CTL7019 Supporting English Language Learners€¦ · Merrill Swain: input alone is not enough;...
Transcript of CTL7019 Supporting English Language Learners€¦ · Merrill Swain: input alone is not enough;...
CTL7019 Supporting English Language LearnersClass 3: Using Translanguaging & Plurilingual Strategies to Support ELLs
Dr. Shakina RajendramIntersession 2020
Class 3 Agenda◉ Recap of Class 2
◉ Plurilingualism & Translanguaging
○ What Theory & Research Say
○ Give & Get Activity
○ My Plurilingual Journey Assignment
○ Incorporating Translanguaging
Strategies into your Lessons
○ ELL Connect Group Work
1. 3 theories of language acquisition
• Language is learned through imitation and habit formation (behaviourist
view)
• Language is learned through an innate cognitive process (innatist view)
• Language is learned through social interaction (interactionist view)
2. Thinking about effective strategies for your ELLs
based on your own language learning
experiences
3. Ideal conditions for language learning
Class 2 Recap
1. Language is Learned through Imitation & Habit Formation
◉ Behaviourist perspective (e.g., B.F. Skinner)
◉ Children imitate the language they hear & receive positive
reinforcement. Positive reinforcement encourages children to
continue reproducing language patterns until they become
automatic/conditioned
◉ L2 learning → learners may have difficulty recognizing & producing
sounds of a new language because they have refined their
production of sounds to match their first language
environment
2. Language is Learned as an Innate Cognitive Process
◉ Innatist perspective (e.g., Noam Chomsky)
◉ Children learn language because they have an innate predisposition
for language learning & language acquisition device
◉ Children seek patterns (hypothesis testing) & modify their patterns in
response to feedback & further linguistic input
◉ L2 learning → “overgeneralization” (e.g., “I go, she go”);
“interlanguage” (intermediate forms of language);
“fossilization” (e.g., when an interlanguage pattern
remains static)
3. Language is Learned through Social Interaction
◉ Interactionist perspective (e.g., Lev Vygotsky)
◉ Children learn language by interacting & participating in activities
with others
◉ Adults scaffold children’s language development within their zone
of proximal development through their use of modified input
(e.g., “cars and trucks” rather than “vehicles”), and by
providing contextual support & expanding on what
children say
◉ L2 learning → learners need extended, purposeful interactions in the
L2 with adults or peers
◉ Stephen Krashen: learning occurs when learners receive
comprehensible input (language presented not too far above
learners’ current level of development/within learners’ ZPD; when the
meaning of new words or grammatical forms can be easily inferred)
◉ Merrill Swain: input alone is not enough; learners need to
produce meaningful output & receive feedback
(genuine 2-way communication in the L2)
3. Language is Learned through Social Interaction
1. Expose learners to vast quantities of language.
2. Provide opportunities for learners to interact with more proficient language users.
3. Do not require learners to produce language that is too far beyond their current stage
of development.
4. Provide modified input to learners.
5. Strongly link the language directed at learners to its context.
6. Do not point out or criticize young children’s language errors.
7. Rephrase and provide models of correct utterances.
8. Expand on learners’ utterances.
9. Teach language through purposeful use.
10.Use learners’ first language as a foundation for second language learning.
Ideal Conditions for
Language Learning
Ideal Conditions for Language Learning
Multilingual Pedagogies: Plurilingualism & Translanguaging
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Source: https://chiararuggieri.wordpress.com/individual-bilingualism/
Additive & Subtractive Bilingualism
The Bicycle Analogy: Subtractive Bilingualism
The Bicycle Analogy: Additive Bilingualism
Additive Bilingualism in theory
Additive Bilingualism in reality
Plurilingualism• Plurilingual and pluricultural competence does not
consist of the simple addition of monolingual
competences
• Abandoning ‘perfect bilingualism’; Developing a linguistic
repertoire, in which all linguistic abilities have a place
• Profile of competences in one language is different from
that in others. This ‘partial’ competence is a functional
competence
• An individual builds up a communicative competence to
which all knowledge and experience of language
contributes and in which languages interrelate and
interactSource: Piccardo & Council of Europe
Plurilingual Competence
“Plurilingual competence refers to “the ability
to use languages for the purposes of
communication and to take part in intercultural
interaction, where a person, viewed as a social
actor, has proficiency, of varying degrees, in
several languages and experience of several
cultures. This is not seen as a superposition or
juxtaposition of distinct competences, but rather
as the existence of a complex or even
composite competence on which the social
actor may draw”
Source: Council of Europe, 2009, p. 11
Plurilingual Competence
Source: CECR Section 1.3
Visual Representations of Plurilingualism by Children Across English and French
schools in Toronto and Montpellier
Plurilingualism as communicative
capacity: thinking/thought
Source: I am plurilingual! Je suis plurilingue!
