1. Implications from Morphology for Teaching Reading and L2
[[[un] [do]V]V [able]]ADJ
Able to be reversed
[[un] [[do]V [able]]ADJ]ADJ
Not able to be done

2. Reading and morphology
Word recognition view of reading
Structural analysis to learn new words
Sociopsycholinguistic view of reading
Structural analysis to learn about language
Learning new words may be an end result

3. Structural analysis: Knowledge of word parts and categories
Not all words have multiple parts (mosquito)
Some morphemes are no longer recognizable (chauvinist)
Where to divide the word is not always clear (cog-nate  co+gnatus; cog-ni-tion  co+gnoscere); i.e. morphology, phonology and orthography don’t coincide
Morphemes may have multiple meanings/functions (un+do vs. un+happy; also ad-, re-, in-)
Phonological & orthographic changes (co+habit; col+late; com+bine)
Words have different historical backgrounds (cohune  co+hune)
Parts to whole is more difficult than whole to parts

4. Vocabulary – learned or acquired?
Learning view: Preteaching vocabulary
Content predetermined by teacher
Out of context (Why can’t you say condolences?)
Decoding: X = Y
Acquisition view: Building background
Build concepts, not just definition/label; “language and reality are dynamically interconnected” (p. 197); compadre
Build common knowledge – “frontloading”
Build “word consciousness” (Miss Alaineus)
Vocabulary size studies suggest children acquire vocabulary at the rate of about 5000 words per year. What about older L2 learners?

5. Academic language Cognitively demanding/unfamiliar topics
Less contextual support (visual, gestures, background knowledge)
Learners have less exposure; exclusive to school setting
Not i+1, so acquisition doesn’t occur
Academic language register comes from different historical sources than conversational register
Content-specific (protagonist) vs. general academic (therefore)

6. Developing academic language
Make input comprehensible
Adapt text
Build background knowledge
Graphic organizers to represent key concepts
Build on background
Language – identify cognates; patterns
pre+dict pre+decir
Content
Linguistic [text analysis]