Introduction to ESL
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Transcript of Introduction to ESL
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INTRODUCTION TO ESL
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UNDERSTANDING SECOND
LANGUAGE TERMINOLOGY
ESL – English as a Second Language
ESOL – English for Speakers of Other Languages
ELL – English Language Learner
LEP – Limited English Proficient 2
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NORTH CAROLINA ELLS BY LANGUAGE 2009-2010
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Spanish 123,841 Chinese 3,761Hmong 3,622Vietnamese 2,530Arabic 2,331
Korean 1,731French 1,478 Russian 1,259 Hindi 1,074Gujarati 808
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GROWTH OF HISPANICS
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1990s Growth Of Hispanics
USA = 60 % NC = 400%Alamance County = 1,200%
* Hispanic K-12 enrollment Growth in ABSS went from 3% to the current 20% of the total student population
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ABSS ESL/LEP TOTALS
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Approximately 4,878 ESL StudentsApproximately 2,200 LEP StudentsABSS HOME LANGUAGES 2013
Spanish 92% (4504) Vietnamese 1% (51) Laotian 1% (47) Chinese 1% (41) Gujarati 1% (26) Arabic 1% (25)
* 42 different home languages in ABSS
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Directions:1. Listen to each statement.2. Determine whether each statement is True or False.3. Stand under the sign represents your answer.
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TRUE
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FALSE
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FALSE
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TRUE
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FALSE
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FALSE
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FALSE
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FALSE
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LANGUAGE ACQUISITION
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❝To have another
language is to possess a
second soul.❞‒Charlemagne
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TIME SPANS FOR LANGUAGE ACQUISITION
1 to 3 years
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BICS Social Language
Native English Speakers
English Language Learners
7 to 10 years
CALPAcademic Language
Source: James Cummins (1984) and Virginia Collier (1987)
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SOCIAL VS. ACADEMIC LANGUAGE
Social Language Academic Language
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Open the door, please.
Would you like to get a coke?
At what time do we go home?
Tell me what you liked about the movie.
Do you want to play?
Define mammal.
Compare and contrast Saturn and Jupiter.
Paraphrase the paragraph.
What is the main idea of this paragraph?
Write a summary for your story.
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SOCIAL VS. ACADEMIC LANGUAGE
Social Language Academic Language
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Simpler language.
Usually face-to-face, small number of people, informal setting.
Precise understanding is seldom required.
Many opportunities to clarify.
Technical vocabulary.
Often lecture-style communication or reading a textbook; little situational context.
Precise understanding and precise explanation is required.
More difficult to clarify..
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FACTORSFACTORSAFFECTING AFFECTING
SECOND SECOND LANGUAGELANGUAGE
ACQUISITIONACQUISITION
Self-EsteemSelf-Esteem AnxietyAnxiety
AttitudesAttitudesAndAnd
MotivationMotivation
AgeAgeNative Native
LanguageLanguage
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Entering – Level 1
Emerging – Level 2
Developing – Level 3
Expanding – Level 4
Bridging – Level 5
Reaching – Level 6
WIDA Language Proficiency Levels
VIDEO
Handout
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WIDA STANDARDS
Standard 1:Standard 1: English Language Learners communicate for Social and Instructional purposes within the school setting.
Standard 2:Standard 2: ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts.
Standard 3:Standard 3: ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics.
Standard 4:Standard 4: ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Science.
Standard 5:Standard 5: ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies. 21
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CLASSROOM STRATEGIES
Use visuals Clear and appropriate speech Language rich classroom Rephrasing, repeating, recasting Non-verbal gestures Concrete, realia, manupilatives TPR: Total Physical Response Home language support Conversations 22
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Directions: In small groups you will read, discuss and present your activity
1. Explain the activity.2. How can we use it?3. Why is it a good strategy for ESL students?
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HOMEWORK
Upcoming Sessions:September 19October 21 (YR)/October 28 (TR)January 9April 3
Total: 1.6 CEUs
Reflective journal based on strategies