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DEMOGRAPHICS

DEMOGRAPHICS. Numbers of ELL Students. (U.S. Department of Education, NCELA, 2007). Density of ELL Populations. (U.S. Department of Education, NCELA, 2007). Growth of ELL Populations. (U.S. Department of Education, NCELA, 2007). The Most Common Languages of English Language Learners.

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DEMOGRAPHICS

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  1. DEMOGRAPHICS Funded by U.S. Department of Education

  2. Numbers of ELL Students (U.S. Department of Education, NCELA, 2007) Funded by U.S. Department of Education

  3. Density of ELL Populations (U.S. Department of Education, NCELA, 2007) Funded by U.S. Department of Education

  4. Growth of ELL Populations (U.S. Department of Education, NCELA, 2007) Funded by U.S. Department of Education

  5. The Most Common Languages ofEnglish Language Learners Funded by U.S. Department of Education

  6. LANGUAGE DEVELOPMENT Funded by U.S. Department of Education

  7. What is Language? Funded by U.S. Department of Education A written or oral system of communication that uses symbols and has rules for their use. The gateway for learning A primary way we communicate

  8. Language Components Funded by U.S. Department of Education • Phonology - the patterns of basic speech units and the accepted rules of pronunciation • Morphology - the study of the smallest meaningful units of speech (morphemes) • Syntax - how individual words and basic meaningful units are combined to create sentences • Semantics - the ways in which a language conveys meaning • Pragmatics - the contextually appropriate use of language

  9. Language Development Milestones Funded by U.S. Department of Education Milestones are a guide to normal development. Language development is cumulative: we master simple skills before more complex ones.

  10. Note Some languages are easier to learn than others, depending on the complexity of their symbol system and their degree of transferability. Funded by U.S. Department of Education

  11. English: An Opaque Orthography Funded by U.S. Department of Education English may use many combinations of symbols for a given sound. For example, • “f” and “ph” in fantasy and pharmacy • “ee,” “ei,” and “ea”in need, receive, and read • “u” for umbrella or Utah

  12. Spanish: A Transparent Orthography There is generally a 1:1 correspondence between letters and sounds. For example: /p/ /a/ /s/ /e/ /o/ paseo /a/ s/ i/ /a/ Asia Funded by U.S. Department of Education

  13. Second Language Acquisition Funded by U.S. Department of Education Factors: • Age of first contact with new language (L2) • Proficiency in first language (L1) • Language-learning ability • Intensity of instruction and opportunities to learn

  14. VOCABULARY Funded by U.S. Department of Education

  15. Principles of Vocabulary Instruction Funded by U.S. Department of Education Teach high utility words that appear often across content areas and are key to comprehension. Present definitions and examples of use in context. Provide multiple exposures to meaningful information about the word (Stahl & Nagy, 2006). Use cognate knowledge (Dressler, 2000). Teach word analysis and other word-learning skills. Engage students in learning words through talking about, comparing, analyzing, and using target words.

  16. Vocabulary-Building Instructional Strategies Funded by U.S. Department of Education • High frequency English words • General purpose academic words • Content-area vocabulary • English-Spanish cognates (for Spanish-speaking ELLs) • Words conveying key concepts • High-utility words • Relevant to content under study • Words that are meaningful to students (Gersten, Baker, & Unok Marks, 1998; Stahl & Nagy, 2006)

  17. ACADEMIC LANGUAGE Funded by U.S. Department of Education

  18. Dimensions of Language Funded by U.S. Department of Education Conversational language Used daily to communicate with others Basic Interpersonal Communicative Skills (BICS) (Cummins, 1979) Academic language The language of text and content areas Cognitive Academic Language Proficiency (CALP) (Cummins, 1979)

  19. Students Need Academic Language Funded by U.S. Department of Education to understand teacher explanations, to discuss what is being learned, to read for different purposes, and to write about their learning.

  20. Academic Language Functions Funded by U.S. Department of Education Lower-Order Skills • Recalling facts • Identifying vocabulary • Creating definitions Higher-Order Skills • Using language to analyze, synthesize, and evaluate

  21. EVALUATION Funded by U.S. Department of Education

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