Introduction to Second Language Learning and Teaching: A Professional Development Unit for Category 1 Day Two Jennifer McCabe Margaret Adams Malden Public Schools

Objectives Identify key issues and concerns in determining a language difference from a disability in ELLs. Use the ELPBO as a tool to think about language learning. Analyze classroom interaction for demands of language. Identify language assessment information needed for determining a disability. Discuss several case studies of ELLs experiencing difficulty. Discuss how RTI provides a framework for identifying disabilities in ELLs.

Agenda Building Background/Activating Prior Knowledge (8:15-9:15) –Debrief Chapter –Elements of Second Language Proficiency ELPBO (9:15-10:00) –Language Proficiency Inventory Responsive Learning Environment (10:15-11:30) –Hopes and Fears –Classroom Task Analysis –Video: Classroom Interaction Analysis Distinguishing Language Difference from a Disability (11:30- 12:00, 12:45-1:30) –Scenarios –RTI model and Assessment Case Studies Presentations (1:30-2:00) Next Steps

Debrief of Reading and Assignment

Debrief of Reading Chapter 4 –Helping Classroom Reading Teachers Distinguish Between Language Acquisition and Learning Disabilities Fill in major points from the article using your top down web. Work with a partner or small group.

Review of Language Proficiency Key Concepts

Second Language Acquisition Theory Jim Cummins BICSCALP Social LanguageAcademic Language

BICS = Basic Interpersonal Communication Skills –Playground Language –Not related to academic achievement –Attained after 1-2 years in host country

CALP = Cognitive Academic Language Proficiency –Language proficiency needed to function in decontextualized, academic settings –CALP in L1 and L2 may overlap, despite differences in “surface features “ of each language –Attained between five to seven years in host country

BICS and CALP in the Classroom BICSCALP Morning MessageCause and effect in Social Studies

Stages of Oral Language Acquisition Pre-Production –Cannot produce in English –Can understand more than can say –Can actively listen for short periods Can respond non-verbally Early Production –Can produce individual words and phrases –Can answer closed questions –Can name, label, list, categorize

Speech Emergence –Can produce simple complete sentences –Can participate in small group activities –Can answer open-ended questions – why, how, etc. –Begins to use English more freely

Intermediate Fluency –Can create extended discourse –Can participate in reading and writing activities –May appear orally fluent, but experience difficulties in academics and literacy –Can do most classroom tasks if supported and scaffold

Observing the Stage of Second Language Acquisition Stage of Language Acquisition and Rationale Possible Classroom Strategies Student #1 Student #2 Student #3

Comprehensible Input Krashen Comprehensible Input is “meaningful language” that can be understood from context To facilitate language acquisition, input should contain structures a little “beyond” what they are able to understand (i+1)

Acquisition versus Learning Stephen Krashen, from the University of Southern California, separated notions of acquisition and learning –Children orally acquire their first language in natural, communicative, supportive settings without explicit instruction. (Acquired Competence – AC) –Children then go to school and learn the grammatical rules, vocabulary, and structures of language. (Learned Competence – LC)

Acquisition versus Learning Krashen (1983) believes that the result of learning, learned competence (LC), functions as a monitor or editor. Acquired competence (AC) is responsible for our fluent production of sentences, LC makes correction on these sentences either before or after their production. For second language learners, a balance of acquisition and learning in a supportive environment is conducive to language development.

Affective Filter Stephen Krashen hypothesizes that there is an imaginary wall that is placed between a learner and language input. This is called the Affective Filter. If the filter is on, the learner is blocking out input and output. No language can be received or produced

Affective Filter Krashen indicates that anxiety, self- esteem, and motivation are the three major variables that have an impact on the Affective Filter. The filter turns on when anxiety is high, self-esteem is low, or motivation is low. Think-Pair-Share –Turn to a neighbor and share teacher and students behaviors and instructional activities that keep the affective filter turned off…

Introduction to the English Language Proficiency Benchmarks and Outcomes and the Four Proficiency Levels

p.4 Vocabulary Development Oral Language Development Content Area Knowledge Development

How is the ELPBO used for assessment & teaching?

To provide the language objectives for writing IEPs for ELL students Provide standards based proficiency levels in English as new language for assessment (screening )and for teaching. Guidance to select & create district ESL Curriculum

ENGLISH LANGUAGE ARTS FRAMEWORKS MELA-0 Oral Lang. Assessment FOREIGN LANGUAGE FRAMEWORKS OTHER: “ Give one-step direction“ “ID the elements of a story read in class ” TABLE TALK: Why were these areas chosen? How do other content areas choose their standards?

