CTEL_Module1_Spr10

8/9/2019 CTEL_Module1_Spr10

1/91

Module One, Domain 1Language and Language

Development(CTEL, Chapter 1)

Jeffery Heil

California Teachers of English Learners (CTEL)


2/91

Knowledge, Skills, and Abilities (KSAs)

See pages 3 7

Notice that each domain is cross-referenced

to a page number in the participant guidePage 8 gives the test structure of the first

three subtests

Page 9: Rationale for Module 1


3/91

Domain 1: Language Structure and Use

001Phonology & Morphology

002Syntax & Semantics

003Language Functions & Variation

004Discourse

005Pragmatics


4/91

Domain 2: First and Second LanguageDevelopment

(And their relationship to Academic Achievement)006Theories, Processes & Stages of Language

Acquisition

007Theories, Models, and Processes of Second-Language Acquisition008Cognitive, Linguistic, and Physical Factors

Affecting Language Development

009Affective Factors Affecting LanguageDevelopment010Sociocultural and Political Factors Affecting

Language Development


5/91

Rate Your Knowledge

Complete page 10: Rate yourprior knowledge of the linguistic

terminology we will encounterLook at page 11 and predictwhat the three major subheadings

of the nature of language.


6/91

Page 11

Communicative Competence


7/91

StructureFour Linguistic subsystems thatare necessary to understand howlanguage is formed:PhonologySemantics

MorphologySyntax


8/91

Function

Two Majorsubheadings:DiscourseSpeaking and writing onlyPragmaticsVerbal and non-verbalcommunication (everything non-discourse and non-structure)


9/91

Variation

This is the differentstyles/registers we use to

communicate depending on thecontext of a communicative actin terms of subject matter,

audience, and occasionPurpose-Formal & Informal


10/91

Subsystems of LanguageStructure

Phonology (page 12)CTEL Ch1 13-20

Morphology (page 13)CTEL Ch1 20-23Syntax (page 14)CTEL 23-25

Semantics (page 15)CTEL 26-30Pragmatics (17 - 27)CTEL 39-43


11/91

Phonology

Phonology- It is the study of the sound system of alanguage; the way in which speech sounds formpatterns.A phoneme is the sound that makes up a langue, the

smallest unit of sound.EX: cat, /c/ /a/ /t/ has three phonemes.Minimal pairsPhonemic Sequence permissible ways in which

phonems can be combined in a languageDescribing Phonemes: place, manner of

articulation, voice (b/p distinction, Arabic doesnt

distinguish voice)


12/91

Phonology - Stress

Characteristics of languagebeyond phonemes:StressPitch/tone

intonation


13/91

Phonology - stressStress amount of volume a speaker gives to a

particular soundStress can occur at the word or sentence level (a property of

syllables)

Word levelEx: dsert noun, dry regionEx: dessrt noun, sweet foodsSentence levelKmberly walked home.Kimberly wlked home.Kimberly walked hme.


14/91

Phonology pitch & rythymPitch -serves to distinguish meaning within a sentence. It can

have a high or low pitch depending on what the speaker is trying toconvey.You are going to school! Vs. You are going to school?

Prosody the underlying rhythm of the language (interaction ofpitch and word stress) CTEL, pg17Problem-pronouncing all words with equal emphasis (Ben Stein

Modulation is the process that words, phrases, and sentencesgo through to change the tonal center from one place to another. Thepurpose is to help give language structure, direction, and variety. (goingdown for authority, up for engagement/interest)


15/91

Phonology intonationpatterns

Intonation Patternsare variations in thepronunciation of phrases or sentences that follow certainpatterns, changes in the pitch of the voice, length, and

speech rhythm to modify sentence meaning.Most English sentences combine accented and unaccented

syllables in an undulating rhythm until just before the end ofthe sentence, at which time the pitch rises and then dropsbriefly.

Problem: when a tonal language, like Cantonese, usesintonation variation at the word level, the output could beconsidered harsh.

Contrastive Analysis vs. Error

Analysis


16/91

Phonology

How Can Phonology Inhibit Communication?When a students primary language soundsystem differs from the English Sound system:

Its difficult to transfer what is not in the systemWhen speaking and making different sounds toa word, meaning could change (short i, b/v, l/r,etc.)When a student struggles to master

pronunciation, intonation, and stress


17/91

Morphology

Morphologythe study of meaning units (words) in alanguage.

