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Slide 2 LESLLA Koeln, Germany Dr. Heide Spruck Wrigley Literacywork International L1 in L2 Teaching and Learning Slide 3 LESLLA in Koeln Not just about learning English Although expectations persist that everyone speak English.. Or Slide 4 Slide 5 Framing Considerations Slide 6 Presentation Informed by Teacher training on US-Mexico border National studies on ESL - L1 use in L2 Dpt of Labor Language and Literacy in US and Mexico Technical Assistance on dual language program designs Project on mediated self-access to technology National Academy of Sciences Adult Lit and Cognition Life and work consists of moving across and between languages Slide 7 Slide 8 Associations and Connections Cognitive sciences shows that the brain learns through associations of ideas and concepts previously learned Slide 9 Brain Makes Assocations Between Prior knowledge and current knowledge Multiple sources of input (text, visual, auditory) Different kinds of texts Previous experiences and new experiences Oral and written language L1 and L2 systems These connections deepen learning and information retrieval becomes more effective Slide 10 Connecting Fish Stories Teacher can preview anectode in L1 or in the target language Slide 11 A Typical Conversation with my Mom http://www.youtube.com/watch?v=XmecyCCdknk Slide 12 Using L1 to Facilitate Comprehension Teacher offers preview of video in L1 Students predict what words they might hear (L1 and L2) Teacher focuses students on a few key phrases (I dont like fish; its good for you) T allows student to translate Students watch and listen focus on key words of the video Students work in pairs to retell story using stick figures as part of a story board. Students may use L1 as they discuss the story but try to recreate dialogue in English Teachers work with students to recreate story in English, using story boards (Language Experience) Slide 13 Research in Cognition and L1/L2 Slide 14 Both L1 and L2 systems are active in the brain L2 learners are mental jugglers There is no switching off L1 Translation continues even with advanced proficiency Cummins: Underlying Common Proficiency Linguistic knowledge from L1 system transfers to L2 Both as interference and as source of knowledge The more you know, the more you know See references Slide 15 The What Works Study Examined learning opportunities and instructional practices that promote English acquisition for LESLLA learners (Condelli and Wrigley, 2009) Showed that the judicious use of the native language positively influences second language development (ESL) of LESLLA learners Found that learners in programs where L1 was used judiciously had higher English scores than learners in classes where only English was used Slide 16 Does Multi-lingualism Make You Smarter? Bilingual children score higher on cognitive tests Able to ignore irrelevant information Better able to switch between tasks Bilingualism protects against dementia (less precipitous decline on tasks that demand executive function) - Judith Kroll see references Slide 17 Socio-Political Contexts Slide 18 Language Attitudes and Ideologies Most of the world operates in bi-or multi-lingual contexts Where mono-linguals predominate Encouragment and use of L1 issue becomes emotional and contentious Fear of separatism L2 or L1 seen as a zero sum game Lack of understanding of SLA: Why cant they just Native languages are commonly used in L2 learning by students or bilingual teachers and definitely by the brain Skeleton in the closet Slide 19 Stealth Teaching Slide 20 Assumptions about Language Slide 21 Slide 22 Assumption that L2 Literacy is the Only Literacy that Counts Slide 23 Slide 24 Resurgence Slide 25 Heritage Languages Resurgence of Catalan and Basque Celtic languages Wales public notices and such Slide 26 Lost in Translation Slide 27 Increased Attention to L1 and L2 Studies in the bilingual brain (imaging) Understanding of the economic value Higher earnings L2 literacy not the only literacy that counts Professionalism in Bilingual Contexts Health care workers Mechanics Construction Slide 28 Rationale Slide 29 Slide 30 Slide 31 Practical Applications Slide 32 The Dilemma Slide 33 Bilingual Aides Refugee Programs in Australia Womens Refugee Alliance Intake and Assessment Someone who looks like me Focus Groups and Discussions Issue of voice Bilingual Aides as Liaisons and Advocates Slide 34 L1 in L2 Classroom Slide 35 Multiple Ways of Using L1 Welcoming Team Making L1 and L2 interaction explicit Contrastive analysis of writing systems Print awareness and curiosity Signs, labels Peer to peer interaction Retelling Problem Solving Scenarios L1 coaching (names, holidays, recognition) Slide 36 Problem-solving Scenarios Example: The Rich Immigrant The following slide presentation can be used with or without text or sound. We recommend the teacher preview the story orally in L1 or L2 and then tell the story using the slides without print to start. Students then retell the story based on the slides. On the