Understanding English as an Additional Language: Part 2 Bebe Vocong February 29, 2016

Background Information Indicate on the next slide where the majority of your ELLs are from.

Where in the world are your ELLs from? ?

Series Overview Part 1 Common terms and acronyms BICS and CALP Acculturation Part 2 Factors that affect additional language acquisition L1 interference Sociocultural understanding Part 3 Teaching methods ESL approaches Teaching strategies

Let’s review – Part 1 Terms Match the following descriptors with the correct acronyms. ELLBICSCALPESLEAL 1. This term refers to a student who is learning English as an additional language. 2. Social language that takes about 1 – 2 years to acquire. 3. This term refers to the course that teaches English language proficiency to ELLs in Alberta. 4. Academic language that may take approximately 5 – 10 years to acquire.

Let’s review – Part 1 Acculturation Match the following descriptors with the correct stages of acculturation. HoneymoonRejectionRegressionIntegrationAcceptance 1. In this stage, ELLs are exhibiting signs of homesickness. 2. Students are happy and excited to be in Canada. 3. ELLs are able to seamlessly move between their own culture and that of the Canadian culture. 4. In this stage, students are adapting to their new culture but may not be aware of social norms and customs.

Factors that Affect Additional Language Acquisition: Internal Factors ✘ Age ✘ Personality ✘ Motivation ✘ Experiences ✘ Cognition ✘ Native Language

Factors that Affect Additional Language Acquisition: Internal Factors ✘ Age ✘ Personality

Factors that Affect Additional Language Acquisition: Internal Factors ✘ Motivation ✘ Experiences

Factors that Affect Additional Language Acquisition: Internal Factors ✘ Cognition ✘ Native Language

Factors that Affect Additional Language Acquisition: External Factors ✘ Curriculum ✘ Instruction ✘ Culture and Status ✘ Motivation ✘ Access to native speakers ✘ Prior schooling

Factors that Affect Additional Language Acquisition: External Factors ✘ Curriculum ✘ Instruction

Factors that Affect Additional Language Acquisition: External Factors ✘ Culture and Status ✘ Motivation

Factors that Affect Additional Language Acquisition: External Factors ✘ Access to native speakers ✘ Prior schooling

L1 Interference ✘ Writing System ✘ Phonology ✘ Orthography ✘ Semantics ✘ Syntax ✘ Morphology

L1 Interference ✘ Writing System  Alphabet Vietnamese: T ô i c ó m ộ t cu ố n s á ch. Spanish: Tengo un libro. Korean: 나는 책 이있다.  Nonalphabet Japanese: 私は本を持っている。 Chinese: 我有一本書。  Concept of print

L1 Interference ✘ Phonology  The smallest unit of sound is a phoneme  One letter can have multiple sounds  Word stress  Some sounds do not exist in ELLs’ L1  In other languages, syllable is the smallest unit of sound

L1 Interference ✘ Orthography  Spelling system of a language  Differences in spelling patterns between L1 and English

L1 Interference ✘ Semantics  Meaning of a language (word meanings, sentence meanings, and sociocultural context on meaning)  The nature of multiple meanings may be different in English than L1  False cognates in Spanish  Using uncommon expressions or words

L1 Interference ✘ Syntax  grammar  Differences in word order, negative forms, and numbers  Verb tense change is a concept that does not exist in all languages  Active and passive voice

L1 Interference ✘ Morphology  Word parts (prefixes, suffixes, base words and roots) and their meanings  L1 does not have concept of morpheme  Inconsistency across all English words are hard for most ELLs to master

Book Swan, M. & Smith, B. (Eds.). (2001). Learner English: A teacher’s guide to interference and other problems, 2nd Ed. Cambridge: Cambridge University Press.

Sociocultural Understanding ✘ Become knowledgeable of an ELL’s L1 and culture ✘ Know how ELLs participate in classroom activities ✘ Unfamilarity with a culture could cause difficulty in developing a respectful relationship

Understanding cultural Differences What are some possible cultural explanation for the following behaviours: 1. Student indicates they understand even if they don’t. 2. Student avoids eye contact. 3. Student refuses to participate in extracurricular or various physical education activities. 4. Student does not participate actively in group work. 5. Student responds poorly to inoffensive forms of physical contact or proximity.

Place your screenshot here dia/507659/eslkto9gi.pdf (Appendix 2)

Books

Place your screenshot here I Love Languages ges.com/index.php?cat egory=Languages%7CBy +Language

thanks! Any questions? Next webinar: Monday, March 7, 4:30 p.m. You can contact me at