Language- Module 4
- 1. English versus other languages An ELL’s approach to English
- 2. Number of vowels Consonant sounds Intonation patterns Spelling Grammatical differences
- 3. ELLs often develop decoding and spelling skills to levels equal to their native English- speaking peers. ELLs’ reading comprehension falls well below that of native English-speaking peers. The achievement gap between ELLs and non- ELLs grows around 3rd grade.
- 4. Phonemic awareness Phonics Vocabulary development Reading fluency Reading comprehension
- 5. 1. Teach content, literacy, and language in an integrated and meaningful way. 2. Scaffold language based on student English proficiency to make sure it is comprehensible. 3. Build on what students already know and help them develop background knowledge they need. 4. Explicitly teach vocabulary and academic language (formal language required to be successful in school settings). 5. Provide ample opportunities for carefully designed interaction with teacher and peers. 6. Strategically provide native language supports. 7. Teach reading comprehension strategies explicitly.
- 6. Eye contact Questioning Paraphrasing Voice gestures Cultural expectations
- 7. 7 Native English speakers’ home culture, home language, prior learning, prior experiences, interests, etc. Schools’ cultural expectations, academic, literacy, and language demands Schools’ cultural expectations, academic, literacy and language demands English language learners’ home culture, home language, prior learning, prior experiences, interest, etc. KNOW YOUR STUDENTS
- 8. Pre-teach key vocabulary before reading or learning tasks. Make word meanings accessible by drawing on students’ prior knowledge, providing student-friendly definitions and contextual information through meaningful text, visuals, gestures, and examples. Use students’ first language (i.e., cognates – train/tren, and L1 text) to support vocabulary development.
- 9. Instructional conversations Cooperative learning (common goal, assigned roles, group and individual accountability) Modified guided reading (Avalos, Plasencia,Chavez, & Rascón, 2009) Pair reading Retelling and summarizing in pairs Think-pair-share Role plays, reader’s theater “Language use is language learning”
- 10. Activating prior knowledge / making connections Determining importance Asking questions Visualizing Summarizing Getting critical Retelling Fixing breakdowns
- 11. August, D., & Shanahan, T. (Eds.) (2008). Developing reading and writing in second-language learners. Lessons from the report of the National Literacy Panel on Language-Minority Children and Youth. Florence, KY: Routledge. The Center for Applied Linguistics and the International Reading Association. Calderon. (2008, April). ESL Strategies for teaching vocabulary and reading. Paper presented at the annual meeting of Teachers of English to Speakers of Other Languages (TESOL), New York, NY.
- 12. Carlo, M.S., August, D., McLaughlin, B., Snow, C.E., Dressler, C., Lippman, D., Lively, T., White, C. (2003). Closing the gap: Addressing the vocabulary needs of English language learners in bilingual and mainstream classrooms. Reading Research Quarterly, 39(2), 188-315.