second round, the class reads the story together. Students may also listen to the story independently using the audio slides. Slide 37 The Rich Immigrant Story without text Story with text Story without text with narration Story with text and narration Return to Beginning Slide 38 The Rich Immigrant WITHOUT TEXT Return to Beginning Slide 39 Return to Beginning Slide 40 Return to Beginning Slide 41 Return to Beginning Slide 42 Return to Beginning Slide 43 Return to Beginning Slide 44 Return to Beginning Slide 45 Return to Beginning Slide 46 Return to Beginning Slide 47 Return to Beginning Slide 48 Return to Beginning Slide 49 Return to Beginning Slide 50 Return to Beginning Slide 51 The Rich Immigrant WITH TEXT Return to Beginning Slide 52 1. This is a story about Abel. Abel lives in the United States. He is an immigrant from Ethiopia. Return to Beginning Slide 53 2. Abel has a job. He drives a taxi in Washington, DC. He is not rich, but he makes enough money to pay for necessities. Return to Beginning Slide 54 3. Abel lives in an apartment with running hot and cold water, a TV and a new refrigerator. Abel has a family: a wife, two children, and a brother. He helps support his brother because the brother is out of work. Return to Beginning Slide 55 4. Abel is from a poor village in Ethiopia. The village is very small. Abel's family has food to eat but not much else. They do not have running water, a television or a refrigerator. Most people in the village do not have jobs, but they do have electricity. Return to Beginning Slide 56 5. When Abel comes to visit, he brings presents for all the people in his family. They are happy for his gifts, but they think he should bring more: a TV, a radio, blue jeans, and tennis shoes. Return to Beginning Slide 57 6. People in his family think Abel is a rich man because he lives in an apartment, has a car, and has a job. Return to Beginning Slide 58 7. The other people in the village are also poor. There is a tradition in the village: when an immigrant comes back to visit, he brings presents for all the families in the village. Return to Beginning Slide 59 8. Abel doesn't know what to do. If he goes home, he must bring presents. Presents for his family are expensive. Presents for the whole village are very expensive. He can't afford to buy so many presents. Return to Beginning Slide 60 9. Abel knows that if he does not bring presents for the whole village, some people will say bad things to his parents. They will say, "Your son is a bad son. He lives in America. He is rich. He should bring presents for all of us." Return to Beginning Slide 61 10. Abel wants his family back home to be happy. But he needs money just to pay the rent. His children would like bicycles and his wife needs a new winter coat. Return to Beginning Slide 62 11. Abel misses his parents. He wants to fly back to his village in December. The flight will be very expensive and he can't afford a lot of presents. Return to Beginning Slide 63 12. If he doesn't fly back, his parents will be sad. If he flies back and does not bring many presents, the villagers will say he's a bad son. If he uses a credit card to charge a lot of presents, his family will suffer. He doesn't know what to do. Return to Beginning Slide 64 The Rich Immigrant WITHOUT TEXT | WITH NARRATION Return to Beginning Slide 65 Return to Beginning Slide 66 Return to Beginning Slide 67 Return to Beginning Slide 68 Return to Beginning Slide 69 Return to Beginning Slide 70 Return to Beginning Slide 71 Return to Beginning Slide 72 Return to Beginning Slide 73 Return to Beginning Slide 74 Return to Beginning Slide 75 Return to Beginning Slide 76 Return to Beginning Slide 77 The Rich Immigrant WITH TEXT | WITH NARRATION Return to Beginning Slide 78 1. This is a story about Abel. Abel lives in the United States. He is an immigrant from Ethiopia. Slide 79 2. Abel has a job. He drives a taxi in Washington, DC. He is not rich, but he makes enough money to pay for necessities. Slide 80 3. Abel lives in an apartment with running hot and cold water, a TV and a new refrigerator. Abel has a family: a wife, two children, and a brother. He helps support his brother because the brother is out of work. Slide 81 4. Abel is from a poor village in Ethiopia. The village is very small. Abel's family has food to eat but not much else. They do not have running water, a television or a refrigerator. Most people in the village do not have jobs, but they do have electricity. Return to Beginning Slide 82 5. When Abel comes to visit, he brings presents for all the people in his family. They are happy for his gifts, but they think he should bring more: a TV, a radio, blue jeans, and tennis shoes. Return to Beginning Slide 83 6. People in his family think Abel is a rich man because he lives in an apartment, has a car, and has a job. Return to Beginning Slide 84 7. The other people in the village are also poor. There is a tradition in the village: when an immigrant comes back to visit, he brings presents for all the families in the