English Learners and Language Acquisition David Irwin Language Development Opportunities www.langdevopps.com dave@langdevopps.com Materials: blank lesson plan; vocab cards; Icebreakers: Zip Zap Zop, Enemy Defender

Participant Goals Objectives Understand the process of second language acquisition and the implications for academic learning in English Make connections between the process and components of language acquisition and the ELP Standards.

What Factors Do You Believe Affect Second Language Acquisition? Discuss at your table and be ready to share in whole group. (3 minutes) Purpose: Build background of L2A Procedures: Partners or teams discuss and list. Name a scribe & reporter Materials: paper, pens Time: 5 mins Language Development Opportunities

Conversational Fluency Usually takes between 1 – 2 years to acquire Typically this language provides context and is not cognitively challenging Also called BICS (Basic Interpersonal Communication Skills) Link to proficiency levels and standards Cummins 1979

Cummins: Conversational Fluency Formerly BICS: Basic Interpersonal Communication Skills “Playground English” - conversation in casual settings High frequency words Anglo-Saxon based Relies on facial expressions, gestures, etc. Have it in L1 by age 5 Students have it in L2 in 1 or 2 years Purpose: Cover the difference between conversational and academic language Procedures: lecture** Materials: packet **is there a better way? Cummins, J. (1981).

Academic Language Proficiency Usually takes between 5 - 12 years to achieve Discourse is cognitively demanding, often lacks context clues, and is required for literacy and success in content learning Also called CALP (Cognitive Academic Language Proficiency) Discuss with your table group why the distinction between social and academic language is important in the teaching of English Language Learners. And how it is reflected in the proficiency levels. Cummins 1979

Cummins: Academic Language Proficiency Formerly CALP Low frequency words Graeco-Roman (Latin) based Complex written and oral language Technical, specialized language Discourse, grammar and vocabulary 5-12 years The Norman Conquest in 1066 Purpose: Cover the difference between conversational and academic language Procedures: lecture** Materials: packet **is there a better way? Cummins, J. (1981) Corson, DJ (1985) Thomas & Collier (1997)

The Quantity of BICS v. CALP Conversational Fluency (BICS) Academic Language Proficiency (CALP) Not ‘surface’ language. The iceberg represents the quantity of “BICS words” v. “CALP words” in English. The iceberg will look different for individual students. Cummins Cummins 1979

The Iceberg Model With 2 Languages Conversational Academic L1 L2 Purpose: Illustrate how a person can have differing levels of competence in L1 & L2 Conversational and Academic language Procedures: Explain the concept Materials: packet Time: 2 mins

Alexander Lukin Alexander is 15 and was born and raised in Moscow. He attended public school from the ages of 4-12. His family then moved to Spokane, Washington. His parents were professors at Moscow University. He went to Shaw Middle School for 1 ½ years. He has been at Lewis & Clark HS since the beginning of the year. Purpose: Illustrate how a person can have differing levels of competence in L1 & L2 Conversational and Academic language Procedures: Read to the Ps Materials: packet Time: 2 mins

Teresa Gallegos Teresa grew up in the city of San Salvador and went to school there until she was 12. She has basic literacy in Spanish. She moved with her family of six to Othello when she was 16. She attends Othello HS but both of her parents work in the hotel industry, so she is responsible for her siblings after school until 6pm. She works at McDonald’s from 6:30- 10:30 five nights a week. Purpose: See slide 18 Procedures: Materials:

Teresa Conversational Academic L2 L1 Purpose: See slide 18 Procedures: Materials:

Stages of Language Acquisition ELP Standards Level 1 Beginning Level 2 Advanced Beginning Level 3 Intermediate Level 4 Advanced Level 5 Transitional We use Krashen’s levels of language acquisition NOTE: These terms were developed by Krashen in 1982 and provide loose descriptions of the levels. They are not seen in the ELP Standards. Krashen (1982) and (2003); WELPA numerical levels

Characteristics of Level 1 “Silent period” Uses little or no English. May or may not connect words with objects or pictures. Student watches carefully. Student follows lead of others. Student repeats language heard in and out of appropriate context. Needs to see and uses words connected to gestures and actions Responds to simple academic content and directions Begins to correct speech in group activities Needs visual and social academic supports Example of extended silent period from Reading and Writing in English.

Characteristics of Level 2 Mostly silent. Watches carefully. Mimics what others do. Points frequently while communicating. Repeats words and simple phrases uttered by others but not always with understanding. Begins to recognize words in the classroom written in English. Participates in academic discussions with words and phrases Begins to use content related vocabulary

Characteristics of Level 3 Speaks simplified English. Demonstrates frequent grammatical and word choice errors. Uses simple sentences with inconsistent grammatical forms Follows simple directions especially when accompanied by gestures. Uses a few well-chosen English words and phrases to communicate. Relies on non-linguistic cues for meaning. Participates in social discussions on familiar topics. Tells and retells simple stories and content. Has problems understanding nuances of deeper meaning. Doesn’t understand many jokes. Uses word parts to determine meaning of new words (grades 3 to 12) Reads scaffolded (adapted) text

Characteristics of Level 4 Speaks clear but simplified English. Communicates with most speakers on many topics with some ease. Influence of home language phonology and sentence structures evident. Begins to self monitor. At times frustrated due to lack of vocabulary. “Knows what she doesn’t know.” May mix home language with English when trying to communicate ideas. Relies on literal meanings. Attempts descriptive sentences in academic discussions Uses common grammatical forms with some errors Reads at close to grade level with support Uses simple figurative and idiomatic language (grades 3 to 12) Create a handout with characteristics.

Characteristics of Level 5 Uses and understands more complex speech. Communicates effectively with some language errors. Jokes and teases easily in English. May still be confused by idioms. Speaks clearly and comprehensibly using standard forms. Applies content related vocabulary in various contexts. Reads at grade level.

What might a Level 1 student understand? ______ the ____ game __ the ______ball ______, Fernando ___ ______ a _____ __ 73 ______. He ______ 20 ______ in the ____ game, ______ ___ ______ _______ 15.5 ______ ___ game. To ____ the _____ ______ __ games he ______, _____ ____ the ___ __ 73 and 20 and the_   ___ the ___ to 15.5 ________ 15.5 ____ 73 ________ the ___ __ 15.5 ______ the ___ __ 15.5 Only numerals and repeated simple sight words, recognized

What might a Level 2 student understand? ______ the last game __ the basketball ______, Fernando had ______ a _____ of 73 points. He ______ 20 points in the last game, ______ his ______ _______ 15.5 points ___ game. To find the _____ number of games he ______, first find the ___ of 73 and 20 and then   ___ the ___ to 15.5 ________ 15.5 ____ 73 Multiply the ___ by 15.5 ______ the ___ by 15.5 Comprehends about 30%; not enough info to solve problem

What might a Level 3-4 student understand? Before the last game of the basketball season, Fernando had ______ a total of 73 points. He ______ 20 points in the last game, making his season _______ 15.5 points per game. To find the total number of games he played, first find the sum of 73 and 20 and then   Add the sum to 15.5 Subtract 15.5 from 73 Multiply the sum by 15.5 Divide the sum by 15.5 The only words missing are KEY to solve the problem! Academic language instruction essential.

What’s so important about language? Before the last game of the basketball season, Fernando had scored a total of 73 points. He scored 20 points in the last game, making his season average 15.5 points per game. To find the total number of games he played, first find the sum of 73 and 20 and then:   Add the sum to 15.5 Subtract 15.5 from 73 Multiply the sum by 15.5 Divide the sum by 15.5