Accelerated Second Language Literacy Development

Accelerated Second Language Literacy Development Jim Cummins December presentation in Charlotte, N.C. Sponsored by SDR (Staff Development Resources) An overviewcreated by Angie Bruhjell

CONVERSATIONAL FLUENCY The ability to carry on a conversation in familiar face-to face situations; Already developed in native speakers by age 5; Uses high frequency words and simple grammatical construction; ESOL students generally require 1-2 years of instruction to reach this level of proficiency. DISCRETE LANGUAGE SKILLS The ability to follow the rule-governed aspects of the English language (spelling, grammar, punctuation, etc.); Developed through direct instruction and immersion in a literacy-rich home and school environment; ESOL students learn these skills as they are developing basic vocabulary and conversational fluency, but this type of instruction does not typically increase vocabulary; Demystifies the language for ESOL; After gr. 1 discrete language instruction has diminishing returns- emphasis switches to comprehension skills. What is English Language Proficiency?Different Ways of Looking at Proficiency in English

ACADEMIC LANGUAGE PROFICIENCY • Includes knowledge of the less frequent vocabulary of English as well as the ability to interpret and produce increasingly difficult written language; • ESOL students typically require at least 5 years to attain grade level expectations in language and literacy; • ESOL students must make 15 months of gain for every 10 months of instruction in order to catch up to grade norms in 6 years; • Extensive reading is a crucial tool for ESOL students both inside and outside the instructional process; • Extensive writing is also a crucial tool for ESOL students, again, both within the instructional process and at home. • By the fourth grade, the need for academic language proficiency becomes crucial in order for ESOL students to be able to master standards in social studies and science. If you take a look at the required vocabulary for both subjects, the words are all non-conversational.

** AN INTERESTING SIDE NOTE: Spanish is a language that has its origins in Latin. The English language pulls its vocabulary from Latin/Greek/Old French and Anglo-Saxon origins (among others). The Anglo-Saxon words in the English language are usually the shorter, more high-frequency words that we think of as easy to learn. The Latin words are usually the longer, low-frequency words. Since they are also found in the Spanish language, they are easier for Spanish-speaking ESOL students to recognize and transfer. For example: In the following excerpt from Edgar Allen Poe’s The Pit and the Pendulum the italicized words are Latin-based and most of the others are Anglo-Saxon. My outstretched hands at length encountered some solid obstruction. It was a wall, seemingly of stone masonry – very smooth, slimy, and cold. I followed it up; stepping with all the careful distrust of which certain antique narrativeshad inspiredme.

What do we know about learning?Based on research by Bransford, Brown, and Cocking (2000) How People Learn • Engaging prior understandings It is helpful if ESOL students can access their prior knowledge about a concept in their first language and in the context of their own culture. If the student feels that only knowledge communicated in their second language will be “counted” it severely limits their success. • Integrating factual knowledge with conceptual frameworks Conceptual frameworks are the deepest level of understanding. This level turns factual information into usable knowledge. According to Cummins, attainment of knowledge follows the following process: memorize → conceptualize → internalize → utilize. • Using meta-cognitive strategies to take control over the learning process A meta-cognitive strategy is a self-monitored approach. Students take control of their own learning, recognize the strategies that work best for them, and use those strategies to help themselves. They set their own learning goals and assess their own progress.

ESOL students’ first language as a resource within the classroom Suggestions for teachers: Allow students to complete dual-language assignments such as a bilingual advertisement, story, or concept web. Allow students to work with same language partners to discuss a problem and clarify information in their first language, then translate to English. Allow students to create multilingual displays or signs for the classrooms (for example, class rules, label cards, schedules, etc. Allow students to write first drafts, notes, and journal entries in their first language. Provide a same language, cross-grade mentor.

Cultural diversity as a resource within the classroom • Cross Curricular Ideas: • Geography- Have students present information about their native country, for example, a climate graph of their native country, a bar graph comparing the numbers of people in both countries, or let them show their country on world maps and use the distance scale to show how far their country of origin is from the U.S. • P.E.- Have students teach the class a game or activity that was popular in their country of origin and include key phrases from their language for other students to learn. • ELA- Have students create a poem in their first language then translate into English. Have them describe the details of a painting in their first language then translate. • All Subjects- Have students pair up with English speakers and create dual language posters on subject matter.

The Centrality of Literacy Engagement • Literacy Engagement (a student’s participation in his literacy development) is affected by three factors: • A LOT of reading and writing done at increasingly difficult levels, • Use of a variety of effective strategies for deep understanding of the text (ex. Context, phonetics, prior knowledge activation, pictures, etc.) • The student has to WANT to be there… do not use punitive reading or writing, create an engaging environment, maintain a positive relationship that encourages risk taking, etc. • Collect IDENTITY TEXTS (artifacts that students produce) and allow students to share with multiple audiences. These artifacts act as the student’s “ambassador” to showcase their abilities and improvements.

The Development of Academic Expertise • Academic Expertise is dependent on three interactive and cyclic components • Teacher – Student Interactions • Focus on Meaning (making input comprehensible, developing critical literacy) • Focus on Language (developing an awareness of language forms and uses and encouraging critical analysis of language forms and uses) • Focus on Use (using language to generate new knowledge, create literature and art, and act on social realities) • Maximum Identity Investments (student affirmation of his/her own needs, successes, and strengths encourages full engagement in the learning process) • Maximum Cognitive Investments (total immersion in reading and writing in all aspects of the school day and at home)

Strategies for Focus on Meaning, Language, and Use • Focus on Meaning (Critical Literacy) • Analyze Text Through Questions: • Why was this text written? What did the author have in mind? What response does the author hope readers will have to this text? • How does the author’s language help him/her influence the readers’ response? • How are males and females portrayed in this text? Are there differences or inequalities? • How are members of different cultural groups described in the text? Are there misrepresentations or inequalities in the roles these culture groups play in the text? • Could people in the text have acted differently than they did? What alternative actions could they have taken?

Strategies for Focus on Meaning, Language, and Use • Focus on Language • Learning of Word Pairs/Groups Verb Adjective Noun Preposition read interesting book about buy new book for write funny book with • Teach underlying meaning of word • Teach Word families observe, observing, observed, observation, observant • Teach Word Parts prefixes, suffixes, roots • Present idiomatic sequences of words together (lexical patterning) ex. “burn the midnight oil” “over the moon” • In-depth exploration of simple words

Strategies for Focus on Meaning, Language, and Use • Focus on Use • Students K-12 bring in words (L1 or L2) to explore with peers and teachers • Students write creatively in L1 or L2 • New ESOL students or L1 dominant students write in L1 and work with peers to create bilingual identity texts • Students create their own bilingual dictionaries • Students create their own subject matter (Sci. and S.S.) tests by translating the L2 test into L1 as their “study guide.” • Students create their own vocabulary quizzes. Divide students into teams and assign several words to each team. The team is responsible for exploring the words and designing multiple choice questions (with appropriate distracters)

AND ANOTHER THING… Interesting points made by Dr. Cummins: • ESOL is EVERYBODY’S BUSINESS • Find ways ESOL students can make powerful contributions to their class. • Recognize and encourage natural transfers between L1 and L2 (strategies, chronological awareness, linguistic, and Latin-based transfers) • Active, enthused students will be successful. • Our own identities as educators are formed by the decisions and choices we make. The fewer choices we have and decisions we are allowed to make, the less we buy in to the final goal/product we aim for.

Accelerated Second Language Literacy Development