1. 11 The Language-rich Schoolhouse The Case for World Language in the Literacy Movement John De Mado Language Seminars, LLC 125 S. Collier Blvd./ B202 Marco Island, FL 34145 ______ Twitter: @JohnDeMado E-mail: info@demado-seminars.com Web:www.demado-seminars.com Phone/Fax: (239) 394-5304 Specifically Prepared for the KSWLA Conference November 7, 2015

2. 22 On Risking To laugh is to risk appearing the fool. To weep is to risk being sentimental. To reach out for another is to risk involvement. To expose feelings is to risk exposing your true self. To place your ideas, your dreams before the crowd is to risk their loss. To love is to risk not being loved in return. To live is to risk dying. To hope is to risk despair. To try is to risk failure. But risks must be taken. Because the greatest hazard in life is to risk nothing. The person who risks nothing does nothing, has nothing and is nothing. One may avoid suffering and sorrow, but one simply cannot learn, feel, change, grow, love, in short, live. Chained by one’s certitudes, one is a slave; one has forfeited freedom. Only a person who risks is free... Anonymous

3. 33 Buddy Hackett

4. 4 Linguistic Complications Limited English Proficiency (LEP) Restricted Language Ability (RLA)

5. 55 Development of Literacy Language Acquisition Content Areas 1. ListeningReading 2. SpeakingWriting 3. ReadingSpeaking 4. WritingListening

6. 66 Language and Literacy: The Epiphany Guessing Literacy Vocabulary Acquisition Output of Language (Productive) Comprehensible Input (Receptive) John De Mado Language Seminars, LLCE-mail: info@demado-seminars.com

7. 77 Una Lección Había un vez una mamá ratoncita…

8. 88 La ratoncita vivía debajo de una casa…

9. 99 … con sus 3 niños, Manny, Mo y Jack.

10. 10 Un día, la familia decidió salir de debajo de la casa.

11. 11 ¿…Y qué vieron ellos?

12. 12 ¡Vieron al gato!

13. 13 ¡Los 3 niños tenían MUCHO miedo!…

14. 14 Entonces, la mama ratoncita tenía una idea MUY buena…

15. 15 ¡Ella empezó a LADRAR! BOW WOW!!!

16. 16 El gato tenía miedo y se escapó…

17. 17 Niños… Una Lección… ¡Es MUY importante ser bilingüe !

18. 18 Language and Literacy: The Epiphany Guessing Literacy Vocabulary Acquisition Output of Language (Productive) Comprehensible Input (Receptive) John De Mado Language Seminars, Inc.E-mail: info@demado-seminars.com

19. 19 ~On Ltericay ~ Aoccdrnig to rseerach at Cmabrigde Uinervtisy, it deosn ’ t mttaer in waht odrer the ltteers in a wrod are. The olny iprmoetnt thnig is that the frist and lsat ltteer be at the rghit pclae. The rset can be a tatol mses. Yet, you can slitl raed it wouthit a porbelm. Tihs is bcuseae the hamun mind deos not raed ervey lteter istlef, but rahter the wrod as a wlohe... (Amzaning, dno ’ t you tnihk?...)

20. 20 NIOTCAIS SGEUN UN ETSDUIO DE UNA UIVENRSDIAD IGNLSEA, NO IPMOTRA EL ODREN EN EL QUE LAS LTEARS ETSAN ERSCIATS, LA UICNA CSOA IPORMTNATE ES QUE LA PMRIREA Y LA UTLIMA LTERA ESETN ECSRITAS EN LA PSIOCION COCRRTEA. EL RSTEO PEUDE ETSAR TTAOLMNTEE MAL Y AUN PORDAS LERELO SIN POBRLEAMS. ETSO ES PQUORE NO LEMEOS CADA LTERA POR SI MSIMA, SNIO LA PAALBRA EN UN TDOO. PRESNOAMELNTE ME PREACE ICRNEILBE. John De Mado Language Seminars, Inc.E-mail: info@demado-seminars.com

21. 21 Mark Gungor: Language, Literacy & Gender?

