418+-+Agenda+-+4.20.17

1:50 - 2:00 - Welcome, Agenda
 * Notetaker: Nathan Patrick Nelson
 * article mini quiz
 * =**Word of day: Jolly**=
 * Misconceptions about L2 Learners that surprised us
 * Academic language can come before social language for some learners. The context in which we learn a language will change how it is received.
 * Really we have to frontload our lessons with the academic terms that our kids need
 * Immersion doesn't work unless the system is built for language. In a trial of sink or swim, one option is a lot easier.
 * Images are not enough and not necessarily effective. They can be useful, but as the words become more advanced and abstract, it becomes more difficult. Try and draw "however" and "metaphor".

2:00 - 2:30 - Crash Course in SLA- >>>
 * [[file:A Brief Look at Second Language Acquisition History2 (2).pptx]] - THIS IS A SUPER CRASH COURSE
 * Essentials: Input, output, and TIME
 * Comprehensible input is about understanding. If there is absolutely no input to learners that they can understand No progress will be made. (Things start to sound like the peanuts teachers "wah wah wah wah"). Your brain can't do anything with it, and it becomes white noise.
 * There has to be connections to be made so that they engage with the text. Multiple pathways.
 * There has to be opportunities for students to use the language with negotiatiated interaction
 * Armchair quarterbacks: Even if they watch and talk about the game all day, they still haven't ever thrown a ball
 * Errors and accents are not the problem. Practice is needed
 * TIME: STUDENTS NEED IT
 * No matter what, you can't become fluent in 60 days
 * "your baby can't crawl after 3 weeks?. WOW what a dumb baby"
 * [[image:https://i.giphy.com/TmVHwsPAveJiM.gif caption="Baby GIF - Find & Share on GIPHY "]]
 * **It takes between 1-3 YEARS to develop social English Proficiency (5-12 years for academic)**
 * Prior language and prior academic skillsets are a major advantage for students
 * Non Essentials:
 * Instruction
 * Corrective Feedback
 * Attend to student's errors when appropriate so that mistakes do not get "fossilized" in the learner
 * Safe Environment (Below is not a safe environment for learning or questioning)
 * [[image:https://vignette3.wikia.nocookie.net/shrek/images/a/a8/Shrek-lord-farquaad-tortures-gingy-2001.jpg/revision/latest/scale-to-width-down/250?cb=20110612113855 width="250" height="151" caption="Do you know the muffin man? "]]
 * Points of variation:
 * If students are more outgoing or more introverted, the level of interaction will vary
 * Some students are better with listening or reading or writing. It varies!

2:30 - 3:00 - Applications to your content area
 * What specific aspects of your content area are likely to be challenging for ELLs? What aspects are conducive?
 * Describe a lesson you've seen/taught recently.
 * Apply CHEMS framework


 * Housekeeping:**
 * **For April 25 - Finish //Holler//** (chapters 9-10)
 * Work on curriculum project