SLA (Second Language Acquisition)

Slides:



Advertisements
Similar presentations
Characteristics of ELLs Strategies for helping them succeed
Advertisements

Cognitive Academic Language Learning Approach
Purpose : To create a fail-safe system of literacy so that all students have equal access to a standards based curriculum Result: Joyful, independent readers,
Emergent Literacy: What It Is & Why It Matters
Teaching English Reading in a Bilingual Classroom.
Didactics New approaches to the L2 Teaching. The Natural Approach 1983.
Enhancing SIOP Assisting, Collaborating, and Training ESL Secondary Content Teachers ACT-ESL Post-Seminar April 21, 2009 Hosted by VCU School of Education.
Maine Department of Education Maine Reading First Course Session #3 Oral Language Development.
Overview of Workshop Explore information about English as Additional Language (EAL) students in class. Discuss the cultures students bring to class Suggestions.
Unit II Four Language Skills: Aural and Oral Reading and Writing.
The SIOP ® Model Understanding the English Learners in your Classroom.
English-Language Development Unit 5 - Getting Ready for the Unit
Chapter 11 Instructional Procedures © Taylor & Francis 2015.
Literacy Across the Lifespan: What Works Timothy Shanahan University of Illinois at Chicago.
Continuing dominance of “language of instruction” debate.
Section VI: Comprehension Teaching Reading Sourcebook 2 nd edition.
Revised Illinois Professional Teaching Standards Rori R. Carson Western Illinois University.
Specific Considerations in Evaluating Teachers of ELLs Adam Bauchner Mid-State Regional Bilingual Education Resource Network.
1 Second Language Acquisition Preproduction Early Production Speech Emergence Intermediate Fluency Continued Language Development.
Key Components in Improving Reading Development Oral Language Phonological Awareness Print and Book Knowledge Alphabetic Principle Fluency Comprehension.
Stages of Second Language Acquisition
Article Summary – EDU 215 Dr. Megan J. Scranton 1.
ELL Students What do they need?.
ENGLISH LANGUAGE LEARNERS * * Adapted from March 2004 NJ DOE presentation by Peggy Freedson-Gonzalez.
ENGLISH LANGUAGE ARTS AND READING K-5 Curriculum Overview.
SIOP Overview Shelter Instruction Observation Protocol
1 Preventing Reading Difficulties with DIBELS Assessment.
Sheltered Instruction Part III of III Presented by Office of English Language Learners
English as a Second Language. Vocabulary Terms w ESL w ESOL w CLD w The field of English as a Second Language w The learners who participate ESL w Culturally.
Balanced Literacy Metropolitan Nashville Public Schools ©2009
MISD Bilingual/ESL Department
PSRC SIOP: Train the Trainer 2009 Sheltered Instruction Observation Protocol (SIOP) Leonardo Romero PSRC.
Welcome to Unit 5 Seminar: Stages of Languge Acquisition Learning The Language.
Immersion Education From Compensatory To An Enrichment Program Enriching Immersion Education: Tips for your Teacher Toolbox August 4-5, 2010 Glendale.
What is EDI? Its researched based
EdTPA Teacher Performance Assessment. Planning Task Selecting lesson objectives Planning 3-5 days of instruction (lessons, assessments, materials) Alignment.
Principles of Effective Teaching of Reading (and Writing)
SIOP The Sheltered Instruction Observation Protocol (SIOP)
Working with Second Language Learners Answers to Teachers’ Top Ten Questions By Stephen Cary Answers to Teachers’ Top Ten Questions By Stephen Cary.
Ideas and Activities to Differentiate Instruction through Comprehensible Input.
Operational Definitions Dr. Elva Cerda Pérez University of Texas /TSC Brownsville.
Natural Stages of Language Development: Teaching Learners through Principles of Language Acquisition TLPI Spring 2007 Prepared by Virginia Shannon.
Comprehensive Evaluations. Overview OBJECTIVES: Review Comprehensive Evaluation Process Provide Information On Selected Topics  Specific Learning Disability.
Content Objective: - Participants will be able to distinguish between facts and myths of language acquisition Language Objective: -Participants will be.
First Grade Reading Workshop
READING: AT SCHOOL & AT HOME Ms. Godlien Mrs. Carriere Mrs. Stimming Tuesday, October 13, 2015.
This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display, including.
Principles of Effective Teaching of Reading (and Writing and Oral Language)
1 Preschool English Learners Principles and Practices to Promote Language, Literacy, and Learning A Resource Guide, Second Edition Published by the California.
The Theory of Writing Workshop An Effective Pedagogical Practice in Promoting Emergent Literacy with English Language Learners Jayne Sherman EDRD 829.
Literacy Secretariat Literacy is everyone’s business Effective Early Years Literacy Teaching Practices Margaret Sankey, Manager Andrea Barker, Project.
Second Language Acquisition Jefferson County Board of Education ESL Department By: Rachael Carden.
HISD EARLY CHILDHOOD DEPARTMENT ELEMENTARY CURRICULUM & DEVELOPMENT ESL in the Early Years.
SECOND LANGUAGE ACQUISITION AND MATERIALS DEVELOPMENT Chapter 2 1.
What is ACCESS for ELLs ? State assessment: Guidelines are the same as for other state testing programs. Quiet secure environments. Trained administrators.
Emergent Literacy Rachel Ostrye July 14, 2011.
1 Applying Principles To Reading Presented By Anne Davidson Michelle Diamond.
Designing a Speaking Task Workshop  Intended learning outcomes  Definition of a task  Principles of second language acquisition  Principles of developing.
1 Instructing the English Language Learner (ELL) in the Regular Classroom.
“Successful Inclusion: A Shared Responsibility”. Inclusion Ideas for ELL Students That Work.
Through Preschool Education to Early Literacy Some Insights from my Research Theme: Scientifically Designed Curriculum and Pedagogy Rekha Sharma Sen Paper.
Phonemic Awareness and Phonics for ELs
The Goal of Guided Reading
TODAY’S SITUATION Teachers in a self-contained classroom, as well as those in core content classes such as Social Studies, Math, Science, and Language.
Sheltered English Instruction
Lesson Plan: Phonemic awareness
Emergent Literacy ECSE 604 Huennekens Why Is It Important?
Performance Indicator F: Performance Indicator G
ELL 240 Innovative Education-- snaptutorial.com
Modifications For EL Learners in the Regular Education Classroom
Presentation transcript:

