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Module One, Domain 1Language and Language
Development(CTEL, Chapter 1)
Jeffery Heil
California Teachers of English Learners (CTEL)
Knowledge, Skills, and Abilities (KSAs)
See pages 3 – 7Notice that each domain is cross-referenced
to a page number in the participant guidePage 8 gives the test structure of the first
three subtestsPage 9: Rationale for Module 1
Domain 1: Language Structure and Use
001–Phonology & Morphology002–Syntax & Semantics003–Language Functions & Variation004–Discourse005–Pragmatics
Domain 2: First and Second Language Development
(And their relationship to Academic Achievement)
006–Theories, Processes & Stages of Language Acquisition
007–Theories, Models, and Processes of Second-Language Acquisition
008–Cognitive, Linguistic, and Physical Factors Affecting Language Development
009–Affective Factors Affecting Language Development
010–Sociocultural and Political Factors Affecting Language Development
Rate Your Knowledge
Complete page 10: Rate your prior knowledge of the linguistic terminology we will encounterLook at page 11 and predict what the three major subheadings of the nature of language.
Page 11
Communicative Competence
StructureFour Linguistic subsystems that are necessary to understand how language is formed:PhonologySemanticsMorphologySyntax
FunctionTwo Major subheadings:Discourse
Speaking and writing onlyPragmatics
Verbal and non-verbal communication (everything non-discourse and non-structure)
VariationThis is the different styles/registers we use to communicate depending on the context of a communicative act in terms of subject matter, audience, and occasion
Purpose-Formal & Informal
Subsystems of Language Structure
Phonology (page 12)CTEL Ch1 13-20
Morphology (page 13)CTEL Ch1 20-23
Syntax (page 14)CTEL 23-25
Semantics (page 15)CTEL 26-30
Pragmatics (17 - 27)CTEL 39-43
Phonology
Phonology- It is the study of the sound system of a language; the way in which speech sounds form patterns.
A phoneme is the sound that makes up a langue, the smallest unit of sound.
EX: cat, /c/ /a/ /t/ has three phonemes.Minimal pairsPhonemic Sequence – permissible ways in
which phonems can be combined in a languageDescribing Phonemes: place, manner of
articulation, voice (b/p distinction, Arabic doesn’t distinguish voice)
Phonology - Stress
Characteristics of language beyond phonemes:
StressPitch/toneintonation
Phonology - stressStress – amount of volume a speaker gives to a
particular soundStress can occur at the word or sentence level (a
property of syllables)Word levelEx: désert noun, “dry region”Ex: dessért noun, “sweet foods”
Sentence levelKímberly walked home.Kimberly wálked home.Kimberly walked hóme.
Phonology – pitch & rythymPitch -serves to distinguish meaning within a
sentence. It can have a high or low pitch depending on what the speaker is trying to convey. You are going to school! Vs. You are going to school?
Prosody – the underlying rhythm of the language (interaction of pitch and word stress) CTEL, pg17Problem-pronouncing all words with equal emphasis
(Ben Stein
Modulation is the process that words, phrases, and sentences go through to change the tonal center from one place to another. The purpose is to help give language structure, direction, and variety. (going down for authority, up for engagement/interest)
Phonology – intonation patterns
Intonation Patterns are variations in the pronunciation of phrases or sentences that follow certain patterns, changes in the pitch of the voice, length, and speech rhythm to modify sentence meaning.Most English sentences combine accented and
unaccented syllables in an undulating rhythm until just before the end of the sentence, at which time the pitch rises and then drops briefly.
Problem: when a tonal language, like Cantonese, uses intonation variation at the word level, the output could be considered harsh.
Contrastive Analysis vs. Error Analysis
Phonology
How Can Phonology Inhibit Communication?When a student’s primary language sound system differs from the English Sound system:It’s difficult to transfer what is not in the system
When speaking and making different sounds to a word, meaning could change (short i, b/v, l/r, etc.)
When a student struggles to master pronunciation, intonation, and stress
Morphology
Morphology–the study of meaning units (words) in a language.
