Literacy+-+9.15.16

take straws, nametags

Goals:

 * Get English PLUS off to a good start.
 * Be able to identify pedagogical implications to our knowledge of the dimensions of literacy and language functions

Notetaker:

3:30 - 4:30 - English PLUS
 * 3:35 - 3:45 unwind and snack (students can play with rubics cubes, Play-Doh, etc.) [ALL]
 * 3:45 - 3:55 introductions (adjective name game) [Heather]
 * 3:55 - 4:10 activity (vocabulary and dart game) [Heather]
 * 4:10 - 4:25 activity (Instant Challenge) [Anny]
 * 4:25 - 4:30 closing
 * 4:30 students board activity bus

4:30 - 4:40 - Break and transition to our course

4:40 - 5:10 - Debrief English PLUS and discuss the Shaw ELD context
 * [|Shaw Demographics]
 * Top language groups: Marshallese, Karen, Nepali, Arabic, Spanish
 * [|Displaced Nation]
 * [|Marshall Islands]

5:10 - 6:10 - Multiple Dimensions of Literacy and Language Functions
 * Begin to think about pedagogical implications
 * [|Slides]


 * Introduction to English PLUS
 * The bus will always get here at 4:45
 * Pedagogy = teaching
 * Pedagogical implications

Multiple dimensions of literacy Matching activity for review In a nutshell, There is a lot of overlap between supporting L2 language learners OR
 * 1)  Linguistic
 * 2)  Cognitive
 * 3)  Sociocultural
 * 4)  Individual
 * 1) a. 2.2.1
 * 2) b. 2.1.3
 * 3) c. 2.1.5
 * 4) <span style="font-family: 'Times New Roman',serif;">d. 2.2.2
 * 5) <span style="font-family: 'Times New Roman',serif;">e. 2.1.4
 * 6) <span style="font-family: 'Times New Roman',serif;">f. 2.1.6
 * 7) <span style="font-family: 'Times New Roman',serif;">g. 2.2.3
 * 8) <span style="font-family: 'Times New Roman',serif;">h. 2.1.1
 * 9) <span style="font-family: 'Times New Roman',serif;">i. 2.1.2
 * 10) <span style="font-family: 'Times New Roman',serif;">j. 2.2.4
 * 11) <span style="font-family: 'Times New Roman',serif;">k. 2.2.5
 * 12) <span style="font-family: 'Times New Roman',serif;">l. 2.3.3
 * 13) <span style="font-family: 'Times New Roman',serif;">m. 2.3.1
 * 14) <span style="font-family: 'Times New Roman',serif;">n. 2.3.2
 * <span style="font-family: 'Times New Roman',serif;">Supporting L2 literacy is different from supporting L1 literacy because …..
 * o <span style="font-family: 'Times New Roman',serif;">Their exposure to the L2 language
 * o <span style="font-family: 'Times New Roman',serif;">L2 focuses on grammar whereas L1 is learned organically in the home
 * o <span style="font-family: 'Times New Roman',serif;">Explicit attention to language
 * o <span style="font-family: 'Times New Roman',serif;">Their cultural backgrounds will give them a different starting point to learning L2
 * o <span style="font-family: 'Times New Roman',serif;">Takes time and frustrating
 * § <span style="font-family: 'Times New Roman',serif;">English PLUS literacy
 * o <span style="font-family: 'Times New Roman',serif;">L2 purpose is to be exposed to a English text but L1, the purpose of reading is to read for content
 * § <span style="font-family: 'Times New Roman',serif;">Experience
 * o <span style="font-family: 'Times New Roman',serif;">Motivation of the student to learn
 * <span style="font-family: 'Times New Roman',serif;">Supporting L2 literacy is the same as supporting L1 literacy because …..
 * o <span style="font-family: 'Times New Roman',serif;">Variations among students
 * o <span style="font-family: 'Times New Roman',serif;">Similar end goals, to become literate
 * o <span style="font-family: 'Times New Roman',serif;">Universal aspects of the language that we interact with – general cognitive process crossover
 * o <span style="font-family: 'Times New Roman',serif;">Similar methods to teach the language
 * § <span style="font-family: 'Times New Roman',serif;">Images, background info, before and after text activities, etc…
 * o <span style="font-family: 'Times New Roman',serif;">Motivation of the student to learn
 * <span style="font-family: 'Times New Roman',serif;">Kucer, Chapter 2 **
 * <span style="font-family: 'Times New Roman',serif;">Share the visuals with peers
 * <span style="font-family: 'Times New Roman',serif;">What are specific pedagogical implications from this chapter?
 * <span style="font-family: 'Times New Roman',serif;">How does knowing this influence my teaching?
 * <span style="font-family: 'Times New Roman',serif;">Watch a video of examples to answer these questionsGonzaga University MSC 4265, 502 E Boone Ave

6:10 - Housekeeping

For next Thursday, 9/22
 * Read Kucer, chapter 3
 * Create a Venn Diagram describing the relationship between written and oral language. Bring hard copy to class. (This does **not** need to be uploaded to Blackboard.)
 * [[image:Screen Shot 2016-09-14 at 6.10.34 PM.png width="231" height="168"]]
 * To begin to get a sense of what a variety of oral and written English language proficiency levels could look like, view several videos on this page: http://www.learnalberta.ca/content/eslapb/video.html#7
 * Note: Don't worry about specifically learning the Alberta proficiency standards. This is simply a sample proficiency framework. Instead, pay attention to the ways language develops and transferable pedagogical principles.
 * Under "speaking," choose one division and watch at least three videos within that division.
 * Under "reading," choose two divisions and watch the video under each of the two divisions.
 * Be prepared to discuss what you noticed about the specific ways language develops along the proficiency continuum.
 * Watch for an email about English PLUS!