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ESL 101

Katherine Barko-Alva, Ph.D.

Joy Martin, M.Ed.

PIES-Kagan-Cooperative Learning Strategies

IncreasingOral Language Production

deJong&

BarkoͲAlva

(2016)

Language Proficiency

StagesTotalPhysicalResponse

(TPR) ComprehensibleInput

Transfer

Metalinguistic

AwarenessCognates

CooperativeLearningLanguageProficiency BICS

L2 CALP L1

SocialLanguageAcademicLanguage

ProficiencyCodeͲSwitching

LanguageObjectives ContentObjectivesCrossͲcultural

Communication

SOLsAcademicvocabularyOral LanguageProficiency

Word-Sort

Notif,butwhen...

(IES/NCES,2014)

InVirginia,7%of4

th

InVirginia,41%of4

th (NAEP,2011) Equal and equitable:

Not the

same

ELs/ELLsmusthave:

2014).

Landmark Supreme Court Cases

Lauv.Nichols(1974)(LauRemedies)(1) IdentifyingandevaluatingnationalͲoriginͲminoritystudents'

EnglishͲlanguageskills.

(2) Determiningappropriateinstructionaltreatments. (3) DecidingwhenLEP(LimitedEnglishProficiency)students werereadyformainstreamclasses. (4) Determiningtheprofessionalstandardstobemetbyteachers oflanguageͲminoritychildren.

Landmark Supreme Court Cases

Castañedav.Pickard(1981)(1) Basedonasoundeducationaltheory. (2) Implementedeffectivelywithsufficientresourcesandpersonnel. (3) Evaluatedtodeterminewhethertheyareeffectiveinhelping studentsovercomelanguagebarriers.

Landmark Supreme Court Cases Plylerv.Doe(1982)

What do immigration lawyers say?https://www.youtube.com/watch?v=0ZBv88ͲFKnw&index=1&list=PLoU659hwTdDbTXZZXpI0qIHUGUkkaxBZe

Building Background Knowledge

Building Background Knowledgehttps://www.youtube.com/watch?v=ytXeEFCTMbg

Accessing students' background

bridgethosegapsandmakecontentmore accessible." (KristinaRobertson,ReadingRockets)

Building students' background

knowledge students'academiclanguagedevelopment. (Geneseeetal.,2005). academiclanguage development

Oral Language Production

Increasing Oral Language Production

•Increasingopportunitiestoimplementstructuredorallanguage production intheclassroom leadstoacademic achievement(Geneseeetal.,2005).

ESL in Practice

•HowtogettoKNOWYOURELLs •HowtoBUILDBACKGROUNDKNOWLEDGE •HowtoincreaseORALLANGUAGEPRACTICE

Who does the talking in your class?

TeacherStudents

Who does the talking in your class?

StudentsTeacher

WhatmanyteachersTHINKishappening...

Who does the talking in your class?

StudentsTeacher

WhatisOFTENactuallyhappening...

ESL in Practice

•HowtogettoKNOWYOURELLs •HowtoBUILDBACKGROUNDKNOWLEDGE •HowtoincreaseORALLANGUAGEPRACTICE Getting to Know YOUR ELLsThinkthroughtheanswerstothesequestionsindividually: eachstudentinyourclass? thingsdoyouneedtolearnabouteachELL/EL?

What impacts L2 acquisition?

English

Language

Acquisition

English

knowledge

Firstlanguage

knowledge (L1)

Student's

Educational

Background

(L1&L2)

Parents'

Educational

Backgrounds

(L1&L2)

Economic,

Emotional,&

Sociocultural

Factors

Echevarría,Vogt,&Short(2013)

Getting to Know YOUR ELLsResource:ELLBackgroundInformation •TheBasics •ParentQuestionnaire •AdditionalResources

HomeLanguageSurvey

Getting to Know YOUR ELLsResource2:CLDStudentBiographyCard •SchoolͲsituatedinformation •BiographyͲsituatedinformation

Herrera,2016

Getting to Know YOUR ELLs

Thinkthroughtheanswerstothesequestions

individually: abouteachstudentinyourclass? thingsdoyouneedtolearnabouteachELL?

ESL in Practice

•HowtogettoKNOWYOURELLs •HowtoBUILDBACKGROUNDKNOWLEDGE •HowtoincreaseORALLANGUAGEPRACTICE

Building Background Knowledge

1. Activatepriorknowledge.

2. Extendnewknowledge.

•Fillinthecontentgaps. •Developkeyvocabulary.

