Math and Science SymposiumHouston, TX

March 5-6, 2007

Dr. Frank Lucido, Director

ISLA

Texas A&M University-Corpus Christi

You Might Be A Teacher IF……

You want to slap the next person who says, “Must be nice to work 8:00 – 3:20 and have summers free.

You Might Be A Teacher IF……

You aren’t sure about having children of your own because

there’s no name you could give a child that wouldn’t bring on high blood pressure the moment you

heard it uttered.

You Might Be A Teacher IF…..

You can tell if it’s a full moon without ever looking outside.

You Might Be A Teacher IF…..

Meeting a child’s parent instantly answers the

question, “Why is this kid like this?”

You Might Be A Teacher IF…….

When out in public you feel the urge to snap your fingers at children you do not know and correct their behavior.

You Might Be A Teacher IF……

You laugh uncontrollably when people refer to the staff room as the “lounge.”

And You Might Be A Teacher IF…….

“Marking all “A’s” on report cards would make your life SO much easier.

Read the paragraph below and answer the questions that follow.

A hair raising century by Australian opener Greene Wood on Friday set England back on its heels in the third test at the Melbourne Cricket Ground. Unfortunately, living dangerously eventually cost the Australians the match. Wood was caught out of his crease on the first over after lunch. Within ten more overs, the Australians were dismissed. Four were dismissed by dangerous running between balls from the batsmen’s wickets. The three remaining batsmen were caught by English fieldsmen. One was caught as he tried for a six. When the innings were complete the Australians had fallen short of the runs scored by the English.

Were you able to understand the paragraph?

Could you explain it to someone else?

If not, what would help you to understand it better?

Numbers

• Rei• Ichi• Ni• San• Shi• Go• Roku• Shichi• Hachi• Ku• Ju

Language Proficiency

SUP MODEL CUP MODEL

Separate Underlying Proficiency Common Underlying Proficiency

From Cummins, 1981

Foreign Languages Offered and Age of Introduction

Country 1st Foreign Language

Starting Age

Additional Languages

Australia French 6 German, Greek, Italian, Japanese

Austria English 6 French, Italian

Czech Republic English and German 9 French, Russian, Spanish

Finland English or other 9 Swedish, Finnish, German, French, Russian, Spanish, Italian

Germany English or other 8 French, Spanish, Russian, Italian, Turkish

Italy English 8 French, German, Spanish, Russian

Luxembourg German and French 6 or 7 English, Italian, Spanish

Spain English 8 French, German, Italian, Portuguese

Thailand English 6 French, German, Chinese, Japanese, Arabic

United States Spanish 14 French, German Japanese

Stages of Language Acquisition and Development in the Child

Vocabulary –

Estimates of Vocabulary –

1 year 3 words

2 years 272 words

3 years 896 words

4 years 1540 words

5 years 2072 words

6 years 2562 words

By first grade a child could possibly have an active vocabulary of 5099 different words.

Sentence Length –

18 months Usually 1 word length

28 months 2 – 3 words length

3.5 years Complete sentences averaging about 4 words

in length, although capable of producing occasional sentences that are 20 – 30 words.

5 – 6 years -The average sentence is about 5 words in length.

9.5 years -The oral sentence is about 6 – 7 words, with an average written length of 11 words

15 years -About 17 words

Adult -About 20 words

Levels of Language Acquisition

• Pre-Production

• Early Production

• Speech Emergence

• Intermediate Fluency

• Advanced Fluency

Literacy Development Instructional Sequence

Preparation to Literacy

Early Literacy

Emergent Literacy

Intermediate Abilities

Personality Age

First Language

Language

Environment Filter Organizer MonitorLearner’s

Verbal

Performance

FIGURE 1-A Working Model for Creative Construction in L2 Acquisition*

Internal Processing

Motivation & Attitude

Access to language

Cognitively

Undemanding

Communication

1st Quadrant 2nd Quadrant

3rd Quadrant 4th Quadrant

Context

Embedded

Communication

Context

Reduced

Communication

Cognitively

Demanding

Communication

Art, music, P.E., Face to Face conversation, Visual clues, Simple directions

Telephone conversations, Written descriptions, Graphic organizers,

Demonstrations, “Hands on” learning, Social Studies projects, Science experiments

Reading a textbook, Explanation of abstract concepts, Lectures with few illustrations, Writing

When you know

You know

Then you don’t know

When you know

You don’t know

Then you KNOW

Characteristics Common to Effective Programs

Fred Genesee, Kathryn Lindholm-Leary, William Saunders, Donna Christian (2005)

• Attitude that “All Children Can Learn.”• Positive school environment.• Challenging and meaningful curriculum.• Alignment of curriculum to high standards.• Administrators and teachers that know

and understand theory and goals of program and implement best practices for ELLs.

Characteristics Common to Effective Programs

• Integrate rather than segregate students.• See the program as an enrichment model.• Program is sustained over time.• Consistent assessment of literacy and

academic development.• Language development strategies are

incorporated into the program.

SCAFFOLDING

• CUSTOMERANIA-THE FEELING YOU GET IN A STORE WHEN EVERY CLERK COMES AND ASKS, “MAY I HELP YOU?”

• SOCKDROOP-WHEN THE ELASTIC ON A SOCK WEARS OUT

• ACELLERYELLER-WHAT YOU DO WHEN THE YELLOW LIGHT COMES ON AT AN INTERSECTION.

• LEAFTOVER-THE TINY SPECK OF SPINACH LEFT ON YOUR TEETH AFTER DINNER.

Preparation

• Integration of language skills (listening, speaking, reading, and writing) is evident in observed content area.

Integration of language skills is evident throughout the lesson.

Environment

• Environment supports language acquisition beyond direct instruction (word walls, reference charts, visual cues)

• Room environment promotes fluency and is grade level appropriate.

Teaching Strategies

• Consistent use of scaffolding techniques.

• Use of a variety of questioning types. (Bloom’s Taxonomy)

• Vocabulary is explicitly taught

• Vocabulary instruction focuses on the “mortar” as well as the “bricks.”

• Students are engaged in lesson 90%-100% of the time.

Interactions

• There are frequent opportunities exist for interaction and discussion between teacher to student and student to student.

• Interactive learning structures (partners, small groups) support objectives.

• Appropriate amount of student wait time for student responses.

Assessment

• Ongoing assessment is evident during the lesson.

• Assessment drives instruction and planning.

• Review of key concepts and vocabulary.

• Provides regular feedback to students.

General Principles and Strategies for Teaching all ELL Students

• Increase comprehensible input-non-verbal clues such as pictures, objects, gestures, intonation, graphic organizers, peer tutoring.

• Increase interaction/opportunities to use their language skills in real communication

• Increase opportunities for higher order thinking-think aloud-modeling “thinking language.”

General Principles and Strategiescontinued

• Use Total Physical Response techniques.

• Incorporate Cooperative learning

structures in teaching.

• Set up dialogue journals.

• Use native language support when possible. Rely on cognates. Point out specifics about vocabulary.

• Realia strategies-”Hands on”

General Principles and Strategies continued

• Simplify instructions if possible.• Make it culturally relevant or personal to

students.• Whenever possible, supplement a lesson

with bilingual materials.

Northwest Regional Educational Laboratory (2006) www.nwrel.org

Are these correct?

9 + 1 = 10

7 + 3 = 10

7 + 6 = 1

8 + 6 = 2

12 + 4 = 4

1 + 5 = 6

43

Institute for Second Language AchievementTexas A& M University-Corpus Christi