GRDG626: Language, Literacy, and Diversity

Multilingual Learners

Dr. Gloria E. Jacobs

Agenda

Sharing Small Group Discussion Student Lead Discussion Break Minilecture on ELL Next Week Start work on classroom analysis

Sharing

The Linguistic Genius of Babies

Think/Pair/Share What do you remember from previous

coursework about how people acquire language?

Small Group Discussion

Random groups After free discussion, prepare to

lead a whole group discussion by creating one substantive, open ended question to pose to the class.

Break

Video The Complicated Relationship between

Spanish and the United States

Minilecture

Issues in bilingual education Strengths and needs of multilingual

learners Instructional strategies

Next Week:Using Linguistic Analysis to Inform Instruction

Adger, C.T., Wolfram, W., & Christian, D. (2007). Dialects in Schools and Communities. Chapters 1 and 2 (wiki)

Freeman, D. & Freeman, Y. (2004). Essential Linguistics: What You Need to Know to Teach Reading, ESL, Spelling, Phonics, and Grammar. Chapter 3 English Phonology (wiki)

NPR Interview with William Labov Writing Due: Classroom Interaction Analysis

Classroom Analysis See Syllabus Questions? Workshop time

Teaching Multilingual Learners

adapted 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.

Acquisition versus Learning

Krashen Acquisition v learning Fluency 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 brain

Boredom Anxiety Disinterest

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 Proficiency

Entering – pictoral representations, words & phrases Beginnning – General language, phrases & short sentences, oral

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

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

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

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