Charts and Diagrams

Stanley A. Lucero

1

Charts and Diagrams

Contents Language Acquisition in the First Language .................................................................................................. 2

Language Acquisition in Second Language ................................................................................................... 3

English Language Development Proficiency Levels [ELD for L2] ................................................................... 4

Key Ring Vocabulary Cards ............................................................................................................................ 5

Sentence Strips: word-picture-sentence ...................................................................................................... 6

Four Domains of Language ........................................................................................................................... 7

Stages of Cognitive Development – Jean Piaget ........................................................................................... 8

Piaget’s Cognitive Development Stages........................................................................................................ 9

Stages of English Language Development .................................................................................................. 10

Limbic System ............................................................................................................................................. 11

Brain Activity in bilinguals ........................................................................................................................... 12

Common Underlying Proficiency ................................................................................................................ 13

The Effects of Bilingualism .......................................................................................................................... 14

Jim Cummins’ Grid ...................................................................................................................................... 15

Transfer of Metalinguistic Knowledge in Spanish/English Biliterate Students ........................................... 16

New Bloom’s Taxonomy ............................................................................................................................. 18

Language Structure ..................................................................................................................................... 19

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Stanley A. Lucero

2

Language Acquisition in the First Language

The four language domains are

developmental, sequential stages of

language development in children.

Listening [begins in the womb when baby reacts to sounds]

Speaking [begins about age 1 year]

Reading [begins when child recognizes print: signs and symbols]

Writing [begins when child begins to draw/scribble]

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Language Acquisition in Second Language

Second language acquisition follows the same

sequence as first language acquisition. Second

language acquisition begins when the child is

continually exposed to a second language. “As a

general principal, the stronger the first language

skills, the more rapid are the acquisition of the

second language skills.” [Cummins: Threshold

Proficiency]

Listening [0-6 months]

Speaking [6 months - 1 year]

Reading [1- 7 years; depending on L1 transferrable skills]

Writing [1-7 years; depending on L1 transferrable skills]

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Stanley A. Lucero

4

English Language Development Proficiency Levels [ELD for L2]

As English Learners acquire their second language [English], they

progress from no knowledge of English to mastering English [listening,

speaking, reading, and writing] and functioning at grade level

academically in English to the level of their native-English speaking

peers. [For example: Sixth grade English Learners must be at or near

sixth grade academic proficiency levels.]

English Learners will usually be at different proficiency levels for each of

the four language domains.

Sample listening/speaking questions and approximate time frame taken from Classroom Instruction

That Works with English Language Learners Facilitator’s Guide by Jane D. Hill and Cynthia L. Bjork.

http://www.ascd.org/publications/books/108052/chapters/The-Stages-of-Second-Language-Acquisition.aspx

• Preproduction [0-6 months]

• "Show me the wolf."

• "Where is the house?" Stage 1

• Early Production [6 months - 1 year]

• Did the brick house fall down?'

• "Who blew down the straw house?" Stage 2

• Speech Emergence [1-3 years]

• "Explain why the third pig built his house out of bricks."

• "What does the wolf want?" Stage 3

• Intermediate Fluency [3-5 years]

• "What would happen if the pigs outsmarted the wolf?"

• Why could the wolf blow down the house made of sticks, but not the house made of bricks?" Stage 4

• Advanced Fluency [5-7 years]

• Ask students to retell the story, including main plot elements but leaving out unnecessary details. Stage 5

• Fluent English Proficient [FEP]

• English Learner has been reclassified as FEP after meeting multiple criteria demonstrating his/her ability to function at or near the level of native-English speaking peers in all 4 language domains and at or near grade level in academic content areas. Reclassification

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Key Ring Vocabulary Cards

Sample based on sky words.

Sun El sol Lub hnub

Moon La luna Lub Hlis

Stars Las estrellas Cov hnub qub

Clouds Las nubes Cov Huab

Rain La lluvia Los Nag

Materials needed

5 blank index cards

new envelope

key ring

five new vocabulary words to

learn

markers or crayons

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Sentence Strips: word-picture-sentence

Sun El sol

The sun is yellow. El sol esta amarillo.

Moon La luna

The moon is bright. La luna esta brillante.

Stars Las estrellas

There stars are in the sky. Hay estrellas en el cielo.

Clouds Las nubes

The coulds are foating. Las nubes estan flotando.

Rain La lluvia

The rain is falling. La lluvia esta cayendo.

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Four Domains of Language

Listening

Speaking

Reading

Writing

Listening

• Sound patterns

• Understanding meaning

• Understanding vocabulary

Speaking

• Sound production

• Using spoken vocabulary

• Talking for communication

Reading

• Sound-symbol relationships

• Converting print to sounds

• decoding

• For new knowledge

• For pleasure

Writing

• Converting sounds to symbols

• encoding

• communicate ideas

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Stages of Cognitive Development – Jean Piaget

SOURCE: Learning and Teaching: Piaget.

http://www.learningandteaching.info/learning/piaget.htm

Ages 0-2

•Sensorimotor stage

•Differentiates self from objects

Ages 2-7

•Preoperational stage

•Learns to use language and to represent objects by images and words

Ages 7-11

•Concrete Operational stage

•Can think logically about objects and events

Ages 11 years and up

•Formal Operational stage

•Can think logically about abstract propositions and test hypothesis systemtically

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Piaget’s Cognitive Development Stages

SOURCE: LetsHarEkNowLedGEs

http://letshareknowledges.blogspot.com/

Jean Piaget

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Stages of English Language Development