Morpheme - is the smallest unit (in the word) in the building blocks of meaning.Ex: dog=1 morpheme dogs (dog + s)=2 [dog =
root/free ]Ex: unhappiness = un + happy + ness (no necessary
link between spelling & morphemes) [happy=root, un & ness=affix]
Deer (singular) = one morpheme Deer (plural) = two morphemes
Two lexical morphemes are also called compound words. The word is made from two free morphemes (basket + ball = basketball)
Morphology
Inflectional Endings-all are suffixes (eight total): -s,-es, -s, -ing, -ed, -en, -er, -estInflectional morphemes do not change meaning or
grammatical class of the wordDerrivational Morphemes – the use of affixes to
morphemes These do change either the meaning or grammatical class of
the wordCognates are words in related languages that
developed from the same ancestral root such as English “father” and Latin “pater”.
How can morphology inhibit communication?When a plural is irregular, such as mouse (singular) and
mice (plural), an EL will over generalize and say mouses, since s/he learned that houses is house in the plural form.
SyntaxSyntax is the study of the structure of
sentences and the rules that govern the correctness of a sentence. (not to be confused with grammar) “I ain’t got a
pen” is sytactically correct, but not grammatically Standard English usage
Classes:Noun-names person, place, or thingPreposition-links pronouns and nouns to the rest of the sentence
Syntax
Syntactic rules are pattern relations that govern the way the words in a sentence come together
Sentence patterns are various ways of expressing a complete thought from simple sentences (S & V) to compound, complex sentences
Syntax
Implication:Students need to be exposed to different sentence patterns from simple to complex in oral and written form in order to acquire the patterns. They can be taught after the acquisition process in order for students to monitor their language development.
SemanticsSemantics is the study of meanings of individual
words and of larger units such as phrases or sentences.
Difficulties w/Semantics:Multiple Meanings -words can have multiple
meanings and connotations (tire, tire)False Cognates- there can be false cognates (library,
librería, embarrassed/embarazada) CTEL, pg 27Idioms-are a group of words that have a single
meaning and is not to be interpreted literally (It’s raining cats & dogs)
Language Ambiguities-are when words, phrases, or sentences have multiple meanings
SemanticsSemantics is the study of meanings of individual
words and of larger units such as phrases or sentences.
Difficulties w/Semantics:Multiple Meanings -words can have multiple
meanings and connotations (tire, tire)False Cognates- there can be false cognates (library,
librería, embarrassed/embarazada) CTEL, pg 27Idioms-are a group of words that have a single
meaning and is not to be interpreted literally (It’s raining cats & dogs)
Language Ambiguities-are when words, phrases, or sentences have multiple meanings
SemanticsAcquiring Vocabulary (Nation), page 28Spoken formWritten formGrammatical behaviorColocational behavior (what words are frequently
found next to the work)FrequencyStylistic register (formal/informal context)Conceptual meaningWord associations (connotation)
Importance of Academic Vocabulary (CALP)
Lexicon
Lexicon is the sum total of the meanings that an individual holds. It is knowledge of how to use the words correctly and how words are formed to create new meanings. It entails different semantic properties such as synonyms, antonyms, homonymns, and idioms
Relationship Among Language Structures
See page 16How does primary language affect acquisition of
second language in each area of the chart?Importance of Contrastive Analysis!!!!Contrastive Analysis – describing the
characteristic differences between languagesAgain, this helps for predicting kinds of syntax
errors students might make, but in no ways supplants direct instruction with rich authentic exposure to English discourse (using written and oral examples)
Contrastive AnalysisPhonology
No short vowel sounds in SpanishMorphology
Los libros de Juan éstan pesados. There are no apostrophes to show possessives in Spanish.
SyntaxEl gato negro. The adjective follows the noun in
SpanishSemantics
Cognates: profesor, professorFalse Cognates: librería, library
Read the poem: The English Language
Seven Functions of Language
Halliday (pg 30):Instrumental (getting needs met)Regulatory (controlling others’ behavior)Informative (communicating information)Interactional (establishing social relationships)
Personal (expressing individuality)Heuristic (investigating & acquiring knowledge)
Imaginative (expressing fantasy or possibility)
See Best Practice, page 31
Social Functions of Language (BICS)
Importance of PURPOSE: we talk, listen, read and write when we have a purpose for doing it!
