1. Second Language Acquisition and Theory Julie Lucas jlucas@washoeschools.net 623-330-8558

2. Welcome to Class  Please remember to sign in  Please see the list next to the sign in and list your name and culture for your group project so I can plan for that night  Please review Cook Book Chapters 8, 10, 11 from the last class

3. Review  As a table group, please make a visual analogy of something that stuck with you that you learned from our last class. (Chapters 8,10,11)  Be ready to share in 15 minutes

4. Agenda  Syllabus Review  Objectives  Cook Book Chapter 6  Break  Zwiers Book Chapter 2  Objectives  Group Time

5. Objectives  Analyze different communication strategies and the impact and use of academic language. (Content)  Discuss the different communication strategies and compare and contrast social interaction and psychological problem solving and how they relate to L2 using a Venn Diagram. (Language)  Participate in a role activity for the sake of speaking, listening, and reading about the use of academic language. (Language)

6. Cook Chapter 6  Split the table for reading  Half reads Communication Strategies as Social Interaction Bottom 106-107  Half reads Communication Strategies as Psychological Problem Solving Bottom 107-Top 109

7. Compare and Contrast  Discuss what each person read  Create a Venn Diagram comparing and contrasting the strategies outlined in the reading (Social Interaction vs. Psychological Problem Solving)  Be ready to share in 20 minutes

8. Communication Strategies as Social Interaction  Approximation: falls back on a word with similar meaning  Word Coinage: paraphrasing  Circumlocution: talk around the word, explaining  Translation from L1: order of words mixed  Appeal for Assistance: What is this? How do you say?  Mime: motions

9. Communication Strategies as Psychological Problem Solving  Codeswitching: skips, inserts L1  Foreignerization: literal translation based on description (vegetable – green things)  Substitution: substitute while learning  Generalization: general instead of specific  Description: explaining word  Exemplification: specific instead of general  Word Coining: making it up  Restructuring: second attempt, changing words to make meaning clear

10. What’s the Difference? How Does It Relate To Students?  Many similar such as Circumlocution and Description  Recognize students are doing it  Accept it as a part of acquisition  Look for frequency and decrease in errors  Correct in time

11. Strategy Inventory for Language Learning ( SILL )  Rebecca Oxford in 1990  Strategies for acquisition  50 statements about how learning of language happens done by older students and adults  Results led the research

12. Strategy Inventory for Language Learning ( SILL ) Direct Strategies  Memory Strategies: visualizing, repetition  Cognitive Strategies: using mental practices, looking for patterns, key words  Compensation Strategies: anticipating, educated guessing

13. Strategy Inventory for Language Learning ( SILL ) Indirect Strategies  Metacognitive: organizing and evaluating knowledge  Affective: managing emotions  Social: learning with others How can we use this knowledge in the classroom??? (Balance, Zwiers Chapter 1)

14. Teachers Help To…..  Find a learning style that suits learner  Involve student and parent in learning process  Develop awareness of language as a system and for communication  Pay constant attention to expanding language  Develop L2 as a separate system  Take into account demands of L2 learning

15. Break Time  Please take a 10 minute break  Fill out group project sheet if you have not already

16. As you return……  ZWIERS BOOK: Read bottom of page 19-most of 20 about A Brief History of Academic Language Proficiency and be ready to give a one sentence definition of academic language (GIST)

17. Know Your Role  Reader: Reads the section  Summarizer: Restates text in a few sentences  Questioner: States a question about the reading for discussion  Connector: Makes a text to self, text to text, or text to world connection based on what was read  Fifth person: pick a role

18. Reading Passages: Switch Role After Each Passage  Academic Language to Describe Complexity (bottom of 23-middle of 24)  Academic Language to Describe Higher Order Thinking (middle of 24-middle 25)  Academic Language to Describe Abstraction (middle 25-26)  Features of Academic Language – Figurative Expressions (middle 27-middle 29)  Features of Academic Language – Explicit for Distant Audiences (middle 29 – bottom 30)  Features of Academic Language – Supporting Points with Evidence (middle of 31)

19. How is Academic Language Used Most in the CCSS???  Describe Complexity  Describe Higher Order Thinking  Describe Abstraction Find a buddy and discuss. Be ready to share in 3 minutes.

20. Which Feature of Academic Language is Most Crucial for ELLs to Understand?  Figurative Expressions  Explicit for Distant Audiences  Supporting Points with Evidence Find a new buddy and discuss and be ready to share in 3 minutes.

21. Use in a Classroom  How can the role activity be used in a classroom?  What ages?  How to adapt?  How does it benefit ELLs?  How can you scaffold? Discuss with table group and be ready to share in 5 minutes.

22. Welcome to the World of WIDA A Brief Overview  Levels (old and new)  Five Standards (change to content focus)  Features of Academic Language (linguistic complexity, language forms and conventions, vocabulary usage)  Levels (paragraph/discourse, sentence, word/phrase)  Writing Rubric  Can Do’s

23. Objectives  Analyze different communication strategies and the impact and use of academic language. (Content)  Discuss the different communication strategies and compare and contrast social interaction and psychological problem solving and how they relate to L2 using a Venn Diagram. (Language)  Participate in a role activity for the sake of speaking, listening, and reading about the use of academic language. (Language)

24. Reminders  MOODLE DDQ#2 (Original Post and Two Responses) Due by 12/12/13 at midnight 1. Length (post and response) 2. Answers entire question 3. Reference required for post and needed for responses if internal citations are used 4. Check for conventions 5. Opening and closing sentences

25. Group Time Use remainder of the time to work in groups!