566+Agenda+5.22.14

9:00 - 9:10 - Welcome, Introductions, Questions
 * Notetaker- Meg Gardner user:m_gardner3

Objectives:

 * I can describe the basic components of second language acquisition
 * I can explain the cultural triangle and potential applications to the classroom
 * I can identify assets/resources ELLs bring to the classroom

9:10 - 9:25 - Chapter 1 Discussion

9:25 - 10:00 - [|Crash Course in SLA]

10:00 - 10:05 - Break

10:05 - 10:45 - Culture in the Classroom
 * [|Overview]

10:45 - 11:00 - Closure; organize dialogue journals


 * Housekeeping:**
 * Homework (see calendar for due dates) -
 * Weekend - choice reading, dialogue journal #1
 * Tuesday - chapters 2 & 3, bring one narrative and one expository text


 * Make-Up Task:**
 * 1) Read the notes Meg took (below) and review the two presentations (Crash Course and Overview). If there are terms/issues you don't understand, feel free to do some additional research.
 * 2) Respond in writing to the following questions and upload to Blackboard:
 * 3) What is "comprehensible input" and what role does it play in second language acquisition?
 * 4) What is "negotiated interaction" and what role does it play in second language acquisition?
 * 5) Carlos and Armando are both 13 years old and in an 8th grade U.S. History class. Both come from Mexico and speak Spanish. Both have been tested at level 4 (advanced) for English language proficiency. Both actively participate in class discussions and activities. However, while Carlos always gets an A on the tests, Armando usually doesn't score above a 65%. The teacher thinks Armando is lazy and needs to put more effort into studying. How do you interpret this situation? What might be going on here?
 * 6) Why would it be important to consider cultural practices and perspectives and not just cultural artifacts/products?
 * 7) How do you plan to attend to cultural difference in your classroom?


 * NOTES** user:m_gardner3

Check VOCABULARY section on class home page for key words/terms from text & class.

//Sheltered instruction//: teaching academic content that is specifically designed for English Language Learners --Sometimes only with ELL students, sometimes within a whole class --Instructional approach intentionally combining content (i.e. math, social studies) and language to develop ELL's content knowledge and language skills

//Transfer error//: a "mistake" made when a student applies knowledge from her native language to a second language --imposing the rules of your language onto another language

When you have an ELL student in your class, the hope is that you are spending extensive amounts of time getting to know his or her background, culture, personal interests, etc., and then using that information to form instruction. --ELD teachers are a fantastic resource for information on students --can build those opportunities right into instruction so that other students are learning as well --talk to parents, talk to the child, listen & observe, ask colleagues --your knowledge can and will grow throughout the school year! --the key is PATIENCE and time!

__Crash Course in SLA (Second Language Acquisition)__ L1: your first language, mother tongue L2: your second or other languages

KEY CONCEPT #1: There are two critical components that drive SLA- Comprehensible input and negotiated interaction --If you can set up these 2 things in your classroom, you are setting up the basics required for ELL student success

//Comprehensible input:// Linguistic input given to a child before he/she actually learns to talk --Opportunities to actively interact with and make sense of a language --Talking to children/babies/English Language Learners, even though they may not be able to speak back --Exaggerated intonation when talking to child. --Not only just speaking--also texts, movies, music, etc.

//Negotiated Interaction//: Changing/altering interactions with English Language Learners to try and understand what they want, need, or are trying to say -Listener signals that the meaning of the speakers input isn't clear, the speaker and listener then try to modify and repair this input so that it can be understood.

KEY CONCEPT #2: Learning a language is not a straight line, and types of proficiency vary --Much easier to go from beginning to intermediate then it is to go from intermediated to advanced --So many different elements involved in language acquisition: reading, writing, listening, speaking. Academic (5-12 years) v. social (2-3 years). --For example, some students may be able to speak English very well, but struggle to read or write

KEY CONCEPT #3: Prior knowledge matters a lot --Sometimes more than English Language proficiency --For example, a child with intermediate English Lang. proficiency, but doesn't know how to read in his native language, is going to struggle more in school than a child who can't speak English well but can read well in native tongue --Prior schooling and first language literacy often predict school success more than English Language proficiency

KEY CONCEPT #4: Being bilingual makes you TWICE as smart (not HALF as smart!) --It is your legal and moral obligation to support the academic ad linguistic progress of ELLs

__Culture: The air we breathe__ --Culture is SUBTLE, and it can be difficult to recognize- especially if you're on the inside

What makes you American? Peanut butter and jelly sandwiches? 4th of July? Jeans and a T-shirt? Loud and informal?

What makes someone Mexican? Tacos and enchiladas? Cinco de Mayo? Sombreros? Warm and laid back?

The point is... it's really tricky to pin down culture! -The most important cultural meanings are not manifested in the ways that we sometimes represent them

//Culture Triangle:// Perspectives- Why? Practices- How? Products- What? --When trying to make sense of a culture, you must think about the connections between all three of these elements.

For Example: Product: 4th of July Parade Practice: Free, public event Perspective: Reflects value of egalitarian, local, democratic population

Product: Large bowl of Thai green curry Practice: Green curry is shared with a neighbor Perspective: Food as a symbol of friendship