Morpheme - is the smallest unit (in the word) in thebuilding blocks of meaning.Ex: dog=1 morpheme dogs (dog + s)=2 [dog = root/free ]Ex: unhappiness = un + happy + ness (no necessary link

between spelling & morphemes) [happy=root, un &ness=affix]

Deer (singular) = one morpheme Deer (plural) = twomorphemes

Two lexical morphemes are also called compound words.The word is made from two free morphemes (basket + ball= basketball)


18/91

Morphology

Inflectional Endings-all are suffixes (eight total): -s,-es,-s, -ing, -ed, -en, -er, -estInflectional morphemes do not change meaning or grammatical

class of the word

Derrivational Morphemes the use of affixes tomorphemesThese do change either the meaning or grammatical class of the

word

Cognates are words in related languages that developed

from the same ancestral root such as English fatherand Latin pater.How can morphology inhibit communication?When a plural is irregular, such as mouse (singular) and mice

(plural), an EL will over generalize and say mouses, since s/he

learned that houses is house in the plural form.


19/91

SyntaxSyntax is the study of the structure of

sentences and the rules that govern

the correctness of a sentence.(not to be confused with grammar) I aint got apen is sytactically correct, but not grammaticallyStandard English usage

Classes:Noun-names person, place, or thingPreposition-links pronouns and nouns

to the rest of the sentence


20/91

Syntax

Syntactic rules are patternrelations that govern the way the words in asentence come together

Sentence patterns are variousways of expressing a complete thought fromsimple sentences (S & V) to compound,

complex sentences


21/91

Syntax

Implication:Students need to be exposed to

different sentence patterns fromsimple to complex in oral and writtenform in order to acquire the patterns.

They can be taught after the acquisition

process in order for students to monitortheir language development.


22/91

Semantics

Semantics is the study of meanings of individual wordsand of larger units such as phrases or sentences.

Difficulties w/Semantics:

Multiple Meanings -words can have multiple meanings andconnotations (tire, tire)False Cognates- there can be false cognates (library,

librera, embarrassed/embarazada) CTEL, pg 27Idioms-are a group of words that have a single meaning and

is not to be interpreted literally (Its raining cats & dogs)

LanguageAmbiguities-are when words, phrases, orsentences have multiple meanings


23/91

Semantics

Semantics is the study of meanings of individual wordsand of larger units such as phrases or sentences.

Difficulties w/Semantics:

Multiple Meanings -words can have multiple meanings andconnotations (tire, tire)False Cognates- there can be false cognates (library,

librera, embarrassed/embarazada) CTEL, pg 27Idioms-are a group of words that have a single meaning and

is not to be interpreted literally (Its raining cats & dogs)

LanguageAmbiguities-are when words, phrases, orsentences have multiple meanings


24/91

Semantics

Acquiring Vocabulary (Nation), page28Spoken formWritten formGrammatical behaviorColocational behavior (what words are frequently found

next to the work)FrequencyStylistic register (formal/informal context)

Conceptual meaningWord associations (connotation)

Importance of Academic Vocabulary(CALP)


25/91

Lexicon

Lexiconis the sum total of themeanings that an individual holds. It is

knowledge of how to use the words correctlyand how words are formed to create newmeanings. It entails different semanticproperties such as synonyms, antonyms,

homonymns, and idioms


26/91

Relationship Among LanguageStructures

See page 16

How does primary language affect acquisition ofsecond language in each area of the chart?

Importance of Contrastive Analysis!!!!Contrastive Analysis describing the

characteristic differences between languages

Again, this helps for predicting kinds of syntax

errors students might make, but in no wayssupplants direct instruction with rich authenticexposure to English discourse (using written andoral examples)


27/91

Contrastive Analysis

PhonologyNo short vowel sounds in SpanishMorphologyLos libros de Juan stan pesados. There are no

apostrophes to show possessives in Spanish.SyntaxEl gato negro. The adjective follows the noun in

Spanish

SemanticsCognates: profesor, professorFalse Cognates: librera, library

Read the poem: The English Language


28/91

Seven Functions of Language

Halliday(pg 30):Instrumental (getting needs met)

Regulatory (controlling others behavior)

Informative (communicating information)

Interactional (establishing social relationships)

Personal (expressing individuality)

Heuristic (investigating & acquiring knowledge)

Imaginative (expressing fantasy or possibility)

See Best Practice, page 31

S i l F ti f L
http://en.wikipedia.org/wiki/Michael_Hallidayhttp://en.wikipedia.org/wiki/Michael_Halliday


29/91

Social Functions of Language(BICS)

Importance ofPURPOSE: we talk,listen, read and write when we have a

purpose for doing it!To amuse: tell a joke, etc.To inform: read reportTo control: command sit down nowTo persuade: telemarketer tellingyou how to vote

Academic Functions of


30/91

Academic Functions ofLanguage (CALP)Academic language has a place in all content areas.