SOURCE: http://www.rohac.com/images/sdaie_photos/Image1.jpg

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Limbic System

SOURCE: The Brainwaves Center

http://www.brainwaves.com/brain_new.html

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Brain Activity in bilinguals

“Brain activity recorded from Spanish-English bilinguals while they read words in their native

Spanish and their second (and less proficient) language, English. The green arrows show areas

in the brain that have larger responses to English, possibly reflecting the greater effort involved

in understanding words in the second language.” (Sáinz, 2010]

SOURCE: Study looks at the bilingual brain by Pablo Jaime Sáinz. 2010. La Prensa San Diego.

http://laprensa-sandiego.org/featured/study-looks-at-the-bilingual-brain/

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13

Common Underlying Proficiency

SOURCE: Is bilingualism a problem? From Language Enhancing the Achievement of Pasifika.

http://leap.tki.org.nz/Is-bilingualism-a-problem

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Stanley A. Lucero

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The Effects of Bilingualism

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Jim Cummins’ Grid

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Transfer of Metalinguistic Knowledge in Spanish/English Biliterate

Students

Source: Mora, J.K. (2001). Learning to spell in two languages: Orthographic transfer in a transitional Spanish/English bilingual program. In P. Dreyer (Ed.), Raising Scores, Raising Questions: Claremont Reading Conference 65th Yearbook, 64-84. Claremont, CA: Claremont Graduate University.

The alphabetic principle and Spanish orthography

The alphabetic principle and English orthography

There are 29 alphabet letters that

represent 24 phonemes. There are 26 alphabet letters that

represent from 40 to 52 phonemes. 20

English phonemes have spellings that are

predictable 90% of the time and 10 others

are predictable over 80% of the time.

There is a high level of correspondence

between most Spanish letter-sound

relationships and their English

equivalents.

The spelling of words can be derived by

listening for its component phonemes and

writing the corresponding letter. There is

only one correct spelling for every word.

We know how to pronounce every word

we read based on its spelling.

Segmenting words into sounds provides

clues to their spelling most of the time.

However, spelling in English also varies

according to the position of the sound in a

syllable, what sounds come before and

after a given sound and the morphological

structure of the word. Occasionally, a

spelling will represent more than one

word (read-read) so we have to use

meaning as a clue to recognize the word.

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Some phonemes are spelled using more

than one letter (ch, ll, rr). Other than these

cases, if a letter is doubled, both letters

are pronounced (leer).

Many letters in English are used as

markers that signal the sounds of other

letters. These letters have no direct

relation to the sounds in the word.

Doubled letters may be part of a spelling

pattern and frequently represent only one

phoneme.

There are 5 vowel letters and 5 vowel

sounds that are consistent. They are

always spelled the same, except for i

which is sometimes spelled with a y (i

griega) such as in soy, voy, y.

There are five vowel letters and 15 vowel

sounds in English. There are many

different patterns used to spell these

vowel sounds.

A few phonemes can be spelled in more

than one way (/h/= g or j as in jirafa,

girasol; /s/ as in cita, sitio; /k/= c & qu as

in casa, queso).

There are 19 consonant phonemes that

are sometimes spelled using more than

one letter.

Dividing words into syllables is helpful in

knowing how to pronounce and spell

them. Syllabification rules are regular.

Syllables either contain a single vowel

and or a diphthong. Diphthongs are a

combination of a weak vowel (i, u) with a

strong vowel (a,e,o) or two weak

vowels. When we can pronounce words

and break words into syllables and apply

certain rules, we know how to place

written accents correctly.

Dividing words into syllables is helpful in

knowing how to pronounce and spell

them. There are six different types of

syllables: open, closed, vowel-consonant-

e, etc. Syllabification often depend on

word meaning and origins, so we must

use such word parts such as prefixes and

suffixes for correct division and spelling of

syllables.

Parts of a word (morphemes) can be

added or changed to change the meaning

of the word. The meaning changes

include verb tense, number and gender

and agreement in number and gender,

size and affection (-ito, -ón).

Parts of a word (morphemes) can be

added or changed to change the meaning

of the word. Many parts of words in

English do not change the way they are

required to in Spanish.

SOURCE: “Metalinguistic Transfer in Spanish/English Biliteracy” by Jill Kerper Mora. San Diego State

University. http://moramodules.com/MoraModules/MetalingTransfer.htm

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Stanley A. Lucero

18

New Bloom’s Taxonomy

Remembering: can the student recall

or remember the information?

define, duplicate, list, memorize, recall, repeat,

reproduce state

Understanding: can the student

explain ideas or concepts?

classify, describe, discuss, explain, identify, locate,

recognize, report, select, translate, paraphrase

Applying: can the student use the

information in a new way?

choose, demonstrate, dramatize, employ, illustrate,

interpret, operate, schedule, sketch, solve, use, write.

Analyzing: can the student distinguish

between the different parts?

appraise, compare, contrast, criticize, differentiate,

discriminate, distinguish, examine, experiment,

question, test.

Evaluating: can the student justify a

stand or decision?

appraise, argue, defend, judge, select, support, value,

evaluate

Creating: can the student create new

product or point of view?

assemble, construct, create, design, develop, formulate,

write.

SOURCE: http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

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Language Structure

SOURCE: Based on Chapter 2: Learning about Language Structure. Diaz Rico, 2010. The Cross-Cultural,

Language, and Academic Development Handbook. Pearson Education Incorporated, Boston.

Language Structure

Phonology

Morphology

Syntax

Semantics

Pragmatics

Nonverbal Communication