Plurilingualism as identity:
national/cultural affiliations
Source: I am plurilingual! Je suis plurilingue!
Plurilingual competencies
learned through popular culture
Source: I am plurilingual! Je suis plurilingue!
Plurilingual development through travel
Source: I am plurilingual! Je suis plurilingue!
Plurilingual development:
age/time
Source: I am plurilingual! Je suis plurilingue!
Conflicted feelings about plurilingualism
Source: I am plurilingual! Je suis plurilingue!
Interdependence of languages
Source: Drawing the Plurilingual Self
◉Multilingual speakers have only “one
linguistic repertoire from which they select
features strategically to communicate
effectively” (García, 2012, p. 1)
◉Translanguaging is “the ability of
multilingual speakers to shuttle between
languages, treating the diverse languages
that form their repertoire as an integrated
system” (Canagarajah, 2011, p. 401)
Not three
monolinguals in
one
Translanguaging
One multilingual
with one
language
repertoire
◉Multilingual speakers have only “one
linguistic repertoire from which they select
features strategically to communicate
effectively” (García, 2012, p. 1)
◉Translanguaging is “the ability of
multilingual speakers to shuttle between
languages, treating the diverse languages
that form their repertoire as an integrated
system” (Canagarajah, 2011, p. 401)
Translanguaging
Translanguaging as a Pedagogy
1. Stance – the belief that the diverse linguistic practices of learners are valuable
resources that the teacher should draw on and use in the classroom
2. Design – the design of strategic plans (including instructional units, lesson plans,
and assessments) that are informed by learners’ diverse language practices and
ways of knowing, and the creation of opportunities for learners to practise the
language features that are necessary for various academic tasks
3. Shifts – the ability to make necessary moment-by-moment changes to one’s
instructional plans according to feedback from learners
Source: García, O., Johnson, S., & Seltzer, K. (2017). The translanguaging classroom: Leveraging student bilingualism for learning.
Philadelphia, PA: Caslon.
Principles of Sustainable Translanguaging
1. Rules to apply to the creation of translingual materials:
• The materials need to build vocabulary across languages – where a phrase or idea occurs in one language, it must also occur somewhere else in the other language.
• There must be repetition of ideas intersententially but also fluidity intrasententially.
2. Types of translanguaging (based on recent neurolinguistic research):
• Translanguaging for self-repetition (repeating oneself but using a different language each time)
• Continuous segmental translanguaging (moving between languages intrasententially)
• Cross-speaker interactional translanguaging (a second speaker building upon a first speaker’s utterance but doing so in a different language from the first speaker)
Source: Seals & Olsen-Reeder (2020)
Affordances of Translanguaging for Learning
1. Cognitive-conceptual affordances
• Functions that focus on understanding the concepts and content related to the task, and the exchange of information and ideas
2. Planning-organizational affordances
• Functions that focus on planning and organizing roles, responsibilities and tasks within the group, and coordinating the collaboration
3. Affective-social affordances
• Functions that focus on building rapport, engaging peers in social interactions, providing socio-emotional support, and assisting each other
4. Linguistic-discursive affordances
• Functions that focus on learning and using the linguistic structures and discourse required to complete the task, and supporting peers' linguistic and discursive knowledge
Source: Rajendram (2020)
Give & Get Activity: Translanguaging &
Plurilingualism
Share an idea from the Give column with your group and obtain an idea in exchange. Record the ideas that you
receive in the Get column.
