2. 1 Going Deeper: Language Competencies Maggie Rivas September 29, 2006

3. 2 Getting Started Intended outcome for this session: Participants will increase their awareness of the language competencies needed to work effectively with English Language Learners (ELLs).

4. 3 Critical Competencies Wong-Fillmore (2000) distinguished five functions related to language: Knowledge of linguistics and language Language and cultural diversity Sociolinguistics Language development and L2 Understanding of academic discourse.

5. 4 Second Language Acquisition An understanding of second language acquisition can improve the ability of mainstream teachers to serve culturally and linguistically diverse students (Fillmore & Snow, 2002; Hamayan, 1990). Current theories of second language acquisition are based on years of research in a wide variety of fields including linguistics, psychology, sociology, anthropology, and neurolinguistics (Freeman & Freeman, 2001).

6. 5 Language Principles Language is learned by using language. The focus of language learning is on meaning and function. Language learning is non-anxious, personally important, and concretely-based. Language is self-directed, not segmented or sequenced. Conditions necessary for language learning are essentially the same for all children.

7. 6 Before I stepped into my classroom as a teacher, I thought teaching was mainly instruction, partly performing, certainly being in the front and at the center of classroom life. Later, with much chaos and some pain, I learned that this is the least of it—teaching includes a more splendorous range of actions. Teaching is instructing, advising, counseling, organizing, assessing, guiding, goading, showing, managing, modeling, coaching, disciplining, prodding, preaching, persuading, proselytizing, listening, interacting, nursing, and inspiring. —Gloria Ladson-Billings

8. 7 Synectics—Four Box Spring Summer Fall Winter Teaching is like________________ because_____________________.

9. 8 Language Competencies 1.Builds and expands language proficiency and literacy skills— 3 sub competencies 2.Addresses oral language needs of ELLs— 3 sub competencies 3. Builds literacy skills of ELLs— 8 sub competencies

10. 9

11. 10 Competency Wheel Circle 1. Center circle—language competency 2. Three language sub-competencies 3 Six actions 4. What the actions look like, nine parts 5. Strategies, 12 parts

12. 11 Conclusions The NCLB requirements on teacher quality requires teachers’ expertise and effectiveness in reaching students with a wide range of abilities, skills, and needs in low-performing schools (NCLB, 2001). Goddard, Hoy, & Woolfolk; Hoy (2000, 2004) findings in teacher preparation and professional development include competencies: Culture Language Race and ethnicity Researchers have found a correlation between ELLs’ academic achievement and their teachers’ effectiveness and competencies. The NCLB requirements on teacher quality requires teachers’ expertise and effectiveness in reaching students with a wide range of abilities, skills, and needs in low-performing schools (NCLB, 2001). Goddard, Hoy, & Woolfolk; Hoy (2000, 2004) findings in teacher preparation and professional development include competencies: Culture Language Race and ethnicity Researchers have found a correlation between ELLs’ academic achievement and their teachers’ effectiveness and competencies.