Ctel module1 fall09

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.

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

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).


Spoken:Sentence frameMore informalMore idiomatic

WrittenRule: more linearFewer use of

idioms

Guided by the topic,

theme, idea

Top Half


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!!


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


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


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!


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


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?


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


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


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


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


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



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.


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!!)



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


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


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.


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

Ctel module1 fall09

Education

Transcript of Ctel module1 fall09