22. 22 DIFFERENIATING LANGUAGE ARTS FROM LANGUAGE ACQUISITION LANGUAGE ARTS LANGUAGE ACQUISITION EX POST FACTO A PRIORI CONVENTIONS INVENTION (Grammar) (Vocabulary) EDITORIAL ACQUISITION FOCUS FOCUS METALANGUAGE INTERLANGUAGE IMITATION SELF- SELECTION

23. 23 Proficient Language Acquisition “...The ability to deliver and receive communication that is situationally appropriate...” De Mado

24. 24 Proficiency and Situational Appropriateness Twitter, Texting Email Post Card/ Thank You Note Personal Letter Business Letter, Composition, Legal Contract

25. 25 DIFFERENIATING LANGUAGE ARTS FROM LANGUAGE ACQUISITION LANGUAGE ARTS LANGUAGE ACQUISITION EX POST FACTO A PRIORI CONVENTIONS INVENTION (Grammar) (Vocabulary) EDITORIAL ACQUISITION FOCUS FOCUS METALANGUAGE INTERLANGUAGE IMITATION SELF- SELECTION

26. 26 Language, Error and Inventiveness · Risk-Taking : The willingness to confront more language than what you presently own · Vulnerability : The willingness to err for the broader goal of communication · Intuition : The ability to sift for meaning

27. 27

28. 28 Devolving Language, Literacy & Inventiveness SOCIOLOGICAL: Divorce, two income households, single parent households, American attitudes toward language. TECHNOLOGICAL: Twitter, texting, video games, computers, personal listening devices. EDUCATIONAL: Impact of high-stakes testing, ill-conceived mandates. John De Mado Language Seminars, LLC E-mail: info@demado-seminars.com

29. 29 DIFFERENIATING LANGUAGE ARTS FROM LANGUAGE ACQUISITION LANGUAGE ARTS LANGUAGE ACQUISITION EX POST FACTO A PRIORI CONVENTIONS INVENTION (Grammar) (Vocabulary) EDITORIAL ACQUISITION FOCUS FOCUS METALANGUAGE INTERLANGUAGE IMITATION SELF- SELECTION

30. 30 INTERLANGUAGE SPEAKER/ L2 SPEAKER/ L1

31. 31 INTERLANGUAGE SPEAKER/ L2 SPEAKER/ L1

32. 32 INTERLANGUAGE SPEAKER/ L1 SPEAKER/ L2

33. 33 DIFFERENIATING LANGUAGE ARTS FROM LANGUAGE ACQUISITION LANGUAGE ARTS LANGUAGE ACQUISITION EX POST FACTO A PRIORI CONVENTIONS INVENTION (Grammar) (Vocabulary) EDITORIAL ACQUISITION FOCUS FOCUS METALANGUAGE INTERLANGUAGE IMITATION SELF- SELECTION

34. 34 Imitation Certain aspects of language are imitated …

35. 35 Self-Selection of Language

36. 36 10 Organizing Principles for Language Acquisition and Literacy 1.Language acquisition begins with 'comprehensible input'. 2.Comprehensible input turns into 'output' of language, or conversation. 3.Most of the vocabulary we own comes from broad conversation, not reading, and is self-selected. 4.The amount of vocabulary we own ultimately determines 'literacy'. 5.Language is ambiguous and often inadequate for human needs; thus war, violence and discord exist. 6.Successful reading is ultimately determined by comprehension of what is read, not simply decoding. 7.Due to the ambiguity of language, we 'guess' when we listen, read and view. 8.Vocabulary enables us to 'guess' when we listen, read and view. 9.Abundant vocabulary enhances our ability to 'guess' effectively. 10.The most literate among us are the best 'guessers'.

37. 37 Supporting The ‘Language-Rich Schoolhouse’: Recommendations 1. The school [district] must confirm ORAL LANGUAGE as the foundation of LITERACY. 2. The school [district] must confirm COMPREHENSIBLE INPUT as the foundation ORAL LANGUAGE. 3. In search of ‘LITERACY’, each staff member and every content area has a responsibility to enhance ORAL LANGUAGE in the students. A rising tide raises all boats… John De Mado Language Seminars, LLCE-mail: info@demado-seminars.com

38. 38 Supporting The ‘Language-Rich Schoolhouse’: Recommendations 4. A formal, district-wide, long range initiative to enhance ORAL language should be made at all grade levels. 5. Formal comparative records should be maintained to underscore performance. 6. Print and technological materials that DO NOT impede oral language development should be given optimal consideration. John De Mado Language Seminars, LLCE-mail: info@demado-seminars.com

39. 39 Language Teacha’ Rap Big D In ‘Da House!

40. 40 The Language-rich Schoolhouse The Case for World Language in the Literacy Movement John De Mado Language Seminars, LLC 125 S. Collier Blvd./ B202 Marco Island, FL 34145 ______ Twitter: @JohnDeMado E-mail: info@demado-seminars.com Web:www.demado-seminars.com Phone/Fax: (239) 394-5304 Specifically Prepared for the KSWLA Conference November 7, 2015