GRDG526: Language, Literacy, and Diversity in American Education
Multilingual Learners
Dr. Gloria E. Jacobs
Agenda
SharingGroup Decision on ScheduleSmall Group DiscussionStudent Lead DiscussionBreakMinilecture on ELLLiterature Review & APA Next Week
Group Decision
End of semester celebrationOrField trip Ideas????
Small Group Discussion
Random Groups
Student Lead Discussion
Each group lead a whole group discussion concerning an issue that arose in your small group meeting.
Break
Minilecture
Issues in bilingual educationStrengths and needs of multilingual
learners Instructional strategies
Literature Review
Contents and OrganizationSynthesis versus summaryUse of theory to frame the literature Identifying your claim/thesis
APA
Link
Next Week: Literacy and Gender Identity
Reading Due Meyer, E. J. (2007). "But I'm Not Gay": What Straight
Teachers Need to Know about Queer Theory. Blackburn, M. (2002). Disrupting the
(hetero)normative: Exploring literacy performances and identity work with queer youth.
Hartman, P. (2006). Loud on the inside: Working-class girls, gender, and literacy.
Examine the website for Alfred Tatum’s writing institute for African American boys.
Wiki posting #7
Teaching Multilingual Learnersadapted from Educating English Language Learners by NCLR
G. Jacobs, Ph.D.
Issues Additive versus Subtractive multilingualism Multiple languages, backgrounds, experience
with language and literacy English Language Learner Limited English Proficiency English as a New Language English as a Second Language Bilingual Multilingual
Acquiring an Additional Language
A new language represents a new culture and a new way of thinking, feeling, acting.
Acquistion versus Learning
KrashenAcquisition v learningFluency acquired through meaningful exposure not study of grammar and rules
Focus on receptive language
Expressive & Receptive Language
Ellis & Yedlin Language input must be adjusted in
response to learner’s proficiency, prior knowledge, interests
Draw learner’s attention to linguistic features
Expressive language just as important as receptive language
Importance of Social Interaction
Swain Learners must pay attention to
language structures Importance of social interaction
Wong-Fillmore Interact with fluent speakers Direct feedback
Interacting with English Language Learners
Chaudron, Ellis & Goldenberg Adjust speech to learner’s
comprehension Ask questions Paraphrase Clarify
Balance between acquisition and learning
Acquisition without learning explicit rules may result in “fossilization” of errors (Wong-Fillmore & Snow)
Learning without acquisition may result in halting, awkward speech (or silencing) (Krashen)
Role of Emotions Krashen’s Affective Filter
Learning and acquisition cannot occur if negative emotional states block input into the brainBoredomAnxietyDisinterest
What Learners Need Provide learners with opportunities to
Listen Interact Speak in a nonthreatening environment Acknowledgement and use of student’s home language and
world knowledge (Dutro & Moran) Build on students’ prior knowledge of language and
content Create meaningful contexts for functional use of language Provide comprehensible input and model forms of
language in a variety of ways Establish a positive environment for feedback Reflect on the forms on language and process of learning
What Transfers from 1 Language to Another (Diaz-Rico & Weed) Print has meaning Various purposes of
reading and writing Concepts of print Book orientation Directionality Letter/symbols
represent sounds
Word are composed of letters
Knowledge of text structure
Semantic and syntactic knowledge
Use of cues to predict meaning
Reading strategies Identity as a literate
person
Stages of Language Proficiency1. Entering – pictoral representations, words & phrases2. Beginnning – General language, phrases & short
sentences, oral & written language contain phonological, syntactic, semantic errors that impede understanding
3. Developing – General and some specific content area language, expanded sentences, errors may impede understanding
4. Expanding – specific and technical content language, variety of sentence lengths of varying complexity, minimal errors that do not impede understanding
5. Bridging – technical language of the content area, vareity of sentence lengths, varying complexity, multiple paragraphs, errors similar to those of native speakers
Culturally Responsive Teaching Positive perspective on parents and
families Communicate High Expectations Learning with context of culture Student centered instruction Culturally-mediated instruction Reshape curriculum Teacher as facilitator
Basic Sequence of Instruction Provide a meaningful experience Record the experience Model the expectations Group students with other learners
Pairs & small groups Consider cultural differences in
context Monitor and support comprehension Elaborate on short answers
Specific Strategies Instructional
conversations Students & teacher pick a
topic to discuss Teacher acts as facilitator
Dialogue journals Learning logs Literature circles Pattern books and
repetitive songs Language Experience
Approach Graphic organizers
Mixer (one sentence /sticky note, students organize into a paragraph)
Dictoglos Book buddies Detective
Inferences, Evidence, What Actually Happened
Draw then write Letter writing