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    Cross-Linguistic Competence: Moving Beyond Language Arts Remediation

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    ScarletRose
    This document discusses approaches to developing cross-linguistic competence in English language learners. It describes several hypotheses about how languages are learned and examples of instructional approaches associated with each hypothesis. These include getting it right from the beginning by avoiding errors, saying what you mean by emphasizing meaningful communication, just listening and reading by focusing on receptive skills, what is teachable by balancing explicit and implicit instruction, and getting it right in the end with a balanced, data-driven approach. The document emphasizes developing all language skills and academic language through scaffolding and balancing student backgrounds with academic demands.

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    Cross-Linguistic Competence: Moving Beyond Language Arts Remediation

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    ScarletRose
    35 views23 pages
    This document discusses approaches to developing cross-linguistic competence in English language learners. It describes several hypotheses about how languages are learned and examples of instructional approaches associated with each hypothesis. These include getting it right from the beginning by avoiding errors, saying what you mean by emphasizing meaningful communication, just listening and reading by focusing on receptive skills, what is teachable by balancing explicit and implicit instruction, and getting it right in the end with a balanced, data-driven approach. The document emphasizes developing all language skills and academic language through scaffolding and balancing student backgrounds with academic demands.

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    Original Title

    English Language Development

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    This document discusses approaches to developing cross-linguistic competence in English language learners. It describes several hypotheses about how languages are learned and examples of instructional approaches associated with each hypothesis. These include getting it right from the beginning by avoiding errors, saying what you mean by emphasizing meaningful communication, just listening and reading by focusing on receptive skills, what is teachable by balancing explicit and implicit instruction, and getting it right in the end with a balanced, data-driven approach. The document emphasizes developing all language skills and academic language through scaffolding and balancing student backgrounds with academic demands.

    Copyright:

    © All Rights Reserved
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    35 views23 pages

    Cross-Linguistic Competence: Moving Beyond Language Arts Remediation

    Uploaded by

    ScarletRose
    This document discusses approaches to developing cross-linguistic competence in English language learners. It describes several hypotheses about how languages are learned and examples of instructional approaches associated with each hypothesis. These include getting it right from the beginning by avoiding errors, saying what you mean by emphasizing meaningful communication, just listening and reading by focusing on receptive skills, what is teachable by balancing explicit and implicit instruction, and getting it right in the end with a balanced, data-driven approach. The document emphasizes developing all language skills and academic language through scaffolding and balancing student backgrounds with academic demands.

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    © All Rights Reserved
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    of 23

    Cross-Linguistic

    Competence
    Moving Beyond Language Arts Remediation
    It’s not about “best” practice; it’s
    about the right practice and the
    right instruction for each learner.
    Next Steps

    No Shared

    Responsibility: Sole Responsibility: Responsibility:

    Sink or ESL Will “Fix It” Everyone has

    Swim A Part to Play


    ELD Framework

    English as a Second Language


    Instruction

    Cross-
    English Language Linguistic English Language Arts
    Development Instruction Competence Instruction and Remediation
    Core Curriculum
    Framework

