GRDG526: Language, Literacy, and Diversity in American Education

Multilingual Learners

Dr. Gloria E. Jacobs

Agenda

SharingGroup Decision on ScheduleSmall Group DiscussionStudent Lead DiscussionBreakMinilecture on ELLLiterature Review & APA Next Week

Sharing

Daniel Beaty Knock Knock

Group Decision

End of semester celebrationOrField trip Ideas????

Small Group Discussion

Random Groups

Student Lead Discussion

Each group lead a whole group discussion concerning an issue that arose in your small group meeting.

Break

Minilecture

Issues in bilingual educationStrengths and needs of multilingual

learners Instructional strategies

Literature Review

Contents and OrganizationSynthesis versus summaryUse of theory to frame the literature Identifying your claim/thesis

APA

Link

Next Week: Literacy and Gender Identity

Reading Due Meyer, E. J. (2007). "But I'm Not Gay": What Straight

Teachers Need to Know about Queer Theory. Blackburn, M. (2002). Disrupting the

(hetero)normative: Exploring literacy performances and identity work with queer youth.

Hartman, P. (2006). Loud on the inside: Working-class girls, gender, and literacy.

Examine the website for Alfred Tatum’s writing institute for African American boys.

Wiki posting #7

Teaching Multilingual Learnersadapted from Educating English Language Learners by NCLR

G. Jacobs, Ph.D.

Issues Additive versus Subtractive multilingualism Multiple languages, backgrounds, experience

with language and literacy English Language Learner Limited English Proficiency English as a New Language English as a Second Language Bilingual Multilingual

Acquiring an Additional Language

A new language represents a new culture and a new way of thinking, feeling, acting.

Acquistion versus Learning

KrashenAcquisition v learningFluency acquired through meaningful exposure not study of grammar and rules

Focus on receptive language

Expressive & Receptive Language

Ellis & Yedlin Language input must be adjusted in

response to learner’s proficiency, prior knowledge, interests

Draw learner’s attention to linguistic features

Expressive language just as important as receptive language

Importance of Social Interaction

Swain Learners must pay attention to

language structures Importance of social interaction

Wong-Fillmore Interact with fluent speakers Direct feedback

Interacting with English Language Learners

Chaudron, Ellis & Goldenberg Adjust speech to learner’s

comprehension Ask questions Paraphrase Clarify

Balance between acquisition and learning

Acquisition without learning explicit rules may result in “fossilization” of errors (Wong-Fillmore & Snow)

Learning without acquisition may result in halting, awkward speech (or silencing) (Krashen)

Role of Emotions Krashen’s Affective Filter

Learning and acquisition cannot occur if negative emotional states block input into the brainBoredomAnxietyDisinterest

What Learners Need Provide learners with opportunities to

Listen Interact Speak in a nonthreatening environment Acknowledgement and use of student’s home language and

world knowledge (Dutro & Moran) Build on students’ prior knowledge of language and

content Create meaningful contexts for functional use of language Provide comprehensible input and model forms of

language in a variety of ways Establish a positive environment for feedback Reflect on the forms on language and process of learning

What Transfers from 1 Language to Another (Diaz-Rico & Weed) Print has meaning Various purposes of

reading and writing Concepts of print Book orientation Directionality Letter/symbols

represent sounds

Word are composed of letters

Knowledge of text structure

Semantic and syntactic knowledge

Use of cues to predict meaning

Reading strategies Identity as a literate

person

Stages of Language Proficiency1. Entering – pictoral representations, words & phrases2. Beginnning – General language, phrases & short

sentences, oral & written language contain phonological, syntactic, semantic errors that impede understanding

3. Developing – General and some specific content area language, expanded sentences, errors may impede understanding

4. Expanding – specific and technical content language, variety of sentence lengths of varying complexity, minimal errors that do not impede understanding

5. Bridging – technical language of the content area, vareity of sentence lengths, varying complexity, multiple paragraphs, errors similar to those of native speakers

Culturally Responsive Teaching Positive perspective on parents and

families Communicate High Expectations Learning with context of culture Student centered instruction Culturally-mediated instruction Reshape curriculum Teacher as facilitator

Basic Sequence of Instruction Provide a meaningful experience Record the experience Model the expectations Group students with other learners

Pairs & small groups Consider cultural differences in

context Monitor and support comprehension Elaborate on short answers

Specific Strategies Instructional

conversations Students & teacher pick a

topic to discuss Teacher acts as facilitator

Dialogue journals Learning logs Literature circles Pattern books and

repetitive songs Language Experience

Approach Graphic organizers

Mixer (one sentence /sticky note, students organize into a paragraph)

Dictoglos Book buddies Detective

Inferences, Evidence, What Actually Happened

Draw then write Letter writing