There are many purposes in using language insubject matter.Academic Language Functions/Phrases: (pg 31)Indicate cause & effect

Provide examplesComparingEmphasizingIndicating sequence

summarizingWhat are some of the differences between

academic and social functions of language??Teachers should try to use academic language in

context!!


31/91

Types of Language Variation CTEL43-48

Dialect:A distinct form of a language that differs from

other forms of that language in specificlinguistic features
http://www.teachingstylesonline.com/interlanguage.htmlhttp://www.teachingstylesonline.com/interlanguage.html


32/91

Types of Language Variation

Historical Variation:Historical records go back thousands of years

and indicate that language changes acrosstime and context

Social LanguageLanguage varies in the social context with the

purpose to communicate.


33/91

Types of Language Variation

Academic Language:Language can be content-specific (academic areas,

military, law, etc)

Why does language variationevolve?

TimeTravelEconomics/war


34/91

Factors that influence a speakers orwriters choice of language

Imagine you are trying to persuade(orally, in person) an elderly woman toparticipate in a community center. She

came w/her son from a the Appalachia.She has been a housewife and has takencare of her sons child. More Social orAcademic Variation?

Now, what would a written brochure looklike that is attempting to persuade her?How would it differ? More Social orAcademic change?
http://en.wikipedia.org/wiki/Appalachiahttp://en.wikipedia.org/wiki/Appalachia


35/91

Factors that influence a speakers orwriters choice of language

Now, select a purpose andsetting, oral or written, to

accomplish a mode ofcommunication.How do the factors change?

What does this say about ourability to use language?

Analyzing Oral and Written


36/91

Analyzing Oral and WrittenDiscourse

Two volunteer read script please.Now, read the written discourse

Explanation of a math workshop

What are the differences and similaritiesbetween these samples of oral and writtendiscourse?Conversations are fluid, text is fixed

Do our students tend to write like they talk?If so, what are the implications for us?We need to explicitly teach appropriate

discourse forms in writing!!!


37/91

Promoting CommunicativeCompetence in Social and Academic

Settings

Using the top-half of the Venn diagram, identifysimilarities and differences between language

structures used in spoken and in written English.In the bottom-half, brainstorm strategies you can use

to teach oral and written discourse in English (Imagineyou are teaching non-native speakers of English;although, the strategies would apply to English-only

too).


38/91


Settings

Spoken:Sentence frameMore informalMore idiomatic

WrittenRule: more linearFewer use of

idioms

Guided by

the topic,theme, idea

Top Half


39/91


Settings

Spoken:Ask for clarificationparaphrase

WrittenFormalsyntaxhamburger

Formal or

informalTransition

al words

Bottom Half


40/91

The Hamburger & the Taco(to accompany pg 22)

HamburgerRepresents the organized

composition, narrative

or essay. Top bun isintro; layers of foodare the body/content;and the bottom bun isthe conclusion.

Five-paragraphcomposition

TacoHas a cover, the tortilla

semi-rolled with

lettuce and meat, butno specific order.

Creativewriting:ingredients with nospecific order


41/91

Analyzing Text Structure

At your tables, read the threeexamples aloud and analyze the text

based on the matrix.Examples are from 8th grade social-studies, secondary geometry text,

and a 4th grade science text.What stands out to you about thisanalysis?


42/91

Pragmatic Features of Oral andWritten Language

Gestures:OK gesture obscene (Brazil/Turkey)Come Here (w/finger) is the way to call

dog/prostitute in some culturesWe must explicitly teach our gestures & be

careful about which gestures to use!

Facial Expressions:Americans are often perceived by others asbeing superficial for so much smiling!!


43/91


Eye Contact:Lack of eye contact = respect in some

culturesIn North America, it is a sign of

disrespect/defiance

Proxemics:North America = arms lengthLatin America = much closer


44/91


Touching:Very personal & intimate in some cultures,

while in others it is commonplace. Head

patting is very taboo in many cultures.Styles/Registers (CTEL, pg

41, table 1.15):How you talk depends on your audience .

.boss, store clerk, students, etc.Students need to know how and when it is

appropriate to switch registers


45/91


Dialect:There is a variation among speakers of the

same language. Im stuffed (US=Im full) vs.

