A Course for Teaching English Language Learners 2nd Edition Chapter 7 notes – Flashcards
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What is a complicating factor sometimes not considered by reading researchers in ESL?
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The varying background experiences that ELs bring to a reading task.
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What are the 5 classifications for ELs that help teachers understand the differences in ELs according to their literacy background?
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Young learner (K-3) whose beginning literacy instruction is in their primary language. Young learners (K-3) acquiring initial literacy in English because they do not have access to primary-language reading instruction. Older learners with grade-level primary-language literacy who are beginning to develop literacy in English. Older learners with limited formal schooling in their home country. Older learners with inconsistent school history and limited development of either the primary language or English.
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What type of model is beneficial in teaching ELs from a wide range of backgrounds and wide range of CELDT scores?
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Differentiated instructional model.
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What does Vygotsky believe about children learning and higher-level thinking?
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That children learn to engage in higher-level thinking by learning first how to communicate.
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What do observant educators do while teaching?
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They take note of what activities "light a fire" in learners and take care to balance students' receptive and productive skills within a learning environment that respects culture, human interests, and imagination.
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What did Banks(1991) state about curriculum and student empowerment?
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A curriculum designed to empower students must be trans-formative in nature and help students to develop the knowledge, skills, and values needed to become social critics who can make reflective decisions and implement their decisions in effective personal, social, political, and economic action.
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What is an outdated thought about speaking and listening?
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The idea that speaking and listening must precede literacy.
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Speaking and listening should be combined with.....
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Reading and writing.
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What type of educational environment is needed to successfully integrate oracy with literacy?
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ELs need environments that help them to meet the social, emotional, cognitive, and linguistic demands of learning.
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What are some ways speaking can be integrated with literacy and oracy in older students?
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Older students can write response comments to their peers' oral presentations, share notes from class lectures with a group, or create group research reports.
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What is the degree of children's native-language proficiency a strong predictor of in ELs?
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Progress in English language development
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What did the National Research Council (1998) recommend in reference to primary language proficiency?
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That language-minority children who arrive at school with no proficiency in English but speaking a language for which there are instructional guides, learning materials, and locally available proficient teachers should be taught how to read in their native language while acquiring oral proficiency in English and subsequently taught to extend their skills to reading in English.
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What occurs when learners use rules from their first language that are not applicable to the second language?
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Negative transfer
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How does primary-language literacy help the student become familiar with the culture of schooling?
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Helps them recognize the need to sit still and focus, to follow classroom procedures, and to use pragmatic skills such as manners to act as a productive member of the class. Having the intellectual self-discipline instilled by schooling accompanied by literacy skills in the primary language bodes well for success in English literacy.
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What are some concepts that transfer from the primary language skills of ELs?
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Phonological awareness, sensorimotor skills, auditory skills, common features of writing systems, comprehension strategies, study skills, habits and attitudes, the structure of language, knowledge about the reading process, direct linguistic content, and metalinguistic awareness.
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What is phonological awareness?
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The ability to distinguish units of speech and a key factor that distinguishes good from poor readers.
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What is metalinguistic awareness?
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Knowledge about the structural properties of language, including sounds, words, grammar, and functions, the ability to use language as a tool, and to step outside of the use of language to think about the language itself.
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What can help students build second-language acquisition on a firm foundation of first language proficiency?
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The explicit attention to transfer, both in teacher attitude(welcoming dual-language use, understanding code-switching, providing support for literacy in multiple language, and honoring primary language) and in specific strategies.
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What are the CELDT levels?
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Beginning, early intermediate, intermediate, early advanced, and advanced.
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What are the expectations for listening and reading comprehension at the beginning CELDT level?
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Listening comprehension- responds to simple directions and questions using physical actions. Reading comprehension- responds orally to stories read aloud by answering factual comprehension questions using one or two-word responses.
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How can ELD teachers differentiate for varied language level students in the same literacy lesson?
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Differentiated instruction that develop students at two CELDT levels at a time. If a lesson is geared to accomplish writing objectives at the early intermediate and early advanced levels, the beginning-level students may listen while the early intermediate students read aloud what they have written; intermediate and advanced writers may act as peer tutors.
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What is a downfall all young readers including ELDs are facing at home?
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Many do not see their families reading or writing.
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What are some of the natural developmental processes in reading, whether L1 or L2 acquisition based?
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Graphophonics- knowledge of sound/symbol relationships. Syntax- word order and grammar. Semantics- meaning
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What are the skills emergent readers must obtain?
