% 40% 20% NEUTRAL NO 25% 16% 17% 16% 14% 45% 60% 38% NEGATIVE 0 2% 20% 42% Schooling Attitudes To me school is the most important thing. School is____________________ Sample Positive Responses—a happy place; the key to my success; the greatest thing I ever had; fabulous Sample Neutral Responses—a place to learn; where they teach me; okay Sample Negative Responses—boring; hell; stupid; terrible; the worst

36. MEXICAN MEXICAN IMMIGRANT MEXICAN AMERICAN WHITE AMERICAN POSITIVE 53% 60% 32% 28% NEUTRAL 37% 34% 16% 32% NEGATIVE 10% 6% 32% 40% Schooling Attitudes[continued] The school principal is____________________ Sample Positive Responses—a good capable person; very friendly; an exciting person Sample Neutral Responses—okay; skinny; the school authority; the one who runs the school Sample Negative Responses—a jerk; weird; mean; an idiot; a pain From: Carola & Marcelo Suárez-Orozco (1995). Transformations: Migration, Family Life, and Achievement Motivation Among Latino Adolescents. Stanford, CA: Stanford University Press.