(Australia=Im pregnant!)Speakers of certain dialects may be viewed

differently (less intelligent, low SES, etc.)

Figures of Speech:Yall come back now (said to Japanese

businessmen caused them to get off a bus!)Use fewer idioms with beginning level Els and

ALWAYS explain them!


46/91


Silence:Silence differs dramatically across cultures.

In the U.S., it is interpreted as expressingembarrassment, regret or sorrow. In Asiancultures, it is a token of respect.


47/91

Quickwrite (page 26)

Describe one discoursesetting/context (classroom, social

event, store, types ofcorrespondence) and identify keyfeatures appropriate to the setting

Share some ideas with the class


48/91

Factors that affect a speakers orwriters choice of pragmatic features

Cultural Norms:Students upbringing will influence how s/he

responds and uses pragmatic features(touching, eye contact)

Social:When engaged in communicating for social

purposes, gestures, and facial expressions,will be more commonly used


49/91

Factors that affect a speakers orwriters choice of pragmatic features

Setting:If the setting is in the classroom, the

teacher/student register will be in place

Goals:Direct vs. indirect communication

Purpose:

Communication (oral/written) is with intent

Subject Matter:Language is content-specific

F t th t ff t k


50/91

Audience Purpose ContextOral

Example

Administrator Inform:Students askPrincipal toinclude after

schoolprograms

School

(informal)

Written

Example

Administrator/or perhaps

school board

Persuade:Parents write aletter to

principalrequestingsports afterschool

Home

(formal)

What are some Difficulties

ELs have with respect to

Factors that affect a speakersor writers choice of pragmatic

features

Review of Linguistic


51/91

Review of LinguisticKnowledge

Return to page 10 and re-rate yourknowledge of the linguistic terminologyfrom this section. Add any pertinent

information on pages 28-30Page 31 - Rubric to Evaluate ELD

Program. Evaluate YourselfWrite evidence found in each item.

Remember to consider: listening,speaking, reading and writing.


52/91

Module 1, Domain

2First and Second-LanguageDevelopment and Their

Relationship to Academic


53/91

Readings from CTEL Handbook

Read Page 32 ContemporaryTheories (of Language

Acquisition) to familiarize yourselves

with two major theories,Constructivism & Cognitivism,and the other theories aligned with them.

Summarizethe theories on page33For this test, you will need to know

theories, not theorists!!


54/91

Contemporary Theories of LanguageAcquisition

Constructivism-we construct ourknowledge based

on individualexperience andschema.Social Interactionist

Social-culturalInteractionistInterlanguage

Cognitivism-knowledge isviewed as

symbolic, mentalconstructions inthe mind ofindividuals.

MetacognitionCALLA
http://www.aare.edu.au/01pap/ham01182.htmhttp://www.teach-nology.com/currenttrends/constructivism/http://www.teachingstylesonline.com/interlanguage.htmlhttps://www.cs.tcd.ie/crite/lpr/teaching/cognitivism.htmlhttp://www.learning-theories.com/cognitivism.htmlhttp://coe.sdsu.edu/people/jmora/MoraModules/CALLA.htmhttp://coe.sdsu.edu/people/jmora/MoraModules/CALLA.htmhttp://www.learning-theories.com/cognitivism.htmlhttps://www.cs.tcd.ie/crite/lpr/teaching/cognitivism.htmlhttp://www.teachingstylesonline.com/interlanguage.htmlhttp://www.teach-nology.com/currenttrends/constructivism/http://www.aare.edu.au/01pap/ham01182.htm


55/91

1st Language AcquisitionStages

Babbling: from 6mo - 1yr duringwhich a child imitates the sounds of humanlanguage

Holophrastic: child uses one wordto mean a whole statement (holo= completeor undivided, is a one word = one sentencestage.) For example, dog is a whole sentence.


56/91

1st Language AcquisitionStages

Two-Word: this state emerges whena child reaches approximately 2yrs andbegins to produce two-word utterances suchas car go.

Telegraphic: state of stringing morethan two words together. Children oftensound as if there are reading a Western Unionmessage, as in Cathy build house.