To amuse: tell a joke, etc.To inform: read reportTo control: command “sit down now”
To persuade: telemarketer telling you how to vote
Academic Functions of Language (CALP)
Academic language has a place in all content areas. There are many purposes in using language in subject matter.
Academic Language Functions/Phrases: (pg 31)Indicate cause & effectProvide examplesComparingEmphasizingIndicating sequencesummarizing
What are some of the differences between academic and social functions of language??
Teachers should try to use academic language in context!!
Types of Language Variation CTEL 43-48
Dialect:A distinct form of a language that differs from
other forms of that language in specific linguistic features
Types of Language Variation
Historical Variation:Historical records go back thousands of years
and indicate that language changes across time and context
Social LanguageLanguage varies in the social context with the
purpose to communicate.
Types of Language VariationAcademic Language:
Language can be content-specific (academic areas, military, law, etc)
Why does language variation evolve?
TimeTravelEconomics/war
Factors that influence a speaker’s or writer’s choice of language…
Imagine you are trying to persuade (orally, in person) an elderly woman to participate in a community center. She came w/her son from a the Appalachia. She has been a housewife and has taken care of her son’s child. More Social or Academic Variation?
Now, what would a written brochure look like that is attempting to persuade her? How would it differ? More Social or Academic change?
Factors that influence a speaker’s or writer’s choice of language…
Now, select a purpose and setting, oral or written, to accomplish a mode of communication.
How do the factors change?What does this say about our ability to use language?
Analyzing Oral and Written Discourse
Two volunteer read script please.Now, read the written discourse
“Explanation of a math workshop”What are the differences and similarities
between these samples of oral and written discourse?Conversations are fluid, text is fixed
Do our students tend to write like they talk? If so, what are the implications for us?
We need to explicitly teach appropriate discourse forms in writing!!!
Promoting Communicative Competence in Social and Academic Settings
Using the top-half of the Venn diagram, identify similarities and differences between language structures used in spoken and in written English.
In the bottom-half, brainstorm strategies you can use to teach oral and written discourse in English (Imagine you are teaching non-native speakers of English; although, the strategies would apply to English-only too).
Promoting Communicative Competence in Social and Academic Settings
Spoken:Sentence frameMore informalMore idiomatic
WrittenRule: more linearFewer use of
idioms
Guided by the topic,
theme, idea
Top Half
Promoting Communicative Competence in Social and Academic Settings
Spoken:Ask for clarificationparaphrase
WrittenFormalsyntax“hamburger”
Formal or informal
Transitional words
Bottom Half
The Hamburger & the Taco(to accompany pg 22)
HamburgerRepresents the organized
composition, narrative or essay. Top bun is intro; layers of food are the body/content; and the bottom bun is the conclusion.
Five-paragraph composition
TacoHas a cover, the
tortilla semi-rolled with lettuce and meat, but no specific order.
Creative writing: ingredients with no specific order
Analyzing Text Structure
At your tables, read the three examples aloud and analyze the text based on the matrix.
Examples are from 8th grade social-studies, secondary geometry text, and a 4th grade science text.
What stands out to you about this analysis?
Pragmatic Features of Oral and Written Language
Gestures:“OK” gesture obscene (Brazil/Turkey)“Come Here” (w/finger) is the way to call
dog/prostitute in some culturesWe must explicitly teach our gestures & be
careful about which gestures to use!
Facial Expressions: Americans are often perceived by others as
being superficial for so much smiling!!
Pragmatic Features of Oral and Written Language
Eye Contact:Lack of eye contact = respect in some
culturesIn North America, it is a sign of
disrespect/defiance
Proxemics: North America = arm’s lengthLatin America = much closer
Pragmatic Features of Oral and Written Language
Touching:Very personal & intimate in some cultures,
while in others it is commonplace. Head patting is very taboo in many cultures.
