Language Objective:

Content Objective:- Participants will be able to distinguish between

facts and myths of language acquisition

Language Objective:-Participants will be able to empathize with the stilted

language of language learners

Myths and Misconceptions about Second Language Learning

INTERDISCIPLINARY COLLABORATIVE PROJECT Workshop 2003Mariche García-Bayonas

Modified by Angie & Robina

Introduction

Teachers face the challenge of instructing children who have limited skills in English

This is a widespread phenomenon in the USA

Second language learning can be a frustrating and difficult experience

1: children learn second languages quickly and easily

False

1: children learn second languages quickly and easily

Adolescents and adults perform better than young children under controlled conditions (except pronunciation)

Children’s constructions are shorter and simpler, with a smaller vocabulary, but they in fact do not learn quicker or easier than adults

1: children learn second languages quickly and easily Children are not faster learners but

in the long run they usually outperform adults

Teachers should not expect children who are learning English fast results. It’s a difficult process for them too

Children also have inhibitions and frustrations

2: The younger the child, the more skilled in acquiring an L2

False

2: The younger the child, the more skilled in acquiring a L2 On formal grammatical analysis, older

children are more skilled in dealing with instructional approaches

Young children do not have an advantage over older children

Language minority children need to master English as quickly as possible while at the same time learning subject-matter content.

2: The younger the child, the more skilled in acquiring a L2

Because L2 acquisition takes time, children will continue to need the support of their L1 not to fall behind in content-area learning

3: Children learn more quickly if exposed to the context more

False

3: Children learn more quickly if exposed to the context more Being in a an environment where

constantly exposed to English is for many the best solution: but this is not the case

Children in bilingual classes have been found to learn as much as those in English-only programs

Oral communication skills in L2 may be acquired in 2-3 years

3: Children learn more quickly if exposed to the context more It may take up to 6 years to acquire

the necessary level for instruction Letting them use their L1 is not a

disservice Using their L1 prevents them from

falling behind in school work Children do benefit from extended

intensive exposure to the L2

Role of Native Language70

60

50

40

30

20

10

0

gr. 1 gr. 3 gr. 5 gr. 7 gr. 9 gr. 11

ESL pull-out

content ESL

trans. bilingual ed

one-way BE

two-way BE

4: If children can speak an L2, they have acquired it

False

4: If children can speak an L2, they have acquired it

There is much more than learning how to speak it

Achieving proficiency in the abstract academic language involves much more

Exiting children who are not ready for the all-English classroom may be harmful to the child’s academic success

4: If children can speak an L2, they have acquired it Some children are outgoing and talk

much, others are shy and spend much time listening

Both will learn at the same pace Cultural and individual differences may

mean different cognitive and social norms Effective instruction is varied: small group

work, cooperative learning, peer tutoring, individualized instruction, etc

4: If children can speak an L2, they have acquired it

Children may be more responsive to teachers who are sensitive to their culture and behavioral patterns

This means going BEYOND history lessons, slide shows (who do not reach children effectively)

The Two Dimensions of Language

Cummins, 1980

Social Dimensions of Language

Basic Interpersonal Communication Skills(BICS)

Academic Dimension of Language

Cognitive/ Academic Language Proficiency (CALP)

Where do we go from here?

The “problem” of cultural and linguistic diversity is not a problem

It is an “opportunity”. It enriches the schools and the other students

Teachers need to be aware of these research findings and unlearn old ways of thinking

Sheltered Instruction Observation Protocol

By Robina & AngieModel Elementary

2003

Presentation Content

Objectives: Participants will

understand 3 different components of the SIOP model: adapting content, scaffolding and practice.

Language Objective

Participants will share some strategies that are already in use and some strategies that they could implement in their own classrooms

Strategies

Turn to a partner and discuss two strategies that you use to facilitate learning in your classroom.

Sheltered Instruction Indicators

Preparation

Building Background

Comprehensible Input

Strategies

Interaction

Practice/Application

Lesson Delivery

Review/Assessment

Adapting Content Look at the books in the middle of

your table. As a group, decide on

characteristics that make certain books more user-friendly.

Also discuss characteristics that make some books more difficult to understand.

Scaffolding

First lesson: As Angie teaches, think of what makes her lesson difficult to understand

Second lesson: What strategies are implemented to make this lesson more user friendly?

Jigsaw Cooperative Learning

With your grade level, read the highlighted passage in your packet.

Be prepared to share: Two strategies you already use One strategy you learned

State Standards

As a grade level, choose one content area standard and: Refer to the SIOP checklist to see

what new strategy you can incorporate

Brainstorm ways to teach this standard using two sheltered principles

Conclusion

Conversational language is different from academic language

Sheltered Instruction is vital for ESL students to be successful in school

The Sheltered Instruction Observation Protocol benefits all students