2nd Language Proficiency


57/91

2nd Language ProficiencyLevels

Beginning:Minimal receptive/productive skills

Begin to recognize some basic groups of related words

Write some isolated English words

Early Intermediate:Describe a picture/object using common vocabulary

Match simple vocabulary words to pictures

Write sentences appropriate to prompt


58/91

2nd Language Proficiency Levels

Intermediate:Respond to a prompt using difficult vocabulary in a relevantcomplete sentenceRead a story and recall details and answer literal questionsWrite simple sentences appropriate to prompt or write story

by listing events or ideas

Early Advanced:Understand and follow difficult instructions/delivery in an

academic contextRead involving processes such as: sequencing, generalization,

drawing conclusions, and making predictionsWriting contains fluent sentences, paragraphs, well-organized

ideas, and accurate transitions


59/91

2nd Language Proficiency Levels

Advanced:Understand and follow more complex

instructions/delivery in an academic context

Read more complex narrative and expositorytexts and answer increasingly difficultquestions that involve sequencing,generalizing, drawing conclusions, andpredictionsWriting contains fluent sentences and

paragraphs with well organized ideas,accurate transitions, vivid vocabulary, and nosignificant grammatical errors

R l ti hi f 1 t & 2 d L


60/91

Relationship of 1st & 2nd LanguageAcquisition

Specific to L1(Left)

Immersed inlanguage

Whole to part

Natural babbling

Building concepts

Praise/reinforce

Informal

parent-talk

Long silent period

Time to developconcrete things

One-to-one

w/many clues



61/91


Specific to L2(Right)Fragmented

Part to wholePlanned languageinstructionNo babblingEnrichment or

requirement(depending on person)

Fear of error/highanxietyFormalShorter silent periodPressed for timeAbstract conceptsGroup/class

translating

concepts/knowledge



62/91


CommonalitiesAcross L1 & L2(center)Universals

SoundsStagesBuilding conceptsKnowledge in L1

facilitates L2

development

Motivation tounderstandRepetitionGesturesNon-verbal

Survivalmodeling


63/91

Krashens 5 Hypotheses on SecondLanguage Acquisition (The Monitor

Model)

CTEL Handbook, Ch2, pages 62-64

Hypotheses:Acquisition-LearningMonitorNatural OrderInput

Affective Filter

Acquisition-Learning


64/91

Acquisition LearningHypothesis

Subconscious

Similar to L1Long, active

listening period;speaking emerges

in stagesError acceptedCorrection is

modeled

Conscious

Know the rulesHaving formal

knowledge oflanguage

Errors correctedCorrection is

overt

Acquisition vs.Learning


65/91

Monitor HypothesisEditor (allows for error self-correction)To work properly, a person needs:

Time (conversations vs. writing a )

Focus on form

Know the ruleMonitor can be successful for language tests & writing

The 'monitor' acts in a planning, editing and correcting function when threespecific conditions are met: that is, the second language learner has sufficienttime at his/her disposal, he/she focuses on form or thinks about correctness,

and he/she knows the rule.


66/91

Natural Order Hypothesis

We acquire grammaticalstructures in a fairlypredictable order, butcannot teach to that order.

We must focus onmeaningful messages.


67/91

Input Hypothesis

We acquire language whenwe understand what is said to

us

i+ 1(known to the unknown,combine familiar with something new)


68/91

Affective Filter Hypothesis

Self confidenceMotivationLevel of anxietyA high affective filter impedes thereception of comprehensible input

Cummins BICS CALP CUP


69/91

Cummins BICS, CALP, CUPCTEL pg. 64

L1 L2

BICS

CALP

CUP

BICS

CALP

C i Q d


70/91

Cummins Quadrants

Many

Clues

Few

Clues


71/91

Cummins Quadrant Activity

Look at the Quadrant Activity onpage 40

Try to determine in which quadranteach of the items would be placed

Remember: there doesnt have to be a rightanswer, some may be able to be placed in more than

one!! This is designed to simply get you thinking aboutthe issue


72/91

Cummins Quadrants

Cognitive & Social Strategies


73/91

Cognitive & Social StrategiesLearners Use in Developing aSecond Language

Repetition

MemorizationFormulaic

expressionElaboration

Self-

MonitoringAppeal forAssistance

Request forClarificationRole-play


74/91

ELD Lesson Intro

The following is a sample ELD lessonintroLast week we finished learning aboutland transportation and today we are

going to start our new lesson about airtransportation. What do we know abouttypes of transportation that we see inthe sky?(Teacher writes students responses)

[expressive skills]


75/91

ELD Lesson Intro

Lets have someone volunteer to read what you toldme and I wrote about the different types oftransportation. (A few students can read the list)

Has anyone else remembered some more types oftransportation? (while students are listening to

teachers questions, they may come up with additionalanswers) Teacher asks student(s) to approach chartpaper and write it down. [receptive skills]


76/91

ELD Lesson Intro

Now, we are going to think aboutwhat else we want to learn abouttransportation. . .What is the importance of this

sample of an intro ELD lesson?Why is integrating the four language

domains (listening, speaking,reading, and writing) important?What do we mean by language is

acquired in a natural process?

