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Charts and Diagrams
Stanley A. Lucero
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Charts and Diagrams
Contents Language Acquisition in the First Language
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Language Acquisition in Second Language
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English Language Development Proficiency Levels [ELD for L2]
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Key Ring Vocabulary Cards
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Sentence Strips: word-picture-sentence
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Four Domains of Language
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Stages of Cognitive Development Jean Piaget
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Piagets Cognitive Development
Stages........................................................................................................
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Stages of English Language Development
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Limbic System
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Brain Activity in bilinguals
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Common Underlying Proficiency
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13
The Effects of Bilingualism
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Jim Cummins Grid
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Transfer of Metalinguistic Knowledge in Spanish/English
Biliterate Students ...........................................
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New Blooms Taxonomy
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Language Structure
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Charts and Diagrams
Stanley A. Lucero
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Language Acquisition in the First Language
The four language domains are
developmental, sequential stages of
language development in children.
Listening [begins in the womb when baby reacts to sounds]
Speaking [begins about age 1 year]
Reading [begins when child recognizes print: signs and
symbols]
Writing [begins when child begins to draw/scribble]
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Charts and Diagrams
Stanley A. Lucero
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Language Acquisition in Second Language
Second language acquisition follows the same
sequence as first language acquisition. Second
language acquisition begins when the child is
continually exposed to a second language. As a
general principal, the stronger the first language
skills, the more rapid are the acquisition of the
second language skills. [Cummins: Threshold
Proficiency]
Listening [0-6 months]
Speaking [6 months - 1 year]
Reading [1- 7 years; depending on L1 transferrable skills]
Writing [1-7 years; depending on L1 transferrable skills]
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Charts and Diagrams
Stanley A. Lucero
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English Language Development Proficiency Levels [ELD for L2]
As English Learners acquire their second language [English],
they
progress from no knowledge of English to mastering English
[listening,
speaking, reading, and writing] and functioning at grade
level
academically in English to the level of their native-English
speaking
peers. [For example: Sixth grade English Learners must be at or
near
sixth grade academic proficiency levels.]
English Learners will usually be at different proficiency levels
for each of
the four language domains.
Sample listening/speaking questions and approximate time frame
taken from Classroom Instruction
That Works with English Language Learners Facilitators Guide by
Jane D. Hill and Cynthia L. Bjork.
http://www.ascd.org/publications/books/108052/chapters/The-Stages-of-Second-Language-Acquisition.aspx
Preproduction [0-6 months]
"Show me the wolf."
"Where is the house?" Stage 1
Early Production [6 months - 1 year]
Did the brick house fall down?'
"Who blew down the straw house?" Stage 2
Speech Emergence [1-3 years]
"Explain why the third pig built his house out of bricks."
"What does the wolf want?" Stage 3
Intermediate Fluency [3-5 years]
"What would happen if the pigs outsmarted the wolf?"
Why could the wolf blow down the house made of sticks, but not
the house made of bricks?" Stage 4
Advanced Fluency [5-7 years]
Ask students to retell the story, including main plot elements
but leaving out unnecessary details. Stage 5
Fluent English Proficient [FEP]
English Learner has been reclassified as FEP after meeting
multiple criteria demonstrating his/her ability to function at or
near the level of native-English speaking peers in all 4 language
domains and at or near grade level in academic content areas.
Reclassification
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Stanley A. Lucero
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Key Ring Vocabulary Cards
Sample based on sky words.
Sun El sol Lub hnub
Moon La luna Lub Hlis
Stars Las estrellas Cov hnub qub
Clouds Las nubes Cov Huab
Rain La lluvia Los Nag
Materials needed
5 blank index cards
new envelope
key ring
five new vocabulary words to
learn
markers or crayons
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Sentence Strips: word-picture-sentence
Sun El sol
The sun is yellow. El sol esta amarillo.
Moon La luna
The moon is bright. La luna esta brillante.
Stars Las estrellas
There stars are in the sky. Hay estrellas en el cielo.
Clouds Las nubes
The coulds are foating. Las nubes estan flotando.
Rain La lluvia
The rain is falling. La lluvia esta cayendo.
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Four Domains of Language
Listening
Speaking
Reading
Writing
Listening
Sound patterns
Understanding meaning
Understanding vocabulary
Speaking
Sound production
Using spoken vocabulary
Talking for communication
Reading
Sound-symbol relationships
Converting print to sounds
decoding
For new knowledge
For pleasure
Writing
Converting sounds to symbols
encoding
communicate ideas
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Stages of Cognitive Development Jean Piaget
SOURCE: Learning and Teaching: Piaget.
http://www.learningandteaching.info/learning/piaget.htm
Ages 0-2
Sensorimotor stage
Differentiates self from objects
Ages 2-7
Preoperational stage
Learns to use language and to represent objects by images and
words
Ages 7-11
Concrete Operational stage
Can think logically about objects and events
Ages 11 years and up
Formal Operational stage
Can think logically about abstract propositions and test
hypothesis systemtically
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Stanley A. Lucero
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Piagets Cognitive Development Stages
SOURCE: LetsHarEkNowLedGEs
http://letshareknowledges.blogspot.com/
Jean Piaget
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Stanley A. Lucero
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Stages of English Language Development
SOURCE: http://www.rohac.com/images/sdaie_photos/Image1.jpg
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Stanley A. Lucero
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Limbic System
SOURCE: The Brainwaves Center
http://www.brainwaves.com/brain_new.html
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Brain Activity in bilinguals
Brain activity recorded from Spanish-English bilinguals while
they read words in their native Spanish and their second (and less
proficient) language, English. The green arrows show areas
in the brain that have larger responses to English, possibly
reflecting the greater effort involved
in understanding words in the second language. (Sinz, 2010]
SOURCE: Study looks at the bilingual brain by Pablo Jaime Sinz.