Connect learning to students'

backgrounds and experiences.

OLP:Jigsaw1. Partner(atyourtable)

•Chooseapartneratyourtable. •ReadtheSAMEvignetteasyourpartner. vignettetosharewithyourjigsawgroup.

Connect learning to students'

backgrounds and experiences.

OLP:Jigsaw2. Jigsawgroupof4(atyourtable)

•Atyourtable,form2groupsof4. ofthe4vignettes. vignetteyouread.

OLP/Cooperative Learning TIPS

with: •Briefgroupdiscussion

Example:Today'sJigsaw...

vignettes(list,graphicorganizer,etc.) debrief.

Note-taking with Graphic Organizer

backgrounds&experiences. OR

Building Background Knowledge

1. Activatepriorknowledge.

2. Extendnewknowledge.

•Fillinthecontentgaps. •Developkeyvocabulary.

Connect previous learning

with new learning. •REVIEWandREPETITION

Connect previous learning

with new learning.

When- beginning,middle,&endoflessons

Teachersneedto...

connections.

Connect previous learning

with new learning.

Activitiestoconnectlearning:

•Structuredquestioning

Usepreviouslyusedmaterials:

ThinkOLP

strategies!

Example: Structured Questioning /

Discussions InsteadofwholeͲgroupQ&Aordiscussions... •Postquestions/discussionstems. •UseOLPstrategy. •Think,pair,share. •1,2,3. •Have2Ͳ3groupsreportouranswers.

Howmanystudents

practicelanguageand interact?

Echevarría,Vogt,&Short(2013)

Example: Structured Brainstorming

ProkaryoticCellsEukaryoticCells

SOL:BIO.3

1. WordWallͲsize,

geneticmaterial, nuclearmembrane.

2. Sentencestems-

Eukaryotesdiffer

fromprokaryotes ______________.

3. Cooperative

LearningStrategy

Note-taking with Graphic Organizer

OR

Building Background Knowledge

1. Activatepriorknowledge.

2. Extendnewknowledge.

•Fillinthecontentgaps. •Developkeyvocabulary. Fill in the content gaps. First,startwithASSESSMENT.

Informal:

•Review&repetitionactivities •OLPstrategies •Observation

Formal:

•PreͲquizorpreͲtest •PreͲwrite(IE:graphicorganizer) •Individuallyorinpairs Fill in the content gaps. Then,fillintheCONTENTGAPS. &content. grouplesson. •Usesupplementarymaterials- photos,models,videos, organizers,readings,etc. •Usepeertutors. Note-taking with Graphic OrganizerTake2Ͳminutes:Fillincontentgaps. OR

Building Background Knowledge

1. Activatepriorknowledge.

experiences.

2. Extendnewknowledge.

•Fillinthecontentgaps. •Developkeyvocabulary.

Develop key vocabulary

CONTENT VOCABULARY GENERAL ACADEMIC

VOCABULARYWORDPARTS

•Subject specific •Technical

Examples:

GeometryͲtriangle,

length,measure,sides, angles,congruent,etc.•Words usedacrossthe curriculum

Examples:

LanguagefunctionsͲ

discuss,summarize, compare,analyze,etc.•Roots &affixes •Allowstudentstolearn newwords

Examples:

Roots- photo,form,port,

rupt,tract,etc.

Echevarría,Vogt,&Short(2013)

Develop key vocabularyResourcestouse:

•Graphicorganizers •Notes •Wordcharts,walls,lists

Example:FrayerModel

•Teach&modeluse •Selectkeyvocabulary •Post:Useforreview&repetition

WestVirginiaDepartmentofEducation

TIPS

1. LIMITvocabularyto4Ͳ6

newwords.

1. HaveSTUDENTSselect

vocabularywhenpossible.

Note-taking with Graphic Organizer

Take2Ͳminutes:Developkeyvocabulary.

OR Debrief: Building Background KnowledgeOLP:Write,pair,share-newpartner1. Write: yourclass.

2. Pair/Share:

usethem.

ESL in Practice

•HowtogettoKNOWYOURELLs •HowtoBUILDBACKGROUNDKNOWLEDGE •HowtoincreaseORALLANGUAGEPRACTICEquotesdbs_dbs14.pdfusesText_20