Schooling for Language Minority


77/91

Schooling for Language MinorityStudents

1. English Proficiency, Academic Achievement,Positive Self-Concept

2. False3. BICS & CALP

4. A: BICS B: CALP5. Social conversation, playground, everyday

conversation, family talk, friend talk6. Higher order thinking, abstract thinking,

academic language, test skill, problemsolving



78/91


7. Use primary language to learn and supportlearning. Comprehensible input and lowaffective filter.

8. There are two separate areas where

languages develop. When one language isemphasized the other is reduced. SUP9. There is one area where languages develop

and there is a relationship or connectionbetween languages. One supports the other in

the form of transferability. CUP



79/91


10.Yes, most of the skills transfer. If you learn to think inone language, you do not need to learn to think inanother language. If you learn to read in one language,you only need to break the code in another language.

11. Students receiving instruction in L1 did better in Englishthan those students who only received instruction inEnglish language development.

12. Continue to communicate in primary language. Homecontext is conducive to developing literacy in anauthentic manner, not school-like manner.

13. Use of realia, gestures, contextualization of lesson

C iti Li i ti d Ph i l


80/91

Cognitive, Linguistic, and PhysicalFactors that Influence Language

Acquisition

CTEL ed 1: pages 70-74; 77-

80

In table groups, read andcomplete page 44 of the studyguide.

C iti Li i ti d Ph i l


81/91


AcquisitionSynthesis/SummaryThe cognitive and constructive perspectives

stress the importance of viewing the students as

active processors of information from birth andthroughout their lives. These processes occurthrough social interaction and mental activity inwhich information is internalized and the learner

then constructs meaning based on personalexperience and prior knowledge.

Cognitive Linguistic and Physical


82/91


Acquisition

Pedagogical ImplicationsAssessmentConsider alternative assessment such as

portfolios or performance-basedassessment.

InstructionCooperative learning, contextualization

Affective Factors that Influence


83/91

Affective Factors that InfluenceLanguage Acquisition

CTEL: pages 74-77

In table groups, read andcomplete page 45 of the studyguide.

Affective Factors that Influence


84/91


Synthesis/SummaryThere are several affective factors that impactstudent learning: self-esteem, motivation, andattitudesHow the students feels about her/himself canaffect either in a general, or specific to a taskor situation. As for motivation, it can beattributed to parents, friends, and teachers bycreating a learning environment (not nec.

Physical), which impacts the attitude of thestudent toward learning. It is when anxietycontinues to exist that creates a high affectivefilter preventing the student from learning.

Affecti e Factors that Influence


85/91


PedagogicalImplications

Work to lower theaffective filterA variety of groupings:

small, large, dyads, triadsUse L1 to support corecurriculum

Sociocultural and Political Factors


86/91

Sociocultural and Political Factorsthat Influence Language Acquisition

CTEL: pages 81-89 (read andknow!!)

In table groups, read andcomplete page 46 of the study

guide.


87/91


that Influence Language Acquisition

Synthesis/Summary:Culture is the explicit and implicitpatterns for living, the dynamicsystem of commonly-agreed-upon

symbols, meanings, knowledge,beliefs, morals, customs, traditions


88/91


that Influence Language Acquisition

Synthesis/Summary:For students learning a second language,

success is dependent on such extra-linguistic factorsas:

the pattern of acculturation for theircommunity;the status and acceptance of their

culture, which includes their language


89/91

Sociocultural and Political Factorsthat Influence Language Acquisition

Synthesis/Summary:There are numerous structures withinschoolsthat affect student learning:trackingthe curriculumPedagogythe schools physical structure and disciplinarypolicies

the limited roles of both students and teacherslimited parent and community involvement.

Sociocultural and Political Factors that


90/91

Sociocultural and Political Factors thatInfluence Language Acquisition

Pedagogical Implications:The acculturation process

is an additive approachL1 is acceptedParents are involvedAssessment/evaluation takes

the whole child into account

Language Acquisition MatchingGame!!


91/91

Game!!

In table groups, matchthe description of the

theories or perspectivesto the appropriate term

by numbering them

CTEL_Module1_Spr10

Documents

Transcript of CTEL_Module1_Spr10