EDTE+566+-+Agenda+-+5.30.17

Goal: To be able to describe and identify features of L2 reading in order to analyze texts and scaffold instruction for ELLs.
9:00 - 9:10 - Welcome, Agenda
 * Notetaker: Tracey Crook

9:10 - 10:10 - Reading with multiple languages 10:10 - 10:20 - Break
 * How is L2 reading similar and different from reading in L1?
 * Grabe & Stoller article - [|check your thinking]
 * Summary of key concepts - [|L1/L2 relationship in reading]
 * Survey of class for this reading: From 1-5, how did you feel about the text; 1 being easy and 5 is hard; it's an issue of readiness to read or not; was it accessible for your prior/background knowledge
 * The words in this text are not words you use in your daily language; some areas may frustrate and cause anxiety; some areas to utilize to make sense of the text:
 * Background knowledge
 * Technical vocabulary / academic language
 * Length
 * Isolation vs Social Support
 * Wide array of coping with text
 * Kids thrive in high challenge and high support; we can't control the homes kids come from, their personality, etc., but we can control our instruction
 * Back to our groups and use cheat sheet to check our thinking; pay attention to why it matters and questions a teacher might ask that relate to the different features:
 * This is a theoretical piece, not the practical application
 * Important to know the "whys" in your teaching and strategies; have your professional mindset be about "why" not just follow directions; wisely & strategically organize strategies
 * In Spokane, we have 80 different languages; interesting, the Marshallese languages has only one dictionary in print at this time
 * We need to know our students and what their language is; spend the time researching and finding out
 * **POWERPOINT - TRANSFER OF LANGUAGES**
 * The more distinct 2 languages are, the greater the likelihood of interference.
 * Example provided between **English vs. Mandarin** phonology, orthography, grammar/syntex; inflected verbs difference like "I was going to the store..." or "I will go to the store..." Tonal in English is voice change as in asking a question. Articles vs. no articles. We have articles in English: A, an, the. These are examples that we will need to teach.
 * **English vs. Spanish** - More transferable; phonology patterns are different; but orthography and grammar/syntax are similar
 * Even knowing this language is very similar to English or this language is not at all similar - important to know as teacher
 * __Orthographic Depth Hypothesis__ - orthographies have varying degrees of transparencies...
 * shallow/transparent - one to one correspondence; Spanish is example, such as "s" is the same across
 * deep/opaque - not a clear one to one correspondence; English is example, such as "ch" not the same for chip, chaos, chef
 * __Instructional Implications__
 * English is the "most opaque orthography" so learning to read in English is different than other languages
 * The need for L2 readers in English to learn "sight words"
 * How easily readers can rely on letter to sound correspondences in learning to read in the L2
 * Reading speed - can be affected by the orthography of the L1
 * Morphemic awareness
 * __Koda's Definition of Transfer__
 * L1 resources must be well-learned & automatic to transfer to L2
 * L1 resources will always be active to some degree - you don't just shut off your L1
 * L1 and L2 resources will interact and integrate
 * "the ability to learn new skills by drawing on previously acquired resources" (Grabe p. 122) - we transfer all kinds of things all of the time
 * Transfer Effects: Facilitation and Interference
 * __Implications__
 * Teacher knowledge: students' literacy backgrounds; Features of students' L1
 * Teacher practice: check sight word recognition, teach phonological patterns, provide lots of reading practice, teach vocabulary
 * L2 students need to continue reading in their native language so that when their English catches up, their vocabulary will meet at that level; this also meets their cognitive level because if they are learning English with a Level 1 reading text, you wouldn't be meeting their cognitive needs. So until their English catches up, L2 students need to continue reading in their language.
 * Additive or subtractive:
 * Additive is the attitude that you want your student to be multilingual; L1 is an asset
 * Subtractive is the adopted attitude that you must not speak your native language at all to learn the new language
 * Linguistic and Processing Differences
 * Different starting points
 * mass exposure to words and texts (L1) vs limited (L2)
 * In early stages, L2 words are first connected to L1 words and not directly to concepts
 * processing costs of translation (it requires greater time & cognitive processing power)
 * Different types of metalinguistic processing
 * reading strategies and metalinguistic awareness (the reader's understanding of how language words) can be language specific
 * Sociolinguistic knowledge
 * different expectations of text genre (cultural ways of organizing texts, ideas & argumentation); as an example, evidence-based writing/arguments and some cultures learn differently and may enjoy direct teaching and some students learn by going around and around to come to a decision
 * Sociocultural & institutional factors
 * culturally and socially based constructions of literacy
 * sociolinguistic knowledge
 * role of texts in social life
 * culturally influenced text genre and organization