village. Return to Beginning Slide 85 8. Abel doesn't know what to do. If he goes home, he must bring presents. Presents for his family are expensive. Presents for the whole village are very expensive. He can't afford to buy so many presents. Return to Beginning Slide 86 9. Abel knows that if he does not bring presents for the whole village, some people will say bad things to his parents. They will say, "Your son is a bad son. He lives in America. He is rich. He should bring presents for all of us." Return to Beginning Slide 87 10. Abel wants his family back home to be happy. But he needs money just to pay the rent. His children would like bicycles and his wife needs a new winter coat. Return to Beginning Slide 88 11. Abel misses his parents. He wants to fly back to his village in December. The flight will be very expensive and he can't afford a lot of presents. Return to Beginning Slide 89 12. If he doesn't fly back, his parents will be sad. If he flies back and does not bring many presents, the villagers will say he's a bad son. If he uses a credit card to charge a lot of presents, his family will suffer. He doesn't know what to do. Return to Beginning Slide 90 L1 in Bilingual Contexts Slide 91 Programmatic Strategy Build dual language competence Low Literate adults Spanish Medical Terminology plus English for Heatlh IT Green construction Electricians Pathway to Certificate Slide 92 Validating Experience Lila Downs: Medley: Pastures of Plenty/This Land is Your Land Amazon Sample Slide 93 Teachers and Students Share the Same Language Slide 94 Using L1 Purposefully, Judiciously, Strategically Preview in L1 to build schema Review to focus on whats been learned Minimize continuous translation slow down simplify language say it a nother way - Act it out draw it get students on your side (shrimp) Allow students to communicate non-verbally Slide 95 Resources for Teachers Slide 96 Literacywork.com Slide 97 Challenge for LESLLA Acknowledge and break down attitudinal barriers Further explore L1 in L2 Examine and document Create student profiles Slide 98 Further Explore L1 in L2 Contexts Explore the difference that teaching and learning in the native language can make In bilingual learning contexts Teachers and learners share the same language Learners share a common language In multilingual contexts Some students share the same language The teacher and the students do not share a common language Develop teaching practices and learning strategies that take advantage of the L1 and L2 connections that the bilingual brain makes Slide 99 What Happens When We Talk about L1? We might as well be wearing ear rings that say .. Slide 100 Slide 101 References: Condelli, L. and Wrigley, Heide Spruck (2009) What Works Study: Instruction, Literacy and language learning for Adult ESL Literacy Students. In S. Reder and J. Bynner (Eds.).Tracking Adult Literacy and Numeracy Skills: Findings from Longitudinal Research. London & New York: Routledge. Cummins, J (2001) Empowering Language Minority Students: A Framework for Intervention. Harvard Educational Publishing Group. Vol. 71, Number 4/Winter 2001 Kroll, J. (2010) Cognitive Neuroscience Approaches to Late Second Language Literacy; Presentation to the National Academy of Sciences Panel on Foundations and Applications to Adolescent and Adult Literacy Kroll, J. F. (2008). Juggling two languages in one mind. Psychological Science Agenda, American Psychological Association, 22. Lesaux, N., Koda, K., Siegel, L. S., & Shanahan, T. (2006). Development of literacy. In D. August & T. Shanahan (Eds.), Developing literacy in second-language learners: Report of the National Literacy Panel on language-minority children and youth (pp. 75-122). Mahwah, NJ: Erlbaum. Slide 102 References (2) Kroll, J. (2010) Cognitive Neuroscience Approaches to Late Second Language Literacy; Presentation to the National Academy of Sciences Panel on Foundations and Applications to Adolescent and Adult Literacy Kroll, J. F. (2008). Juggling two languages in one mind. Psychological Science Agenda, American Psychological Association, 22. Lukes, M.M. (2009). We thought they had forgotten us: Research, policy, and practice in the education of Latino immigrant adults. Journal of Latinos and Education, 8, 2, 161- 172. K. Rivera & A. Huerta-Macias (Eds.) ( 2008) Adult biliteracy: Socio-cultural and programmatic responses. New York, NY: Laurence Erlbaum Associates. Rivera, K. (1999).Native language literacy and adult ESL instruction. ERIC Digest. Washington, DC: National Center for ESL Literacy Education Slide 103 References (3) Lesaux, N., Koda, K., Siegel, L. S., & Shanahan, T. (2006). Development of literacy. In D. August & T. Shanahan (Eds.), Developing literacy in second- language learners: Report of the National Literacy Panel on language-minority children and youth (pp. 75-122). Mahwah, NJ: Erlbaum. Wrigley, H. S. (2003). What works for adult ESL students? Focus on Basics, 6(C). Retrieved March 2, 2006, from www.ncsall.net/?id=189www.ncsall.net/?id=189 Slide 104 Heide@literacywork.com