GRDG526: Language, Literacy, and Diversity in American Education Multilingual Learners Dr. Gloria E. Jacobs

Agenda Sharing Group Decision on Schedule Small Group Discussion Student Lead Discussion Break Minilecture on ELL Literature Review & APA Next Week

Sharing Daniel Beaty Knock Knock Daniel Beaty

Group Decision End of semester celebration Or Field trip Ideas????

Small Group Discussion Random Groups

Student Lead Discussion Each group lead a whole group discussion concerning an issue that arose in your small group meeting.

Break

Minilecture Issues in bilingual education Strengths and needs of multilingual learners Instructional strategies

Literature Review Contents and Organization Synthesis versus summary Use of theory to frame the literature Identifying your claim/thesis

APA Link

Next Week: Literacy and Gender Identity Reading Due Meyer, E. J. (2007). "But I'm Not Gay": What Straight Teachers Need to Know about Queer Theory. Blackburn, M. (2002). Disrupting the (hetero)normative: Exploring literacy performances and identity work with queer youth. Hartman, P. (2006). Loud on the inside: Working- class girls, gender, and literacy. Examine the website for Alfred Tatum’s writing institute for African American boys. Wiki posting #7

Teaching Multilingual Learners adapted from Educating English Language Learners by NCLR G. Jacobs, Ph.D.

Issues  Additive versus Subtractive multilingualism  Multiple languages, backgrounds, experience with language and literacy  English Language Learner  Limited English Proficiency  English as a New Language  English as a Second Language  Bilingual  Multilingual

Acquiring an Additional Language A new language represents a new culture and a new way of thinking, feeling, acting.

Acquistion versus Learning  Krashen  Acquisition v learning  Fluency acquired through meaningful exposure not study of grammar and rules  Focus on receptive language

Expressive & Receptive Language  Ellis & Yedlin  Language input must be adjusted in response to learner’s proficiency, prior knowledge, interests  Draw learner’s attention to linguistic features  Expressive language just as important as receptive language

Importance of Social Interaction  Swain  Learners must pay attention to language structures  Importance of social interaction  Wong-Fillmore  Interact with fluent speakers  Direct feedback

Interacting with English Language Learners  Chaudron, Ellis & Goldenberg  Adjust speech to learner’s comprehension  Ask questions  Paraphrase  Clarify

Balance between acquisition and learning  Acquisition without learning explicit rules may result in “fossilization” of errors (Wong- Fillmore & Snow)  Learning without acquisition may result in halting, awkward speech (or silencing) (Krashen)

Role of Emotions  Krashen’s Affective Filter  Learning and acquisition cannot occur if negative emotional states block input into the brain  Boredom  Anxiety  Disinterest

What Learners Need  Provide learners with opportunities to  Listen  Interact  Speak in a nonthreatening environment  Acknowledgement and use of student’s home language and world knowledge (Dutro & Moran)  Build on students’ prior knowledge of language and content  Create meaningful contexts for functional use of language  Provide comprehensible input and model forms of language in a variety of ways  Establish a positive environment for feedback  Reflect on the forms on language and process of learning

What Transfers from 1 Language to Another (Diaz-Rico & Weed)  Print has meaning  Various purposes of reading and writing  Concepts of print  Book orientation  Directionality  Letter/symbols represent sounds  Word are composed of letters  Knowledge of text structure  Semantic and syntactic knowledge  Use of cues to predict meaning  Reading strategies  Identity as a literate person

Stages of Language Proficiency 1. Entering – pictoral representations, words & phrases 2. Beginnning – General language, phrases & short sentences, oral & written language contain phonological, syntactic, semantic errors that impede understanding 3. Developing – General and some specific content area language, expanded sentences, errors may impede understanding 4. Expanding – specific and technical content language, variety of sentence lengths of varying complexity, minimal errors that do not impede understanding 5. Bridging – technical language of the content area, vareity of sentence lengths, varying complexity, multiple paragraphs, errors similar to those of native speakers

Culturally Responsive Teaching  Positive perspective on parents and families  Communicate High Expectations  Learning with context of culture  Student centered instruction  Culturally-mediated instruction  Reshape curriculum  Teacher as facilitator

Basic Sequence of Instruction  Provide a meaningful experience  Record the experience  Model the expectations  Group students with other learners  Pairs & small groups  Consider cultural differences in context  Monitor and support comprehension  Elaborate on short answers

Specific Strategies  Instructional conversations  Students & teacher pick a topic to discuss  Teacher acts as facilitator  Dialogue journals  Learning logs  Literature circles  Pattern books and repetitive songs  Language Experience Approach  Graphic organizers  Mixer (one sentence /sticky note, students organize into a paragraph)  Dictoglos  Book buddies  Detective  Inferences, Evidence, What Actually Happened  Draw then write  Letter writing