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Drawing on their prior knowledge of the world to connect the printed word with its semiotic meaning. Recognizing a set of sight words that are not phonetically predictable. Acquiring reading behaviors, such as handling books and focusing on text. Participating in a culture of reading for enjoyment and sharing their pleasure in reading with others.
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What are some concepts about print that give a foundation of basic ideas?
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Beginning left to right. Return sweep. Word by word pointing. Concept of a letter, word, sentence. Concept of first and last part in words and sentences. Letter order in words. Upper and lower case.
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What is the ability given in phonemic awareness?
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The ability to hear and manipulate sounds in words.
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What type of skill is phonemic awareness?
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Auditory skill
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What is morphemic awareness?
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The understanding that the smallest elements of meaning contained in words play a role in word recognition.
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What are sight words?
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Words that do not conform to phonetic rules- about 10% of English written words.
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What is alphabetic principle?
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The understanding that letters represent sounds and that the sounds of letters are combined to form words.
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Give 4 reasons cited by Hamayan (1994) to why structural phonic and grammar based approaches are not sufficient to meet the needs of preliterate English learners?
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They do not meet the learner's need to acquire an understanding of the functional aspects of literacy. Literacy is forced to emerge in a unnatural way and in an artificial form. A focus on form without a functional context makes learning abstract, meaningless, and difficult. Literacy becomes a boring chore.
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What is the Theory of Automaticity in reading?
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The importance for developing readers to become fully competent and fluent.
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What does the Theory of Automaticity posit?
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That if a reader has to devote sizable attention to decoding/ insufficient attention will be available for that constructive, critical reading comprehension.
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What is collocation?
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A familiar grouping of words, especially words that habitually appear together and thereby convey meaning by association.
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What types of activities stimulate background knowledge retrieval in students?
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Brainstorming and K-W-L
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What else can K-W-L help student achieve?
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K-W-L draws from their interest and curiosity.
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What are some ways to help students clarify meaning and help them anticipate the work?
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Films, texts, field trips, visual aids, and graphic organizers.
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How can teachers use think-aloud?
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Teachers can model how they monitor a sequence of events, identify foreshadowing and flashbacks, visualize a setting , analyze and recognize irony and symbols.
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What are some ways to structure literature homework according to Collie and Slater (1987)?
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Gap summary, character diary, What's missing, and story mapping.
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In the student ELD levels as measured by CELDT, what are some before, during, and after reading activities at the beginning level?
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Before reading- visual and kinesthetic prompts: pictures, art, movies, physical objects relating to the reading selection that students identify and discuss. During reading- read-along tapes: tapes encourage slower readers, allow absent students to catch up, and provide auditory input for students. After reading- character review: Specific students become a character and provide background for other students' questions about the reading.
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In the student ELD levels as measured by CELDT, what are some before, during, and after reading activities at the early intermediate and intermediate level?
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Before reading- anticipation/reaction guides: a short list of statements to which students agree or disagree. During reading- image/theme development: Charts, graphs, pictures, and symbols can trace the development of images, ideas, and themes. After reading- critic: "journalists" write review of literature works for the school or classroom newspaper or act as movie critics and review the film version of a text studied in class. They can then compare the differences and draw conclusions about the pros and cons of the different media.
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In the student ELD levels as measured by CELDT, what are some before, during, and after reading activities at the early advanced and advanced?
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Before reading- selected read-aloud: passages that pique students' interest in the selection. During reading- visual summaries: groups of students create chapter reviews, character analysis, or problem-solutions on overhead transparencies. After reading- Genre switch: favorite parts of selections can be rewritten as a play and enacted for other classes as a way to encourage other students to read that piece of literature; students can plan a mock television show and devise various formats that include ideas from a literature studied.
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What are the benefits of using the Language Experience Approach (LEA)?
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By having students express themselves orally, LEA connects them to their own experiences and activities. LEA reinforces the notion that sounds can be transcribed into specific symbols and that those symbols can then be used to re-create the ideas expressed. LEA provides texts for specific lessons on vocabulary, grammar, writing conventions, structure, and more.
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What is DR-TA?
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Direct reading-thinking activity is a teacher-guided activity that leads students through the prediction process until they are able to do it on their own. Material must be broken up into small chunks first by the teacher and the prediction, reading, and clarification stages must be processed separately for each chunk.
