language acquisition and biliteracy

7/30/2019 Language Acquisition and Biliteracy

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Angela JohnsonPasco School District


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Research interests:Angela Johnsons research interests include bilingual education, language

acquisition, literacy and biliteracy.

Teaching/professional interests:Angela Johnson teaches English Language Learners in a K-8 context in both

English and Spanish in the Pasco School District, Washington.

Educational Background:

M. Ed. Bilingual Education, Washington State UniversityB.A. of Arts in Languages, Centro Universitrio Ibero-Americano, So Paulo,

BrazilU.S. teaching endorsements in English Language Arts, English Language

Learners (ELL/ESL), and K-8 elementary education.


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Explore cultural and linguistic factorsinvolved in first and second languageacquisition.

Outline the development of ELL studentsacademic language and literacy skills.

Suggest strategies for developing activities,lessons, and units across multiple contentareas.


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Part 1:1st language acquisition vs. 2nd languageacquisition

Part 2:Myths in Language Acquisition

Part 3:Literacy acquisition and ELLs

Part 4:More classroom ideas


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Language

Acquisition

know want to know learned


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5-7 years

Combination of: biological, environmental and cognitiveinfluences

Development of:

*Sounds (phonology)*Grammar (syntax)*Meaning (semantics)

*Vocabulary (lexicon)*Social norms (pragmatics)

They are intertwined and play equally important role.

(Johnson, 2008)


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Babies are exposed to language even beforethey are born.

Comprehension of language comes first. Production of language comes later. 6 months of age- babbling by repeating a series

of identical syllables. (e.g. ba-ba-ba), expandingtheir vocal apparatus to more complex syllables(e.g. bab-bab-bab)

1 year-old- produce words- single word stage(Johnson, 2008)


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At 18 months- two-word sentence structures. By 3 years-old, children are able to have full

conversations 4years-old- distinction between different

phonemes when spoken to. By the age of 5- most of the phonological

inventory is flawlessly acquired


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Chomsky believes that language acquisition is abiologically innate language faculty of the brain(universal grammar)

Poverty of stimulus- childrens language isntresult of a behavioral reinforcement andrepetition.

10/2:How does human interaction fosterlanguage learning?


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5-7 years

Combination of: biological, environmental and cognitiveinfluences

Development of:

*Sounds (phonology)*Grammar (syntax)*Meaning (semantics)*Vocabulary (lexicon)*Social norms (pragmatics)

They are intertwined and play equally important role.

(Johnson, 2008)


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Sociolinguistics- social and cultural factors oflanguage development

Teachers can promote SLA by creating a classroomenvironment in which students can interact with anddevelop positive attitudes towards speakers of thetargeted language.

(Freeman, 2008)

10/2:How can you promote SLA in your classroom? Thinkabout at least one strategy that can be used!


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Krashens theory- innate ability to learn a language.

1st hypothesis:*Language is learned subconsciously (language for real

purposes)*Learning is a conscious process (classroom)

2nd hypothesis:*natural order

Monitor hypothesis: the monitor is like an editor, checkingwhat we produce. The focus is on grammatical production,error correction and in written output.

(Freeman, 2008)


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The input hypothesis: people acquirelanguage in only one way by receiving oral or

written messages they understand. Krashenbelieves that learners must receive input thatis slightly beyond their current ability level(input+1)- comprehensible input

(Freeman, 2008)


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Question:What about the output of the language?

(writing and speaking)What about the social and cultural aspects ofit?

(Freeman, 2008)

Cabo San Lucas, Mexico


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Brainstorm 2 strategies you can use tominimize the cultural and social gaps for

English language learners in your classroomto promote effective language and contentinstruction.


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Why do we want to learn a second languageanyway?

We learn language forcommunicative purposes!(written or spoken)


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L1 L2

Time

Context

Meaningful Interactions

Learning vs. Acquiring

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Children learn second languages

quickly and easily.


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The younger the child, the more

skilled in acquiring a secondlanguage.


