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Today’s Goals. To walk away with a better understanding as to how (and why) to increase oral language skills for students – especially English Language Learners. Talk the Walk. A “Speakeasy” on Oral Language Development for all students including English Language Learners By Audrey Lesondak
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Today’s Goals To walk away with a better understanding as to how (and why) to increase oral language skills for students – especially English Language Learners.
Talk the Walk A “Speakeasy” on Oral Language Development for all students including English Language Learners By Audrey Lesondak ESL Teacher Patrick Marsh MS Aaleson@spasd.k12.wi.us
Oral Language and Literacy! Literacy programs that provide instructional support of oral language development in English, aligned with high-quality literacy instruction are the most successful. -- Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth by Diane AugustPrincipal Investigator and Timothy Shanahan, Panel Chair,2006.
ELL Students in Schools Our local schools have an estimated 25% % ELLs. Number of Language Learners in Schools Nationally 90% of Language Learners located in 10% of Schools
How do we know unless they tell us… Next Miss Binney taught the class the words of a puzzling song about “the dawnzer less light,” which Ramona did not understand because she did not know that a dawnzer was. “Oh, say, can you see by the dawnzer lee light,” sang Miss Binney, and Ramona decided that a dawnzer was another word for a lamp. Ramona the Pest by Beverly Clearly
Nothing like “the Present” You told me to sit here for the present and I have been sitting here ever since school started and you haven’t given me a present.”…. “Oh.” Ramona was so disappointed she had nothing to say. Words were so puzzling. Present should mean a present just as attack should mean to stick tacks in people. Ramona the Pest by Beverly Clearly
Tools for Building Classroom Conversations Anticipation Statements Think/Pair/Share Student Reciprocal Teaching TPRS or Total Physical Response Storytelling Instructional Conversations
Zdrastvuite Hello!
Anticipation Statements • Statements or questions to help focus on building background knowledge for students • Low risk questions with no right or wrong answers
Examples of Anticipation ELL Questions/Statements Educational institutions effectively prepare teachers for the classroom. Agree Disagree ELLs are best served in bilingual settings. Agree Disagree Push out and pull out programs serve ELL students in the same way. Agree Disagree Older and Younger students learn language in the same way. Agree Disagree
Anticipation Statements Educational institutions effectively prepare teachers for the classroom. Agree Disagree Homework benefits students. Agree Disagree Content teachers, resource/special ed. teachers and encore teachers have equal amounts of work. Agree Disagree
Your Turn….. Take a minute and create an anticipation statement for language acquisition, current politics, sports, or a subject you teach……. (Do you get the reference here? )
Student as Teacher • Summarizing or paraphrase - Student explain to one another a lesson or instructions -- restate in their own words. (Active listening required because partner may need to share another students answer.) Telephone • Exit interviews – Students report back to the group a concept or idea they have learned.
Vocabulary • English Language Learners or ELLs – students whose first language, mother tongue or language spoke at home in not English. • LEP -- Limit English Proficiency • LI or L2 -- Language 1 or Language 2 • ESL – English as a Second Language -- the program and not the kids. • Language Acquisition – the process of absorbing language by Krashen, Hasbrook, and others.
Stages of Language Acquisition (Speaking) (WIDA Consortium Rubric) 1 Entering When using memorized language, is generally Single words, set comprehensible; communication may be phrases or chunks significantly impeded when going beyond the of memorized oral highly familiar language 2 Beginning Phrases, short oral sentences 3 Developing Simple and expanded oral sentences; responses show emerging complexity used to add detail 4 Expanding Specific and some technical language related to the content area; groping for needed vocabulary may be occasionally evident. 5 Bridging Technical language related to the content area; facility with needed vocabulary is evident
Evaluate Your Understanding 1- What's up doc? It's new to me. Will somebody turn on the lights. 2 -Yeah, somebody kinda told about these before but I went out for coffee. 3- I think I got it sort of.… 4 – Haven’t we been here awhile, now do you have a bridge to sell me. 5 - Been there, done that! Can we go home now? There’s a game on.
(Think) Share & Pair Discuss the 5 stages of language acquisition with your neighbour. Think of a ELL student and what their language level might be.
Instructional Conversation (IC) Instructional in intent--they are designed to promote learning. Conversational in quality--they appear to be natural and spontaneous language interactions • Tharp & Gallimore (1988) from Goldenberg (1991)
IC is…. • Draws from prior or background knowledge • Many different ideas encouraged • Builds on information provided by students • More student involvement • Fewer black and white responses • Common foundation of understanding • Extensive responses • Guided understanding
Something about TPRS • Founded on the language acquisition model, students who receive lots of comprehensible input, respond to physical and visual cues and listening. (Blaine Ray) • Questioning technique that uses yes/no answers, either/or answers, and open endedresponses.
Samples Conversational Cues (Related to techniques used in TPRS) Yes/No Do you think slavery was abolished or gotten rid of more than 100 years ago? Either/or Does abolish mean to get rid of or to add to something? When our country abolished slaves did they add slaves or get rid of them? Open ended To get rid of something means to ……………….
Wrap Up • Who are the kids I/we don’t see verbalizing their ideas in my classroom – Wall flowers? Socialites? • Did my students get a chance to verbally process their own ideas and concepts related to the subject matter? • Did we use IC, paraphrasing techniques, active listening, think-pair-share, TPRS, or anticipation questions to dialog?
A footprint to leave behind….. Before you criticize someone you should walk a mile in their shoes that way. That way when you criticize them you are a mile away and you have their shoes.