2010. La Prensa San Diego.
http://laprensa-sandiego.org/featured/study-looks-at-the-bilingual-brain/
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Common Underlying Proficiency
SOURCE: Is bilingualism a problem? From Language Enhancing the
Achievement of Pasifika.
http://leap.tki.org.nz/Is-bilingualism-a-problem
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The Effects of Bilingualism
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Jim Cummins Grid
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Stanley A. Lucero
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Transfer of Metalinguistic Knowledge in Spanish/English
Biliterate
Students
Source: Mora, J.K. (2001). Learning to spell in two languages:
Orthographic transfer in a transitional Spanish/English bilingual
program. In P. Dreyer (Ed.), Raising Scores, Raising Questions:
Claremont Reading Conference 65th Yearbook, 64-84. Claremont, CA:
Claremont Graduate University.
The alphabetic principle and Spanish orthography
The alphabetic principle and English orthography
There are 29 alphabet letters that
represent 24 phonemes. There are 26 alphabet letters that
represent from 40 to 52 phonemes. 20
English phonemes have spellings that are
predictable 90% of the time and 10 others
are predictable over 80% of the time.
There is a high level of correspondence
between most Spanish letter-sound
relationships and their English
equivalents.
The spelling of words can be derived by
listening for its component phonemes and
writing the corresponding letter. There is
only one correct spelling for every word.
We know how to pronounce every word
we read based on its spelling.
Segmenting words into sounds provides
clues to their spelling most of the time.
However, spelling in English also varies
according to the position of the sound in a
syllable, what sounds come before and
after a given sound and the morphological
structure of the word. Occasionally, a
spelling will represent more than one
word (read-read) so we have to use
meaning as a clue to recognize the word.
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Some phonemes are spelled using more
than one letter (ch, ll, rr). Other than these
cases, if a letter is doubled, both letters
are pronounced (leer).
Many letters in English are used as
markers that signal the sounds of other
letters. These letters have no direct
relation to the sounds in the word.
Doubled letters may be part of a spelling
pattern and frequently represent only one
phoneme.
There are 5 vowel letters and 5 vowel
sounds that are consistent. They are
always spelled the same, except for i
which is sometimes spelled with a y (i
griega) such as in soy, voy, y.
There are five vowel letters and 15 vowel
sounds in English. There are many
different patterns used to spell these
vowel sounds.
A few phonemes can be spelled in more
than one way (/h/= g or j as in jirafa,
girasol; /s/ as in cita, sitio; /k/= c & qu as
in casa, queso).
There are 19 consonant phonemes that
are sometimes spelled using more than
one letter.
Dividing words into syllables is helpful in
knowing how to pronounce and spell
them. Syllabification rules are regular.
Syllables either contain a single vowel
and or a diphthong. Diphthongs are a
combination of a weak vowel (i, u) with a
strong vowel (a,e,o) or two weak
vowels. When we can pronounce words
and break words into syllables and apply
certain rules, we know how to place
written accents correctly.
Dividing words into syllables is helpful in
knowing how to pronounce and spell
them. There are six different types of
syllables: open, closed, vowel-consonant-
e, etc. Syllabification often depend on
word meaning and origins, so we must
use such word parts such as prefixes and
suffixes for correct division and spelling of
syllables.
Parts of a word (morphemes) can be
added or changed to change the meaning
of the word. The meaning changes
include verb tense, number and gender
and agreement in number and gender,
size and affection (-ito, -n).
Parts of a word (morphemes) can be
added or changed to change the meaning
of the word. Many parts of words in
English do not change the way they are
required to in Spanish.
SOURCE: Metalinguistic Transfer in Spanish/English Biliteracy by
Jill Kerper Mora. San Diego State
University.
http://moramodules.com/MoraModules/MetalingTransfer.htm
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Stanley A. Lucero
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New Blooms Taxonomy
Remembering: can the student recall
or remember the information?
define, duplicate, list, memorize, recall, repeat,
reproduce state
Understanding: can the student
explain ideas or concepts?
classify, describe, discuss, explain, identify, locate,
recognize, report, select, translate, paraphrase
Applying: can the student use the
information in a new way?
choose, demonstrate, dramatize, employ, illustrate,
interpret, operate, schedule, sketch, solve, use, write.
Analyzing: can the student distinguish
between the different parts?
appraise, compare, contrast, criticize, differentiate,
discriminate, distinguish, examine, experiment,
question, test.
Evaluating: can the student justify a
stand or decision?
appraise, argue, defend, judge, select, support, value,
evaluate
Creating: can the student create new
product or point of view?
assemble, construct, create, design, develop, formulate,
write.
SOURCE:
http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
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Charts and Diagrams
Stanley A. Lucero
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Language Structure
SOURCE: Based on Chapter 2: Learning about Language Structure.
Diaz Rico, 2010. The Cross-Cultural,
Language, and Academic Development Handbook. Pearson Education
Incorporated, Boston.
Language Structure
Phonology
Morphology
Syntax
Semantics
Pragmatics
Nonverbal Communication