10:20 - 10:50 - Reading Roundups //What are features of academic texts?// //What are some ways we can scaffold texts for ELLs?//
 * Gibbons, chapter 3 - Bethany - academic "literacies"
 * first concept: need to be language teachers to, teach content, mapping academic language onto idea you already know
 * second concept: mode continuum; shared information between speaker and listener/writer; content reduced, not a lot of shared context
 * third concept: academic language is precise and complex; nominalization - changing verbs to nouns; nominal groups - grouping of words to mean one thing; important to explain to an ELL
 * Activity - Explicit "how to" discussion
 * Gibbons, chapter 4 - Megan - strategies and engage students in all curricula areas
 * first concept - mix of a variety of instruction, whole group, small group, individual - this chapter provided lots of activities
 * second concept - Janus curricula - basing instruction on what students already know
 * communicative activities - to problem solve
 * form-focused - learning about the language itself
 * May be best to integrate both communicative and form-focused learning
 * Activity: Barrier crossword puzzle - rich language task due to multiple pathways built in; you have to come up with a definition; working with a partner allows you to be flexibility in defining words

10:50 - 11:40 - Text analysis
 * Given a particular focal student, what assets does he/she bring to the text that may be productively harnessed?
 * Background knowledge of the world, life experience
 * Academic knowledge and skills
 * Linguistic resources
 * Literacy resources
 * Cultural connections
 * Given a particular focal student, what aspects of this text could be challenging?
 * Content
 * Text features
 * Language
 * Culture
 * As the teacher, identify one specific way you could harness an asset and support a potential challenge.

**Roy** is a 9th grader (14 years old) from the Congo who has been in the U.S. for six months. He speaks Swahili and a little French. His father was a doctor, but fighting in his country forced the family to flee. They were in a refugee camp in Tanzania for 7 years before gaining permission to immigrate to the United States. Roy attended school in the camp whenever it was available and his parents tutored him the best they could. Roy’s mother and father have six other children, (two older and three younger). His mother stays home with the children and his father does custodial work at the mall. Roy is a level 2 ELP (high beginning). He enjoys soccer and dreams of becoming a doctor like his father.
 * Secondary Student Profiles: **

**Tomee** is a 9th grader (14 years old) came to the US as a middle school student. Her upper-middle class life in Thailand provided her with excellent educational opportunities, even the opportunity to learn some English. Not only was Tomee very determined to earn good grades in school and go to college, she was also a very independent student, only wanting help when she asked for it. She was particularly adept in Math, and was in higher Math classes than most ELLs. She is a level 4 ELP (advanced).


 * Elementary Student Profiles: **

**Marisol** is a 4th grader (10 years old) born in Honduras. She has lived in the United States for two years. Her parents work at a bakery downtown which requires them to leave for work at 3 a.m. Marisol’s older brother, Pepe, is responsible for getting her to school. Marisol has been assessed as a level 3 ELP (intermediate). She speaks Spanish at home, but does not know how to read or write in Spanish. Marisol is learning to read in English, but tests at a first-grade reading level. She is very outgoing and loves to sing and dance.

**Pavel** is a 4th grader (10 years old) who came to the U.S. with his family when his father was hired as a visiting Physics professor at a local university. In Russia, Pavel attended a prestigious private school and was a voracious reader in Russian. He studied English at school, but doesn't feel comfortable speaking in English. He loves video games, but his parents try to keep him busy doing other things -- i.e. soccer, working with a tutor on his homework, and taking piano lessons. When he's at school, he rarely interacts with the other children but frequently chats with his teacher. He is a level 2 ELP (high beginning).

**Sol-Yi** is in kindergarten (5 years old). She and her sister joined her parents who have been in the United States for 18 months. While they were getting settled, Sol-Yi lived with her grandparents, whom she dearly loves, in Korea. Sol-Yi's parents are both working professionals in the tech industry. She attended pre-school and was just starting to learn to read in Korean. She is a level 1 ELP (beginning) and rarely says anything when she's at school. The move seems to have been difficult for her and she acts out more than usual at home. She seems happiest when she is playing with legos.
 * Young Elementary Student Profiles: **

**Aaden** is 6 years old, but was placed in kindergarten because he hasn't had any prior schooling. He and his families are refugees from Somalia and he was born in a refugee camp. He has six older siblings. Aaden has a hard time sitting still in school and doesn't know how to hold a pencil. He is very friendly with the other children and has become quite popular. He has relatives who have been in the United States for several years and his parents have Aaden spend a lot of time with his cousins who speak English. He is picking up oral English very quickly and is already at an ELP level 2 (high beginning).

1. Max, Richard, Joanna, Madison - [|math text](page 1) 2. Robert, Carolina, Mackenzie - [|social studies/Spanish text] 3. Britta, Rachel, Emily S. - [|ela text] 4. Tracey, Kelsey, Susan, Emily M. 5. Bethany, Megan, Chase, Tarrah

11:40 - 12:00 - Closure and housekeeping
 * What do you know now about L2 reading? (free write)


 * Housekeeping:**
 * **Reading Roundup for Thursday:**
 * Gibbons, chapter 5
 * Wilhelm, //The Question of Vocabulary// - (short but important!)