Styles/Registers (CTEL, pg 41, table 1.15): How you talk depends on your
audience . .boss, store clerk, students, etc.Students need to know how and when it is
appropriate to switch registers
Pragmatic Features of Oral and Written Language
Dialect:There is a variation among speakers of the
same language. “I’m stuffed” (US=I’m full) vs. (Australia=I’m pregnant!”)
Speakers of certain dialects may be viewed differently (less intelligent, low SES, etc.)
Figures of Speech: “Y’all come back now” (said to Japanese
businessmen caused them to get off a bus!)Use fewer idioms with beginning level Els and
ALWAYS explain them!
Pragmatic Features of Oral and Written Language
Silence:Silence differs dramatically across cultures.
In the U.S., it is interpreted as expressing embarrassment, regret or sorrow. In Asian cultures, it is a token of respect.
Quickwrite (page 26)
Describe one discourse setting/context (classroom, social event, store, types of correspondence) and identify key features appropriate to the setting
Share some ideas with the class
Factors that affect a speaker’s or writer’s choice of pragmatic features
Cultural Norms:Student’s upbringing will influence how s/he
responds and uses pragmatic features (touching, eye contact)
Social:When engaged in communicating for social
purposes, gestures, and facial expressions, will be more commonly used
Factors that affect a speaker’s or writer’s choice of pragmatic features
Setting:If the setting is in the classroom, the
teacher/student register will be in place
Goals:Direct vs. indirect communication
Purpose:Communication (oral/written) is with intent
Subject Matter:Language is content-specific
Audience Purpose Context
OralExample
Administrator Inform: Students ask Principal to include after school programs
School(informal)
WrittenExample
Administrator/or perhaps school board
Persuade: Parents write a letter to principal requesting sports after school
Home(formal)
What are some Difficulties ELs have with respect to
Pragmatics?
Factors that affect a speaker’s or writer’s choice of pragmatic features
Review of Linguistic Knowledge
Return to page 10 and re-rate your knowledge of the linguistic terminology from this section. Add any pertinent information on pages 28-30
Page 31 - Rubric to Evaluate ELD Program. Evaluate YourselfWrite evidence found in each item. Remember to consider: listening, speaking, reading and writing.
Module 1, Domain 2
First and Second-Language Development and Their
Relationship to Academic Achievement
(CTEL, Chapter 2)
Readings from CTEL Handbook
Read Page 32 “Contemporary Theories (of Language Acquisition)” to familiarize yourselves with two major theories, Constructivism & Cognitivism, and the other theories
aligned with them. Summarize the theories on page 33
For this test, you will need to know
theories, not theorists!!
Contemporary Theories of Language Acquisition
Constructivism- we construct our knowledge based on individual experience and schema.Social Interactionis
tSocial-culturalInteractionistInterlanguage
Cognitivism-knowledge is viewed as symbolic, mental constructions in the mind of individuals.MetacognitionCALLA
1st Language Acquisition Stages
Babbling: from 6mo - 1yr during which a child imitates the sounds of human language
Holophrastic: child uses one word to mean a whole statement (“holo”= complete or undivided, is a one word = one sentence stage.) For example, dog is a whole sentence.
1st Language Acquisition Stages
Two-Word: this state emerges when a child reaches approximately 2yrs and begins to produce two-word utterances such as “car go.”
Telegraphic: state of stringing more than two words together. Children often sound as if there are reading a Western Union message, as in “Cathy build house.”