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What are some of the advantages and disadvantages of Listen-Read-Discuss lesson planning?
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Advantage: Effective with low-ability readers. Disadvantages: Does not appear to encourage voluntary reading. May encourage overreliance on teacher for direction. Highly teacher-directed.
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What happens during the prewriting stage?
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Students are involved in oral language experiences that develop their need and desire to write. Theis stage helps to generate, incubate, explore, test, and integrate ideas.
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What are the stages of the process approach to writing?
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The planning or prewriting stage, the writing stage, and the feedback/editing stage.
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What does the drafting stage involve?
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Quickly capturing ideas.
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How is a word wall useful for English learners?
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By providing a visual representation of words they may need to draw on while writing.
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What are buddy journals?
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A kind of diary in which a pair of students write back and forth to each other.
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What are the components suggest by Gregory and Kuzmich (2005) that can be used for student self-assessment?
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Ideas- Is message clear?; Do I know enough about the topic? Organization- Does the paper have good beginning? Are things told in logical order? Conventions- Are there paragraphs? Are the words spelled correctly? Voice- Does the writing sound like me?
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What should peer response include?
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It is not editing and should include feedback about the content, point of view, and tone of the work.
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What type of process is error correction?
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A process in which attention is paid to the communication of meaning and the learner is guided toward self-correction.
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What is restrictive correcting?
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Proof-reading that focuses on only a few types of errors at one time.
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What are some various ways of publishing?
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Play performance, bound book for circulation, poem read aloud, essay posting, video making, class newspaper.
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How can digital writing differ from traditional writing?
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Digital writing involves networks, collaboration, and shared bvisions of how knowledge is made and distributed differently in digital space. It is not just writing using technology instead of paper and pencil, bit rather is about designs of meaning that may employ aural, spatial, and gestural modalities as well as visual. The audience is potentially vast, and the information offered is obtained from an ever-expanding multiplicity of sources.
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What is Krashen's Acquisition-learning hypothesis?
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It states that there are two independent ways in which we develop our linguistic skills: Acquisition and learning. According to Krashen acquisition is more important that learning. It claimed that second-language syntax was acquired in the same order as that of the L1, but it is not clear if the same internal brain mechanisms are involved.
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What is the grammar-translation pedagogy and its drawbacks?
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A traditional technique of foreign-language teaching is based on explicit instruction in the grammatical analysis of the target language and translation of sentences from the native language into the target language and vice versa. Drawbacks to this direction instruction include limited independent language acquisition, minimal access to the target language and culture, and little social interaction with target-language speakers.
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What are determiners in grammar usage?
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Determiners are used to identify things in further detail. They are modifying words that determine the kind of reference a noun or noun group has. Determiners include: Articles (a, an, the), demonstratives (this, that, these, those), possessive adjectives (my, your, his, her, its, our, your, and their). The choice of the proper article or determiner to precede a noun or noun phrase is usually not a problem for writers who have grown up speaking English, nor is it a serious problem for non-native writers whose first language is a romance language such as Spanish. For other writers, though, this can be a considerable obstacle on the way to their mastery of English. In fact, some students from eastern European countries- where their native language has either no articles or an altogether different system of choosing articles and determiners- find that these "little words" can create problems long after every other aspect of English has been mastered.
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What are intensifiers in grammar usage?
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Intensifiers are adverbs that enhance or add force to verbs, adjectives and adverbs. In English, they come before the words they modify. Examples: quite, really, very, a little, pretty, brand, fairly, extremely, and absolutely.
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What are modal verbs in grammar usage?
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A modal is a type of auxiliary (helping) verb that is used to express: ability, possibility, permission or obligation. Modal phrases (also called semi-modals) are used to express the same things as modals, but are a combination of auxiliary verbs and the preposition 'to'. The modals in English are: can, could, may, might, shall, should, must, will, and would. Semi-modals include: be able to, be going to, be supposed to, had better, have to, have got to, ought to, and used to.
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What are phrasal verbs in grammar usage?
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A phrasal verb is a combination of words (a verb + a preposition or verb + adverb) that when used together, usually take on a different meaning to that of the original verb. When we use phrasal verbs, we use them like normal verbs in a sentence, regardless if it's a regular or irregular verb. Examples are: abide by, back away, clamp down on, and ease off.
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What is essential to the knowledge and performance of any new skill, usually involving explicit error correction, but it can also mean indirect hints?
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Feedback
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Is the feedback of communicative activities usually low or high?