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The more time students spend in

a second language context, thequicker they learn the

language.


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Children have acquired a

second language once they canspeak it.


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ELLs face unique challenges in developing academic literacy skillsin English, especially if they have not yet developed literacy skillsin their first language.

In addition to learning new subject-area content in the classroom,they are also working to acquire oracy and literacy skills in a newlanguage. While acquiring English, ELL students may struggle toidentify or distinguish between all of the sounds in the Englishphonological system, and/or understand English syntax andgrammar structures.

By understanding how native-language oracy and literacy skillscan be used to scaffold learning during the development ofEnglish language abilities, teachers can greatly enhance theirstudents learning experiences.


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Share what is on your yellow strip of

paper with 4 different people (notfrom your group)!

Explain how you can use this idea inyour classroom.


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read-alouds shared reading guided reading independent reading

all teacher modeling teacher and students guided practice independent writing

shared writing Interactive writing Guided writing Independent writing

Word study


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26

Oracy LiteracyProductive Speaking Writing

Receptive Listening Reading


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L1 proficiency will transfer to a secondlanguage, assuming they are given enough

exposure to the second language and aremotivated to learn it. (Cummins, 2000)

Research has shown that the development ofacademic language takes from 4-9 years.(Freeman & Freeman, 2006)


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2-Prerequisites for emergent writing include: writing thealphabet, phonemic awareness, and associating letters

with sounds.

3-Five written language skills should be assessed:phonemic awareness, print concepts, writing vocabulary,spelling knowledge, and reading miscues.

4-Reading improves writing; writing improves reading.

5-Four emergent writing stages are scribbling, drawing,letters strings, and invented spelling.

1- Reading and writing behaviors emerge prior toconventional literacy.


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Literacy Biliteracy

L1 literacy is acquired through

meaningful social interactions

surrounding the use of print.

L1 literacy is connected to L1 oracy.

L1 literacy progress through distinctdevelopmental stages.

L2 literacy is most effectively

scaffolded through prior L1 literacy

knowledge.

Proficiency of L2 oracy doesnt

necessarily equate to proficiency of L2

literacy.

Stages of L2 literacy development

transfer more efficiently when there is

a L1 literacy foundation.


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Encourage spelling inventions and provide help as needed;

Encourage detailed illustrations;

Have children read their writing aloud.

Read good literature and talk about the authors.

Share writing from the authors chair. Allow and encourage students to use their L1 whenever

possible.

10/2: What other strategies can you thinkof that promote the literacy process ofELLs?


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Oracy Literacy

Rece

ptiveSkills

Listening

Phonemic Awareness

The ability to identify the individual sounds in a language. For

example, the spoken word cat can be broken down into the

three distinct sounds or phonemes of /k/, / /, and /t/. This

enables children to distinguish meaning between spoken words

like peas /piz/ and bees /biz/ that only differ by their initial

phoneme/p/ vs. /b/.

Phonological Awareness

The ability to distinguish larger units of sound, such as syllables and

words.

The ability to determine morphological significance of different

combinations of sounds.

Comprehension Fluency

The ability to recognize and react to words and phrases according

to appropriate cultural expectations.

Developing an understanding how individuals talk about texts and

use textual information for support within a conversation.

Determining the significance of different vocabulary across various

social and cultural contexts.

Reading

Writing System Recognition

Acquiring a recognition of symbolic representation of spoken

language.

Becoming familiar with the culturally determined writing system (e.g.,

alphabet, syllabary, logographic writing).

Understanding the principles and norms of a writing system (e.g.,

shape of characters, direction of writing, orthographicconventions).

Phonics & Word Recognition

Applying phonemic awareness to understand the relationship

between letters and the sounds they represent. Phonics helps

learners to decode new words by sounding them out.

Recognizing site words that do not follow the normal rules of phonics

(e.g., the and of).

Comprehension Fluency

The childs ability to construct meaning in a text by connecting what is

read or spoken to her/his background knowledge.

Ability to negotiate written material to accomplish socially meaningful

tasks.