2nd Language Proficiency Levels
Beginning:Minimal receptive/productive skillsBegin to recognize some basic groups of related
wordsWrite some isolated English words
Early Intermediate:Describe a picture/object using common
vocabularyMatch simple vocabulary words to picturesWrite sentences appropriate to prompt
2nd Language Proficiency Levels
Intermediate:Respond to a prompt using difficult vocabulary in a
relevant complete sentenceRead a story and recall details and answer literal questionsWrite simple sentences appropriate to prompt or write
story by listing events or ideas
Early Advanced:Understand and follow difficult instructions/delivery in an
academic contextRead involving processes such as: sequencing,
generalization, drawing conclusions, and making predictions
Writing contains fluent sentences, paragraphs, well-organized ideas, and accurate transitions
2nd Language Proficiency Levels
Advanced:Understand and follow more complex
instructions/delivery in an academic contextRead more complex narrative and expository
texts and answer increasingly difficult questions that involve sequencing, generalizing, drawing conclusions, and predictions
Writing contains fluent sentences and paragraphs with well organized ideas, accurate transitions, vivid vocabulary, and no significant grammatical errors
Relationship of 1st & 2nd Language Acquisition
Specific to L1 (Left)
Immersed in language
Whole to partNatural babblingBuilding
conceptsPraise/reinforce
Informal“parent-talk”Long silent period
Time to develop concrete things
One-to-one w/many clues
Relationship of 1st & 2nd Language Acquisition
Specific to L2 (Right)
FragmentedPart to wholePlanned language
instructionNo babblingEnrichment or
requirement(depending on person)
Fear of error/high anxiety
FormalShorter silent
periodPressed for timeAbstract conceptsGroup/class
translating concepts/knowledge
Relationship of 1st & 2nd Language Acquisition
Commonalities Across L1 & L2 (center)
UniversalsSoundsStagesBuilding conceptsKnowledge in L1
facilitates L2 development
Motivation to understand
RepetitionGesturesNon-verbalSurvivalmodeling
Krashen’s 5 Hypotheses on Second Language Acquisition (The Monitor Model)
CTEL Handbook, Ch2, pages 62-64Hypotheses:
Acquisition-Learning MonitorNatural OrderInputAffective Filter
Acquisition-Learning Hypothesis
SubconsciousSimilar to L1
Long, active listening period; speaking emerges in stages
Error acceptedCorrection is
modeled
ConsciousKnow the rules
Having formal knowledge of language
Errors correctedCorrection is
overt
Acquisition vs. Learning
Monitor HypothesisEditor (allows for error self-correction)To work properly, a person needs:
Time (conversations vs. writing a ¶)
Focus on form Know the rule
Monitor can be successful for language tests & writing “The 'monitor' acts in a planning, editing and correcting function
when three specific conditions are met: that is, the second language learner has sufficient time at his/her disposal, he/she focuses on form or thinks about correctness, and he/she knows the rule.”
Natural Order Hypothesis
We acquire grammatical structures in a fairly predictable order, but cannot teach to that order. We must focus on meaningful messages.
Input Hypothesis
We acquire language when we understand what is said to us
i + 1 (known to the unknown,
combine familiar with something new)
Affective Filter HypothesisSelf confidenceMotivationLevel of anxiety
A high affective filter impedes the reception of comprehensible input
Cummins’ BICS, CALP, CUPCTEL pg. 64
L1 L2
BICS
CALP
CUP
BICS
CALP
Cummins’ Quadrants
Many
Clues
Few
Clues
Cummins’ Quadrant Activity
Look at the Quadrant Activity on page 40
Try to determine in which quadrant each of the items would be placed
Remember: there doesn’t have to be a right answer, some may be able to be placed in more than one!! This is designed to simply get you thinking about the issue
Cummins’ Quadrants
Cognitive & Social Strategies Learners Use in Developing a Second Language
RepetitionMemorization
Formulaic expression
Elaboration
Self-Monitoring
Appeal for Assistance
Request for Clarification
Role-play
ELD Lesson Intro
The following is a sample ELD lesson intro
“Last week we finished learning about land transportation and today we are going to start our new lesson about air transportation. What do we know about types of transportation that we see in the sky?”
(Teacher writes students’ responses) [expressive skills]
ELD Lesson Intro“Let’s have someone volunteer to read what you told me and I wrote about the different types of transportation.” (A few students can read the list)
“Has anyone else remembered some more types of transportation?” (while students are listening to teacher’s questions, they may come up with additional answers) Teacher asks student(s) to approach chart paper and write it down. [receptive skills]
ELD Lesson Intro
“Now, we are going to think about what else we want to learn about transportation. . .