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Low as long as participants are understandable; grammar instruction tends to invite right/wrong correction; and oral presentations produce feedback on clarity, organization, and audibility.
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What influences feedback?
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The modality of language. Examples: written, oral and computer-mediated.
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What type of feedback do anxious learners need along with corrective?
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Positive
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What are the error correction guidelines at the beginning ELD level?
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Learners need to listen to and look at language but not be required to produce it in public, where errors are an embarrassment. Individual or paired practice is useful, including high-interest activities with lots of visuals, controlled vocabulary, and simple sentence structures.
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What are the error correction guidelines at the early intermediate and intermediate levels?
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High-interest activities in which errors do not impede the communication of meaning are useful. Tasks are structured to accomplish focused growth in measurable ways, balanced by language activities in which the learner is interest and successful.
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What are the error correction guidelines at the early advanced and advanced levels?
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Error correction focuses on learner self-correction, balanced by targeted teacher feedback. Emphasis is equaled across grammatical, strategic, sociolinguistic, and discourse functions.
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When is the best time to apply grammar corrections and what is this based on?
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It is best to apply error correction and formative assessment following the teaching of each specific modality (listening/speaking, reading, and writing) because assessment is such an important part of the contemporary emphasis on learning.
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What do Savage, Bitterlin, and Price (2010) note as features of grammar to be addressed in teaching?
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Grammar teaching needs to be connected closely to social functions of language-the language that people need to function in their daily lives. The focus should be on forms that are used routinely and are necessary to convey meaning. The verb tenses of present, past, and future, for example, are essential for people to establish conversation, whereas other tenses like the past perfect (I had eaten before I left) are less common and therefore less important. Grammar instruction in an academic context is most useful for success in school. Error correction that takes place indirectly, in the context of school assignments, is easier for the learner to accept and does not threaten one's self-confidence as might overt oral grammar correction.
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What does CBI stand for?
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Content-Based Instruction
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What happens in the CBI-ELD instructional style?
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ELD educators, in collaboration with content teachers, organize learning objectives around academic subjects to prepare students to master grade-level curricula.
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What is content literacy?
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The ability to use reading and writing for the acquisition of new content in a given discipline. Such ability includes three principal cognitive components: General literacy skills, content-specific literacy skills, and prior knowledge of content. (McKenna and Robinson 1990)
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How does content literacy differ from content knowledge?
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Content literacy is focused on skills and content knowledge is focused on facts.
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What do CBI-ELD classes help develop?
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Language proficiency, cognitive strategies, and study skills.
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What are the two types of collaboration in the CBI-ELD layout?
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Collaborative model- the ELD teacher co-teaches the content course. Adjunct model- the language teacher assists in content teaching by providing additional contact and support.
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Which CBI-ELD model is the more favorable at increasing the likelihood of academic success?
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Collaborative model
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What can having ELD teachers in the adjunct model sometimes lead to?
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It can sometimes lead instructors of other disciplines to believe that ELD is not a content domain in its own right.
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What are the types of reading lesson plans in ELD Content-Based Instruction?
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Directed reading activity: Advantages-flexible, purposeful. Disadvantages-may be too teacher-directed. Directed reading-thinking activity: Advantages-emphasized the reading/thinking connection, encourages students to set own purposes. Disadvantage-not well suited to new or unfamiliar material. K-W-L: Advantages- activates prior knowledge, establishes group purposes. Disadvantages- not well suited to unfamiliar material. Explicit teaching: Advantage- permits clear-cut, sequential planning. Disadvantages- may encourage overreliance on teacher for direction and literacy activities may be avoided when planning. Listen-Read-Discuss: Advantage- effective with low-ability readers. Disadvantages- does not appear to encourage voluntary reading, may encourage overreliance on teacher for direction, highly teacher directed.
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What is language brokering?
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The communication process where individuals with no formal training such as children of immigrant families linguistically mediate for two or more parties with one usually being the adults of the family.
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What is meant by Moll's Funds of Knowledge?
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Funds of knowledge is defined by researchers Luis Moll, Cathy Amanti Deborah Neff, and Norma Gonzales(2001) as "to refer to the historically accumulated and culturally developed bodies of KnowledgeStorm and skills essential for household or individual functioning and well-being." When teachers shed their role of teacher and expert and, instead, take on a new role as learner, they can come to know their students and the families of their students in new and distinct ways. Information that teachers learn about their students in this process is considered the student's funds of knowledge.