Recognizing the use of written-language genres across distinct social

and cultural contexts (e.g., writing in a book vs. on a street sign).

Appropriately identifying and decoding esoteric vocabulary across

various contexts (e.g., in a cookbook vs. in a math textbook).


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ProductiveSkills

SpeakingVerbal Reasoning

Describing events in various ways: recounting an incident, telling a story,

using analogy or allegory, and making connections between self,

text, and world.

Understanding how to construct a position by using evidence to support

a particular stance.

Learning how to interpret and convey the internalized meaning of

written texts to others.

Being able to tell, retell, and invent a story using different perspectives.

Being able to elaborate and paraphrase to express opinion, make

comparisons, and connect to real world contexts.

Using contextually relevant vocabulary and syntactic structures.

Discourse

Acquiring a range of culturally appropriate discourse styles and

understanding how they are reflected in written form.

Recognizing and using different rhetorical strategies and vocabulary todescribe an event.

Being able to identify the difference between persuading, entertaining,

and informing a listener or audience.

Articulating the underlying concepts or purposes of different messages

being communicated in texts.

Making connections that allow students to incorporate unique

background knowledge across various contexts.

WritingMeaning

Understanding how and when to use written language to take part in

meaningful communicative interactions.

Developing the ability to produce symbolic language according to the

culturally appropriate writing system and following the principles and

norms of the writing system.

Adapting writing forms, conventions, and discourse styles across different

social contexts.

Applying phonemic awareness to understand the relationship between

letters and the sounds they represent.

Integration of phonics instruction for writing should be embedded within

meaningful language contexts.

The production of contextually appropriate meaning and function of writing

should be emphasized and celebrated as students continue to develop

writing conventions.

Grammar & Orthography

Ability to write words with letters according to the alphabetic principle (i.e.,

words are composed of letters that represent sounds).

Understanding the differences between various contextual norms of

orthography (e.g., essay writing vs. computer programming, or text

messaging).

Adapting spoken conventions of describing events to written form by

integrating contextually appropriate vocabulary and grammatical

structures.


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Te

chnology

Using technology responsibly, creatively, and effectively requires an

ability to:Connect traditional literacy forms to new and emerging media.

Communicate, access, collect, manage, integrate, and evaluateinformation in a variety of ways.Solve problems and create solutions according to a variety of

contexts.Build and share knowledge in socially and culturally significant ways.Improve and enhance learning in all subject areas and experiences.


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CriticalThinking

Critical thinking involves the ability to:Engage a text and question the authors underlying assumptions according to a variety of

audience perceptions.

Evaluate the information and messages in a text from multiple perspectives.

Identify different topics in a text and support a variety of positions.

Use evidence to point out areas of strength and weakness in a text.Synthesize the content of a text with ideas from other texts to generate a personally meaningful

stance.

Motivation

Cultivating an ongoing interest in reading, writing, and communicating includes:

Engaging families and surveying the students funds of knowledge for developing instructionalmaterials.

Integrating culturally relevant texts and materials into everyday classroom practices.

Highlighting the students areas of strength and bridging those skills to developing areas ofliteracy.

Bring in guest presenters (family and community members) to demonstrate literacy skills acrossvarious contexts.

Encouraging student creativity and participation in the process of developing literacy projects.

Emphasizing achievement in terms of individual effort to convey meaning through a text.Showcasing the students work and celebrating their accomplishments publically.


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Students have succeeded in becomingbiliterate in schools that introduce reading in

two languages from the beginning as well as inschools that teach reading first in the nativelanguage.

(Lindholm-Leary, 2001)


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Middle school students goto the elementary school to read to the

younger students. Younger students come upwith questions to ask the middle schoolers.


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KWL Chart

What did you learn aboutlanguage acquisition?

www.polleverywhere.com


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Contact information:[email protected]

Angela Johnson's Education Corner Blog:www.angelajohnsonseducationcorner.blogspot.com

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language acquisition and biliteracy

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