Zolkower-SELL 1

2 By the end of today’s class, you will be able to:  Describe the connection between language, culture and identity.  Articulate the difference between bottom-up and top-down processing in reading.  Identify effective strategies for teaching reading in a second language context.  Identify components of the ESOL Praxis II exam.

Zolkower-SELL 3  Identity Papers  Reading Instruction  Writing Instruction  Praxis II

Zolkower-SELL 4  Find the people who have the same flag as you.  You will each have 5 minutes to speak without interruption  After you speak, your teammates will have 5 minutes to ask you questions or to comment.

Zolkower-SELL 5  Identify the subject of your paper.  Explain your rationale for choosing that person as your subject.  Make the connection, for your teammates, between learning a second language and your subject’s sense of identity.  Articulate, as well, your belief as to the extent of the role of culture/cultural differences in acquiring the second language.

Zolkower-SELL 6  Bottom-up: Data Driven: Decoding skills, such as letters & words  Top-up: Conceptually driven: Comprehension skills

Zolkower-SELL 7  Schema theory We bring meaning to what we read. Background knowledge and culture as a factor in reading comprehension.  Content schemata: Our knowledge about people, the world, culture.  Formal schemata: What we know about discourse structure.

Zolkower-SELL 8  Non-fiction: essays, reports, articles  Fiction: novels, short stories  Poetry  Plays  Test questions  Directions  Forms  Invitations

Zolkower-SELL 9  Permanence  Processing Time  Distance  Orthography  Complexity  Vocabulary  Formality

Zolkower-SELL 10 Before reading, students should…  Participate in a verbally interactive, multi- sensory experience that integrates key language items and concepts from the text  Experience extensive previewing activities (picture walks, predicting, a summary of what will be read)  Have a set purpose for reading  Restate purpose to ensure comprehension 2003 Division of ESOL/Bilingual Programs: ESOL Instructional Team

Zolkower-SELL 11 During reading, students should…  Listen to text through read-aloud or shared reading.  Revisit the text (shared reading, paired reading).  Break reading into chunks and summarize or retell parts as they read.  Respond to questions adapted to students’ proficiency levels Division of ESOL/Bilingual Programs: ESOL Instructional Team

Zolkower-SELL 12 After reading, students should…  Orally retell or summarize what was read.  Revisit key vocabulary—identify new words and practice words, IN CONTEXT.  Participate in a choral reading of selected passages, adding gestures or movement, when appropriate.  Use LEA (language experience approach) to create an adaptable, readable, text Division of ESOL/Bilingual Programs: ESOL Instructional Team

Zolkower-SELL 13  What type of text is it?  What kind of processing did you use to read it (Top-down? Bottom-up?)?  Identify examples of one or both types of processing you used?  What strategies would you use to teach students to read this kind of text?

Zolkower-SELL 14  Study topics:  Analysis of Student Language Production  Linguistic Theory  Teaching Methods and Techniques  Assessment Techniques and Cultural Issues  Professional Issues

Zolkower-SELL 15  Oral Grammar and Vocabulary  Pronunciation  Writing Be familiar with:  Comparative structures  Code switching  Phonetic Alphabet soundsipa.htm soundsipa.htm  Register

Zolkower-SELL 16  Phonology  Morphology  Syntax  Psycholinguistics  Sociolinguistics

Zolkower-SELL 17  Which sounds in English that are typically problematic for speakers of various native languages?  What kinds of words most frequently occur in a reduced form in natural speech?  Intonation and stress patterns in English  Types of activities that can help ESOL students monitor and improve their proficiency in English pronunciation.

Zolkower-SELL 18  How do morphemes combine to create words in English?  What is a digraph?  How would knowing prefixes and suffixes improve a student’s ability to gain meaning from new words?  Similarities and differences between syntactic systems of English and other languages.

Zolkower-SELL 19  Formation of declarative and interrogative sentences in English?  Identify the parts of speech, understand the English verb system and analyze student errors.  Be familiar with idioms and nonliteral expressions. How can they affect an ESOL student’s understanding of spoken and written English?

Zolkower-SELL 20  Grammatical transformations and structural changes and how they affect meaning  Be familiar with: Krashen Cummins (BICS/CALP) Vygotsky (zone of proximal development)/Krashen (I + 1)

Zolkower-SELL 21  Be familiar with: Language interference Interlanguage Code-switching Order of acquisition Affective filter Communicative competence Proxemics

Zolkower-SELL 22  Garcia: Chapter 12  Second Journal Entry due 10/4: Visualize two students; map them along a proficiency line for each skill. How do you plan and teach for the varied proficiency levels & needs of each student?