Post your completed Give & Get sheet in the Give & Get Activity folder on
Pepper (under Class 3).
As a group, discuss the implications of translanguaging & plurilingualism for
your work with supporting ELLs.
My Plurilingual
Journey2
This assignment is designed to offer
you insights, through self-reflection,
about the role of language in your
life trajectory, the relationship
between your language, culture
and identity, and the implications of
your plurilingual journey for your
future teaching.
My Plurilingual Journey – 20% (pp. 5-6)
These questions should orient your work:
• How did you learn all the language(s) and dialect(s) you speak?
• What experiences have you had with second/additional/foreign languages, either in
formal or informal contexts?
• What challenges and successes have you had along your language learning journey?
• What is the relationship between your language, culture and identity? What role has
language played in forming your identity?
• Based on your own experiences, challenges and successes with language learning,
and your reflections on the relationship between language, culture and identity, how
you will support the language learning of your ELLs?
My Plurilingual Journey – 20% (pp. 5-6)
• You can include other salient topics if you
feel they are relevant to your journey.
• You should make reference to relevant
readings, discussions, activities and ideas
from our course.
• Include a reference list in APA format with
your submission.
My Plurilingual Journey – 20% (pp. 5-6)
You can present your assignment through any of these modes:
• video form (e.g., on Flipgrid, PowerPoint with voiceover, a digital story) (5-7
minutes)
• audio form (e.g., spoken word, poetry, song). Include a written explanation if the
audio component of your assignment does not address all the questions.
• audio or video podcast form (5-7 minutes)
• by writing a paper with pictures (1000-1250 words)
• by writing a blog post with pictures/videos/audio/hyperlinks (1000-1250 words)
• by creating artwork with a written statement connecting the artwork to these
prompts
My Plurilingual Journey – 20% (pp. 5-6)
Incorporating Translanguaging Strategies into your Lesson Plans
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Translanguaging Strategies(pp. 116-144 of the CUNY-NYSIEB Translanguaging Guide)
• Multilingual Collaborative Work: Content Area
• Collaborative Work: Reading Groups
• Multilingual Writing Partners
• Multilingual Reading Partners
• Bilingual Dictionaries and Online Translation Tools
• Internet as a Multilingual Resource
• Building Background with Preview-View-Review
• Multilingual Research
• Comparing Multilingual Texts
• Multilingual Reading and Responses
• Translanguaging with Independent Writing
• Translanguaging with Multi-genre Writing
• Multilingual Word Walls
• Cognate Charts
• Four Box Graphic Organizer and Frayer-Model
• Vocabulary Inquiry across Languages
• Sentence Building
• Conferring About Syntax Transfer
Preview-View-Review & Frayer Model
• Grade 3: Healthy Eating
• Preview: Students share their prior knowledge about healthy eating habits, recipes in their own cultures, names of healthy food in their L1, local organic food, etc.
• View: Students are presented with the content.
• Review: Students display their learning in a Frayer Model diagram using English and their home languages.
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• Four-Box Graphic Organizer & Frayer Model
• Grade 6: Understanding Earth and Space Systems
• Each student creates their own graphic organizer and fills them out to best suit their understanding and language needs
• Students compare their organizers with their peers to learn from each other
• Graphic organizer templates are made available throughout the unit for students to interact with new words or concepts
Multilingual Word Wall, Frayer Model & Cognate Chart
Grade 7: Physical Education
• Word wall & Frayer model used to teach students the content-specific vocabulary & help learners explore complex and abstract concepts
• Students can use the words as reference while speaking & to find synonyms
• Cognate chart used for ongoing word study & to encourage learners to build their bilingual vocabulary
ELL Connect Group Preparation
Look through the Translanguaging
Strategies in the CUNY-NYSIEB
Translanguaging in Curriculum &
Instruction Guide and discuss how you
can integrate at least ONE
translanguaging strategy into your
lesson for the ELL Connect assignment.
Reminders
• Post your completed Give & Get sheet in the Give & Get Activity folder on Pepper (under Class 3)
• My Plurilingual Journey assignment is due this Sunday (May 31st) by 11:59pm on Pepper
• Thursday: Identity text projects