SLA (Second Language Acquisition) SIOP Model Making Content Comprehensible for English Language Learners

Content Objectives List characteristics of English Learners that may influence their success in school Understand L1 and L2 acquisition.

Language Objectives Discuss the challenges of SLA.

Second Language Acquisition Second language acquisition is a lifelong process with many parallels to first language acquisition. Error patterns are predictable across all learning regardless of the student’s L1 or formal instruction in L2. Language acquisition is not a linear process; formal instruction does not speed up the process. Sequential curricula materials (mastery of each discrete point before moving on to the next point) are disastrous for second language learners. We learn simple structures before we acquire more complex ones: Active v. Passive Regularize verb endings: I eated ….. Yo sabo

Stages of Second Language Development Pre-Production; Silent Period Early Production Speech Emergence Intermediate Fluency During the pre-production stage of language development, students remain quiet for some time. They appear to be “sponging-up” the language and subtle processes involved in interpersonal interactions. This is most commonly known as “The Silent Period.” The student can show understanding by: drawing or pointing. using movement or mime. During the early production stage, students may begin to use one word or short phrase descriptors to communicate. Students can show understanding by: answering yes/no questions. providing one word answers. During the speech emergence stage, students will use short sentences and make more attempts to communicate complete thoughts. Students can show understanding by: using three word phrases. using complete sentences. engaging in extended discourse. During the intermediate fluency stage, students will speak in sentences and phrases with occasional errors in grammar, syntax, or vocabulary. Students can show understanding by: giving opinions. analyzing and debating. examining and evaluating. defending and justifying. creating.

Second Language Acquisition a dynamic, creative, innate process Best developed through … contextual, meaningful activities that focus on language use combined with guidance along the way from the teachers. (Collier, 1995) During the pre-production stage of language development, students remain quiet for some time. They appear to be “sponging-up” the language and subtle processes involved in interpersonal interactions. This is most commonly known as “The Silent Period.” The student can show understanding by: drawing or pointing. using movement or mime. During the early production stage, students may begin to use one word or short phrase descriptors to communicate. Students can show understanding by: answering yes/no questions. providing one word answers. During the speech emergence stage, students will use short sentences and make more attempts to communicate complete thoughts. Students can show understanding by: using three word phrases. using complete sentences. engaging in extended discourse. During the intermediate fluency stage, students will speak in sentences and phrases with occasional errors in grammar, syntax, or vocabulary. Students can show understanding by: giving opinions. analyzing and debating. examining and evaluating. defending and justifying. creating.

Center activity Rejoin the group you worked with during the puzzle activity. Take your SIOP notebook. Leader, recorder, and time keeper shall switch in each center. Recorders will keep up with group work. Wait for further instructions.

Fluency * Comprehension * Written Expression For ESL students, oral language, phonological awareness, print and book knowledge and the alphabetic principle are best developed when students are provided with ample opportunities to engage in meaningful, purposeful, and relevant contexts.

Best developed through contextual, meaningful activities that focus on language use combined with guidance along the way from the teachers. Provide comprehensible instruction; use graphic organizers; visuals; concrete examples Monitor language; paraphrase; repeat; provide examples; make connections to students’ L1. Create a safe environment where students take risks and are supported throughout the process

Guidelines for Teaching Second Language Learners Create an instructional program that meets the needs of your students: design a plan for new students readjust schedules, make decisions based on data, and make instruction comprehensible provide opportunities for students to engage in extended dialogues assess students’ progress frequently incorporate community expertise into the curriculum

Cummins’ Model of Academic Language Reproducible 2.2 Make a card at table for A, B, C, D. When a question is asked, confer with your group, and only show answer when asked.

Myths Stand up if true; jump up and down if false.

Children learn second languages quickly and easily….

Children learn second languages quickly and easily…. False

The younger the child, the more skilled at acquiring an L2…

The younger the child, the more skilled at acquiring an L2… False

The more time students spend in a second language context, the quicker they learn the language…..

The more time students spend in a second language context, the quicker they learn the language….. False

Children have acquired an L2 once they can speak it….

Children have acquired an L2 once they can speak it…. False

Content Objectives List characteristics of English Learners that may influence their success in school Understand L1 and L2 acquisition.

Language Objectives Discuss the challenges of SLA.