What is the importance of this sample of an intro ELD lesson?
Why is integrating the four language domains (listening, speaking, reading, and writing) important?
What do we mean by “language is acquired in a natural process?”
Schooling for Language Minority Students
1. English Proficiency, Academic Achievement, Positive Self-Concept
2. False3. BICS & CALP4. A: BICS B: CALP5. Social conversation, playground,
everyday conversation, family talk, friend talk
6. Higher order thinking, abstract thinking, academic language, test skill, problem solving
Schooling for Language Minority Students
7. Use primary language to learn and support learning. Comprehensible input and low affective filter.
8. There are two separate “areas” where languages develop. When one language is “emphasized” the other is reduced. SUP
9. There is one “area” where languages develop and there is a relationship or connection between languages. One supports the other in the form of transferability. CUP
Schooling for Language Minority Students10. Yes, most of the skills transfer. If you learn to
think in one language, you do not need to learn to think in another language. If you learn to read in one language, you only need to “break the code” in another language.
11. Students receiving instruction in L1 did better in English than those students who only received instruction in English language development.
12. Continue to communicate in primary language. Home context is conducive to developing literacy in an authentic manner, not school-like manner.
13. Use of realia, gestures, contextualization of lesson
Cognitive, Linguistic, and Physical Factors that Influence Language Acquisition
CTEL ed 1: pages 70-74; 77-80
In table groups, read and complete page 44 of the study guide.
Cognitive, Linguistic, and Physical Factors that Influence Language AcquisitionSynthesis/Summary
The cognitive and constructive perspectives stress the importance of viewing the students as active processors of information from birth and throughout their lives. These processes occur through social interaction and mental activity in which information is internalized and the learner then constructs meaning based on personal experience and prior knowledge.
Cognitive, Linguistic, and Physical Factors that Influence Language Acquisition
Pedagogical ImplicationsAssessment
Consider alternative assessment such as portfolios or performance-based assessment.
InstructionCooperative learning, contextualization
Affective Factors that Influence Language Acquisition
CTEL: pages 74-77
In table groups, read and complete page 45 of the study guide.
Affective Factors that Influence Language Acquisition
Synthesis/SummaryThere are several affective factors that impact student learning: self-esteem, motivation, and attitudes
How the students feels about her/himself can affect either in a general, or specific to a task or situation. As for motivation, it can be attributed to parents, friends, and teachers by creating a learning environment (not nec. Physical), which impacts the attitude of the student toward learning. It is when anxiety continues to exist that creates a high affective filter preventing the student from learning.
Affective Factors that Influence Language Acquisition
Pedagogical ImplicationsWork to lower the affective filter
A variety of groupings: small, large, dyads, triads
Use L1 to support core curriculum
Sociocultural and Political Factors that Influence Language Acquisition
CTEL: pages 81-89 (read and know!!)
In table groups, read and complete page 46 of the study guide.
Sociocultural and Political Factors that Influence Language Acquisition
Synthesis/Summary:Culture is the explicit and implicit patterns for living, the dynamic system of commonly-agreed-upon symbols, meanings, knowledge, beliefs, morals, customs, traditions
Sociocultural and Political Factors that Influence Language Acquisition
Synthesis/Summary:For students learning a second language,
success is dependent on such extra-linguistic factors as: the pattern of acculturation for their
community; the status and acceptance of their
culture, which includes their language
Sociocultural and Political Factors that Influence Language Acquisition
Synthesis/Summary:There are numerous structures within schools that affect student learning:trackingthe curriculumPedagogythe school’s physical structure and disciplinary policies
the limited roles of both students and teachers
limited parent and community involvement.
Sociocultural and Political Factors that Influence Language Acquisition
Pedagogical Implications:The acculturation process is an additive approachL1 is acceptedParents are involvedAssessment/evaluation takes the whole child into account
Language Acquisition Matching Game!!
In table groups, match the description of the theories or perspectives to the appropriate term by numbering them