    Sheltered Instruction

    English Language Content Area


    Development Objectives Objectives
    Requirements
    • PHLOTE Assessment
    • Parent Involvement
    • 45 minutes/one class period a day to develop all 4
    (+1) modalities
    • Sheltered Instruction in the Content Areas
    • Least Restrictive Environment
    • Service Plans and Form A’s
    • Program Evaluation
    Contrastive Analysis Hypothesis
    • Language interference is real
    • Rules and norms of the first language do not
    necessarily transfer
    • Skills must be relearned in the second
    language
    Interdependence Hypothesis
    • Knowledge in one language supports
    knowledge in a second language
    • Rules and norms from languages might differ
    but these are negotiated
    • Most skills transfer naturally from one
    language to another
    Preparedness Hypothesis
    • Academic skills are the key
    • Language skills are secondary to background
    and intelligence
    • School readiness determines literacy and,
    therefore, fluency regardless of the first or
    second language
    Get It Right From the Beginning
    • Example(s): Grammar Translation, Audiolingual
    Methods
    • Avoid fossilization of errors
    • Explicit and direct instruction methods
    • Focus on linguistic competence and deep literacy
    • Conversation is scripted then practiced
    • Impromptu language production is slow to develop
    Say What You Mean and Mean What
    You Say
    • Example(s): Conversation and Interactionist
    Methods
    • Comprehensible Input
    • Negotiation of meaning
    • Focus on consultative registers and discourse
    • Emphasis on cooperative learning and
    impromptu language production
    Just Listen and Read
    • Example(s): Immersion, Comprehension-based ESL
    Models including The Natural Approach
    • Acquisition is valued above learning
    • Implicit instruction and teachable moments are key
    • Strategies developed to prepare for both acquisition
    and learning
    • Receptive skills are primary; production comes later
    What Is Teachable
    • Example(s): Developmental Models (see
    Pienemann 1985, 1988)
    • Some things can be taught others cannot
    • Language learning only occurs at developmentally
    appropriate stages
    • Explicit instruction and implicit instruction are
    balanced within scaffolding
    • Production takes time; error analysis is critical
    Getting It Right in the End
    • Example(s): Eclectic and Balanced Communicative
    Models, including those focusing on academic
    language
    • Focus on meaning not form
    • Assess student skills and readiness
    • Scaffold
    • Balance student background and academic
    demands
    • Data-driven instruction
    Cross Linguistic Competence
    “In the beginning was the Word. And the Word was made flesh. It
    was so in the beginning and it is so today. The language, the Word,
    carries within it the history, the culture, the traditions, the very life of
    a people, the flesh. Language is people. We cannot even conceive
    of a people without a language, or a language without a people.
    The two are one and the same. To know one is to know the other.”
    ~Sabine Ulibarri

    “Bilingual-bicultural education is like an impressionist painting---


    very attractive from a distance, but unclear and confusing when one
    gets very close to it.”
    ~Sabine Ulibarri
    Empirical Findings
    • Some empirical data is available but limited
    • Most data is from small sample sizes, single
    language students, or focused on narrow skill sets
    (such as phonics)
    • Little empirical data exists in the US and with our
    demographics, studying students in language
    transition
    • We continue to study and make strategic decisions
    References

    Books:
    • Developing Literacy in Second Language Learner: Report of
    the National Literacy Panel on Language Minority Children
    and Youth, edited by Diane August and Timothy Shanahan
    • How Languages are Learned, Revised Edition, by Patsy M.
    Lightbrown and Nina Spada
    • Myths and Realities: Best Practices for Language Minority
    Students by Katharine Davies Samway and Denise McKeon
    • Reading, Writing, and Learning in ESL: A Resource Book for
    K-12 Teachers, 4th ed., by Suzanne F. Peregoy and Owen F.
    Boyle
    • Teaching by Principles: An Interactive Approach to Language
    Pedagogy, 2nd ed., by H. Douglas Brown
    References

    Organizations:
    • The Center for Applied Linguistics (CAL)
    www.cal.org
    • The Center for Research on Education, Diversity,
    and Excellence (CREDE)
    http://crede.berkeley.edu
    • Teachers of English to Speakers of Other
    Languages (TESOL) www.tesol.org
    • The National Association of Bilingual Education
    (NABE) www.nabe.org
    Summarizing Format
    • GIST: Getting It Summarized Together
    • Can be done first as a group or independently
    • A 20 word summation of a concept, etc.
    • Complete sentences are required as
    developmentally appropriate.
    • Find various other GIST formats online
    Define Your Program
    School Plans
    • Goals • Considerations
    • ___________________ • ___________________
    ___________________ ___________________
    ___________________ ___________________
    ___________________ ___________________
    ___________________ ___________________
    ___________________ ___________________
    ___________________ ___________________
    ___________________ ___________________

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