Literacy+-+9.8.16

Today's Goals:

 * To be able to describe specific ways a learner's L1 influences and interacts with L2 reading.
 * To be able to explain linguistic, cognitive, sociocultural, and developmental dimensions of literacy.
 * To be able to identify factors teachers need to consider to support learners' literacy practices.

3:30 - 3:45 - Welcome and Q & A
 * Notetaker: Grace Hayden user:GHayden2
 * Syllabus questions:
 * Is the final project a group project?
 * No, you will have a question about a specific student and everyone's questions will be put into groups, so you can bounce ideas off of your group. You work individually, but your group is there for support.
 * Professional Toolbox?
 * Create a collection of teaching resources related to literacy. For example, you'll have a document with 20 ideas for teaching literacy. More information will come later in the semester.
 * If you have any more questions, then email them to Anny.

3:45 - 4:00 - Review user:Anny1 Reviewed last week's text- Recipe. Example of how we make meaning from 2 cognitive processes (decoding and prior knowledge).
 * Doctor's used to have big books with all medical conditions. If a patient came to a doctor and had a hard time breathing, then the doctor could look it up in the big books to find out what illness they have. (Knowledge of the world, prior schooling, knowledge of texts, knowledge of languages, reading skill, language poficiency, vocabulary knowledge, and decoding skills-phonics are all possible diagnosis for why a child can/can't read a text. It is a list of options you might "treat" as a teacher. Consider these as points of intervention. They apply to every learner.).
 * Oral vocabulary increases much faster than written vocabulary.
 * Conversational language increases much faster than academic language.

4:00 - 4:45 - Grabe and Stoller Jigsaw (finish)
 * A. Emtenan, Mary, Hailey, Claren
 * B. Moteeb, Heather, Noelle, Kristina
 * C. Ali, William, Alina, Kelley
 * D. Megumi, Carol, Grace, Natalee
 * E. Shareefah, Sarah, Ilynn, Samantha

Self-Check

[|L1/L2 Relationships in Reading]

Linguistic Difference: The more distinct two languages are the greater the likelihood of interference.
 * For example, English has an alphabet and Japanese has three letters. English sentences are ordered differently than in Japanese. Japanese does not help directly to learn English. English and Japanese have big linguistic difference; they are very distinct and therefore more likely to interfere.
 * On the other hand, Spanish and English have a lot of cognates. The alphabet is mostly the same for both.

Orthographic Depth Hypothesis: "orthographies have varying degrees of transparency between the phonological segments of the language and the orthographic symbols" -Grabe, p. 114 (Some languages have a simpler way of connecting sounds with symbols). >> 3. Koda's Definition of Transfer: -L1 resources must be well-learned and automatic to transfer to L2 -L1 resources will always be active to some degree -L1 and L2 resources will interact and integrate "the ability to learn new skills by drawing on previously acquired resources" (Grabe, p. 122).
 * English is not a transparent (deep/opaque) language, because the one letter does not always make the same sound. English "ch" can be "chip," "chaos," or "chef". Spanish is very transparent (shallow/transparent); "s" is almost always pronounced "s."
 * Since English is not transparent it may take more intentional teaching of reading than other languages. English has "sight words" which are common words that we teach kids to know quickly and without sounding them out.
 * Reading speed (Chinese readers often read more slowly than English readers). In Chinese each character has more meaning than an English word; the context of the word is very important. Fundamentally more complex task to read in Chinese than in English, so processing must slow down.

4. Transfer Effects: Facilitation (help) vs. Interference (hinder)

5. Implications:
 * Teacher Knowledge- Students' literacy backgrounds and features of students' L1
 * Teacher Practice- Check sight word recognition, teach phonological patterns, provide lots of reading practice, and teach vocabulary

6. Linguistic and Processing Differences -Different starting points (mass exposure to words and texts- cereal boxes, etc.) -In early stages, L2 words are first connected to L1 words and not directly to concepts (in early stages students will translate English words to their L1, later on it becomes automatic and instead of translating each word, they go directly to understanding the concept) -Different types of metalinguistic processing -Sociolinguistic knowledge (different expectations of text genre and organization of ideas due to culture) In Japanese a paper leads you into the main topic without directly stating it in the first paragraph. In English we state the main point every paragraph. In Arabic, you do not state things directly.

4:45 - 4:55 - Break

4:55 - 5:30 - Discuss Kucer, chapter 1 [|Key Concepts] > -Linguistic and Other Sign Systems/**Text**-Decoding > -Cognitive/**Mind**-Comprehension > -Sociocultural/**Group**-Audience, Context, Culture, Purpose > -Developmental/**Growth**-Literacy development >
 * Multiple Dimensions of Literacy
 * Sticky note sort (each person writes two ideas on two sticky notes) (In your group categorize your sticky notes)
 * Literacy Story: Demonstrates complexity of processing a text. Explains how one goes about dealing with a text. Literacy in action.
 * Literacy is dynamic and never stops happening.

5:30 - 6:00 - Case Studies

6:00 - 6:30 - Plan for English PLUS >> Parking might be tight because parents are picking up their children.
 * Meet at Shaw Middle School, 4106 N Cook Street, 99207 - Try to arrive at 3:15, if possible.
 * Be aware of school zones - 20 mph speed limit!
 * Sign in at the front desk of the main office
 * Watch for an email with the room location and a plan for the day.
 * Dress like a teacher.


 * Housekeeping:**
 * Watch for an email with more details about Shaw.
 * Read Kucer, chapter 2 - This is a fairly dense and complex chapter. To support your comprehension, complete these three tasks.
 * 1) What makes language language? (Write a one paragraph response based on what you learned from reading p. 22 - 26.)
 * 2) On one page, create a chart/visual representation to describe the functions of the interacting systems that comprise language. (p. 26 - 48)
 * 3) How can understanding the concept of discourse/Discourse help teachers better support students' literacy practices? Write a half-page response to this question based on your reading of pages 48-59.
 * **Upload your work to Blackboard and bring hard copies to class on Thursday, 9/15**. (You can take a picture of your visual representation and upload that if it's not conducive to uploading directly.)