PSRC SIOP: Train the Trainer 2009 Sheltered Instruction Observation Protocol (SIOP) Leonardo Romero PSRC

SECOND LANGUAGE ACQUISITON

Objectives Participants will: Distinguish between conversational language and academic language in second language acquisition theories. Identify basic concepts of second language acquisition Participants will: Identify and discuss developmental language and how it relates to conversational and academic language Content ObjectivesLanguage Objective PSRC SIOP: Train the Trainer 2009

Learning a new language When learning a new language, learners use everything they have: Their culture Their first language Their educational background Their personal experiences Their new environment PSRC SIOP: Train the Trainer 2009

Learning a new language When learning a new language, you must learn: New sounds A new grammar Lots of new vocabulary Social and academic language Strategies to mend communication breakdowns How to say things appropriately in different social contexts to avoid cultural shocks, for instance. Many different functions of the language (disagreeing, complaining, arguing, etc.) PSRC SIOP: Train the Trainer 2009

English Learners need to learn English ASAP! Shouldn ’ t we insist on English ONLY? PSRC SIOP: Train the Trainer 2009

Native language should be valued Learning English is an additive process – L1 should not be lost in the process Meaningful interaction in both languages strengthens language acquisition Very young students are still developing L1 abilities at the same time they are acquiring L2 Discussing concepts in L1 can help students gain content knowledge and affirm understanding. Language is part of culture. Value ELLs’ language and they will feel appreciated. PSRC SIOP: Train the Trainer 2009

Why do some students learn English easier than others? Concepts already learned in the native language Acquiring new concepts, skills, sounds, meaning, structure and developing specialized content and vocabulary is double the work Formal schooling in their first language Be aware of students prior knowledge and plan lessons to address their needs PSRC SIOP: Train the Trainer 2009

Why do some students learn English easier than others? Positive attitudes on language learning Positive attitudes toward self, the native language group, and the target language group enhance proficiency (Brown, 2007) PSRC SIOP: Train the Trainer 2009

SLA Group Activity Obtain factor card Discuss what you know about the factor. Describe how the factor affects instruction and planning Place in order from most control to least control PSRC SIOP: Train the Trainer 2009

Second Language Acquisition Of all the factors which affect SLA, which ONE do YOU have the most control over? PSRC SIOP: Train the Trainer 2009

SLA Vocabulary (con’t) ESL English as a Second Language PSRC SIOP: Train the Trainer 2009

SLA Vocabulary (con’t) LEP Limited English Proficiency PSRC SIOP: Train the Trainer 2009

SLA Vocabulary ELL’s English Language Learners PSRC SIOP: Train the Trainer 2009

SLA Vocabulary (con’t) L1 First Language Native Language Primary Language Mother Tongue PSRC SIOP: Train the Trainer 2009 L2 Second Language Target Language

Tell about your ELL Students… How many ELL students are in your school/grade/class? Where are the students from and what are their L1s? What are their proficiency levels? What do you like about working with them? What are the challenges? PSRC SIOP: Train the Trainer 2009

Social and Academic Language CALP (Cognitive Academic Language Proficiency) Watch your BICS and CALP! BICS (Basic Interpersonal Communication Skills) PSRC SIOP: Train the Trainer 2009

The Iceberg Theory BICS CALP PSRC SIOP: Train the Trainer 2009 Jim Cummings

CMS SIOP Train the Trainer 2008 Stages of Language Development 10 hours - 6 months + 6 months + 1 year Continued language development + 5 – 10 years

Stages of Language Development Proficiency levels: PREPRODUCTIONEARLY PRODUCTION SPEECH EMERGENCE INTERMEDIATE FLUENCY Desciptors:  Extremely limited comprehension Silent period Passive vocabulary Non-verbal responses Do not force student to speak  Comprehend main ideas  Respond in of one/two words  Mispronunciation If comprehension occurs, no need for correction.  Shift from reception to production  Written responses to simple questions  simple spoken sentence  Requesting information /assistance / describing & expressing feelings Peers help as models  very good comprehension  complex sentences  Academic information  More elaborated speech patterns Get student involved in projects and brief oral presentations Performance indicators: point draw move mime match select choose circle act out name list label group tell/say answer respond recall summarize retell describe define role-play explain restate compare contrast analyze create defend debate justify evaluate complete support examine describe PSRC SIOP: Train the Trainer 2009

Stages of Language Development Watch the video. What is the possible stage of language development of this ELL? What language skill(s) does he need to improve for his job? Why? PSRC SIOP: Train the Trainer 2009

Stages of Language Development Proficiency levels: PREPRODUCTIONEARLY PRODUCTION SPEECH EMERGENCE INTERMEDIATE FLUENCY Desciptors:  Extremely limited comprehension Silent period Passive vocabulary Non-verbal responses Do not force student to speak  Comprehend main ideas  Respond in of one/two words  Mispronunciation If comprehension occurs, no need for correction.  Shift from reception to production  Written responses to simple questions  simple spoken sentence  Requesting information /assistance / describing & expressing feelings Peers help as models  very good comprehension  complex sentences  Academic information  More elaborated speech patterns Get student involved in projects and brief oral presentations Performance indicators: point draw move mime match select choose circle act out name list label group tell/say answer respond recall summarize retell describe define role-play explain restate compare contrast analyze create defend debate justify evaluate complete support examine describe PSRC SIOP: Train the Trainer 2009

How can I help students acquire English? Use routines, models, visuals, and nonverbal cues Provide feedback focusing on meaning. Later focus on form (grammar, spelling) Focus on understanding and extending meaning of what student is trying to communicate - elaboration Use language at or just beyond the student’s level of understanding – use voice, gestures, and pictures to scaffold understanding Provide opportunities for meaningful oral and written interaction – not drills and worksheets PSRC SIOP: Train the Trainer 2009

Why doesn’t my new ESL student talk to me? How can I assess? Just as native speakers as young children understand more than they can say, second language learners may understand but not speak. The Silent Period Silent period can last for several months. Ask the student to demonstrate understanding by: pointing gesturing matching acting out drawing a picture PSRC SIOP: Train the Trainer 2009

Did We Meet Our Objectives? Participants will: Distinguish between conversational language and academic language in second language acquisition theories. Identify basic concepts of second language acquisition Participants will: Identify developmental language and how it relates to conversational and academic language Discuss orally one key point about each of the eight features that affect second language acquisition. Content ObjectivesLanguage Objectives PSRC SIOP: Train the Trainer 2009

No Teacher should FAIL an ELL if that teacher has not offered instructional and testing accommodations to the student. WARNING!! PSRC SIOP: Train the Trainer 2009