30 LetterDomain # of sub- categories Listening & Speaking Reading Writing p S. R. W.

31 Divided by…Levels/Spans S.English Proficiency R.Grade Span W.Grade Span pp.13-15, 32-37, K-4, 5-8, 9-12 Beginner - Early Intermediate Early Interm. - Intermediate Intermediate -Transitioning

32 S.1. VOCABULARY  - Comprehension - Communication - Increasing Word Knowledge - Strategies S.2 SOCIAL INTERACTION  - Comprehension - Communication - Culturally Appropriate Language - Pronunciation - Grammar/Syntax - Cultural Perspectives - Strategies S.3 ACADEMIC INTERACTION  - Comprehension - Communication - Culturally Appropriate Language - Grammar/Syntax - Strategies S.4 PRESENTATION 

33 R.1 VOCAB & SYNTAX in PRINT  - Essential Vocabulary - Word Analysis - Word Context - Sentence Structure - Paragraph Structure - Text Structure - Linguistic Comparisons R.2 BEG. TO READ ENGLISH  - Reading Readiness - Sight Vocabulary - Concepts of Print - Phonemic Awareness - Phonics Letter/Sound - Knowledge - Word Analysis - Features of Written English - Linguistic Comparisons R.3 COMPREHENSION  - Main Ideas and Details - Text Interpretation - Theme - Learner Strategies R.4 LITERARY ELEMENTS AND TECHNIQUES  - Characteristics of Genre -Elements of Style/Language - Fiction - Poetry -Myth & Traditional Narrative - Dramatic Literature R.5. INFORMATIONAL/ EXPOSITORY TEXT  - Characteristics of Nonfiction Genres - -Text Features - Graphic Features - Organization - Text Analysis R.6 RESEARCH  - Gathering Information - Organizing & Analyzing Information -Evaluating Research Criteria

34 W.1 PREWRITING  - Planning to Write - Increasing Vocabulary - Organizing Ideas W.2 WRITING  - Providing Information - Responding to Text - Writing a Story - Writing a Letter - Writing a Poem W.3 REVISING  - Evaluation - Organization - Word Choice - Sentence Variety W.4 EDITING  - Punctuation and Mechanics - Spelling - Grammar/Structure W.5 MEDIA  - Using and Analyzing Media -Producing Media - Evaluating Media

35 p.32 Which numbers and letters would you use to denote the last sentence on page 32 which says, “Select the relevant meaning of a word with multiple meanings, using its context. (ELA 4.5)?”

36 pp

37

GETTING TO KNOW THE ELPBO

Language Proficiency Inventory Reflect back on your Autobiography of a Second Language Learner. Use Appendix E of the ELPBO to highlight the indicators that show what you can do in a second language. p. 36

Questions for Small Group Discussion What does it mean to be a beginning, early intermediate, intermediate, or transitional language learner? Do most of the activities found in this list fall under listening or speaking? What can you do at your level of proficiency? What supports do you need to succeed in school? p. 36

Responsive Learning Environments

Activity 18: Hopes and Fears Think of yourself as a student in a classroom in which the language of instruction is a language in which your proficiency is limited. \ Record your proficiency for this language in the four domains of listening, speaking, reading, and writing. p. 38

Activity 18: Hopes and Fears Choose a scenario. The class is taught in a language you have limited proficiency in. Answer the following: -What do you hope your teacher will do on the first day? What do you fear? -What do you hope your teacher will do on follow-up days? What do you fear? -What kind of homework do you hope the teacher will assign? What do you fear? -How do you hope the teacher will assess what you have learned? -What do you hope the teacher will not do? What do you fear? p. 39

Activity 19: Classroom Task Analysis Think about the language requirements inherent in each of these tasks, and decide which students could fully engage with this task. Record your thinking on you decision on the last column. Be sure to think of the four domains. p. 40

Activity 19: Classroom Task Analysis 1.Students given time for silent reading in class. 2.Students listen while instructor introduces a new topic. 3.Students watch video. 4.Students watch teacher perform a science experiment. 5.Students work in small groups to answer study questions, then report back to whole group. 6.Students draw a map. 7.Students answer yes-no question. 8.Students watch while one student does a math problem on the board in front of the room. p. 40

Think Write One insight you have gained… One thing I struggled with… p. 41 Language proficiency is not about intelligence. It is about what you can do and not in the language being used in the classroom. Kathryn Riley, 2004

Analytical Framework: Classrooms as Sites Situational Factors Language Input Individual Characteristics Language Processing Variable Language Output p. 10

Activity 20: Classroom Interaction Analysis Reflect on the Analytical Framework: Classrooms as Sites for Second Language Acquisition. Think about the language requirements in each of these tasks, and decide which students could fully engage with this task. Think about all four domains of listening, speaking, reading, and writing. p. 42

Video Example Situational Factors Language Input Individual Characteristics Language Processing Variable Language Output p. 42 Who talks? Who reads? About what? How much? What strategies are required to successfully complete this task? Are there any opportunities for students to use their first language? Is speaking required? How much do students speak? What kind of talk is it? How much does the teacher speak? Is writing required? How much do the students write?

Activity 20: Classroom Task Analysis 1.Students given time for silent reading in class. 2.Students listen while instructor introduces a new topic. 3.Students watch video. 4.Students watch teacher perform a science experiment. 5.Students work in small groups to answer study questions, then report back to whole group. 6.Students draw a map. 7.Students answer yes-no question. 8.Students watch while one student does a math problem on the board in front of the room. p. 42