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GRDG526: Language, Literacy, and Diversity in American Education
Multilingual Learners
Dr. Gloria E. Jacobs
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Agenda
SharingGroup Decision on ScheduleSmall Group DiscussionStudent Lead DiscussionBreakMinilecture on ELLLiterature Review & APA Next Week
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Group Decision
End of semester celebrationOrField trip Ideas????
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Small Group Discussion
Random Groups
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Student Lead Discussion
Each group lead a whole group discussion concerning an issue that arose in your small group meeting.
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Break
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Minilecture
Issues in bilingual educationStrengths and needs of multilingual
learners Instructional strategies
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Literature Review
Contents and OrganizationSynthesis versus summaryUse of theory to frame the literature Identifying your claim/thesis
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APA
Link
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Next Week: Literacy and Gender Identity
Reading Due Meyer, E. J. (2007). "But I'm Not Gay": What Straight
Teachers Need to Know about Queer Theory. Blackburn, M. (2002). Disrupting the
(hetero)normative: Exploring literacy performances and identity work with queer youth.
Hartman, P. (2006). Loud on the inside: Working-class girls, gender, and literacy.
Examine the website for Alfred Tatum’s writing institute for African American boys.
Wiki posting #7
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Teaching Multilingual Learnersadapted from Educating English Language Learners by NCLR
G. Jacobs, Ph.D.
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Issues Additive versus Subtractive multilingualism Multiple languages, backgrounds, experience
with language and literacy English Language Learner Limited English Proficiency English as a New Language English as a Second Language Bilingual Multilingual
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Acquiring an Additional Language
A new language represents a new culture and a new way of thinking, feeling, acting.
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Acquistion versus Learning
KrashenAcquisition v learningFluency acquired through meaningful exposure not study of grammar and rules
Focus on receptive language
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Expressive & Receptive Language
Ellis & Yedlin Language input must be adjusted in
response to learner’s proficiency, prior knowledge, interests
Draw learner’s attention to linguistic features
Expressive language just as important as receptive language
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Importance of Social Interaction
Swain Learners must pay attention to
language structures Importance of social interaction
Wong-Fillmore Interact with fluent speakers Direct feedback
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Interacting with English Language Learners
Chaudron, Ellis & Goldenberg Adjust speech to learner’s
comprehension Ask questions Paraphrase Clarify
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Balance between acquisition and learning
Acquisition without learning explicit rules may result in “fossilization” of errors (Wong-Fillmore & Snow)
Learning without acquisition may result in halting, awkward speech (or silencing) (Krashen)
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Role of Emotions Krashen’s Affective Filter
Learning and acquisition cannot occur if negative emotional states block input into the brainBoredomAnxietyDisinterest
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What Learners Need Provide learners with opportunities to
Listen Interact Speak in a nonthreatening environment Acknowledgement and use of student’s home language and
world knowledge (Dutro & Moran) Build on students’ prior knowledge of language and
content Create meaningful contexts for functional use of language Provide comprehensible input and model forms of
language in a variety of ways Establish a positive environment for feedback Reflect on the forms on language and process of learning
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What Transfers from 1 Language to Another (Diaz-Rico & Weed) Print has meaning Various purposes of
reading and writing Concepts of print Book orientation Directionality Letter/symbols
represent sounds
Word are composed of letters
Knowledge of text structure
Semantic and syntactic knowledge
Use of cues to predict meaning
Reading strategies Identity as a literate
person
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Stages of Language Proficiency1. Entering – pictoral representations, words & phrases2. Beginnning – General language, phrases & short
sentences, oral & written language contain phonological, syntactic, semantic errors that impede understanding
3. Developing – General and some specific content area language, expanded sentences, errors may impede understanding
4. Expanding – specific and technical content language, variety of sentence lengths of varying complexity, minimal errors that do not impede understanding
5. Bridging – technical language of the content area, vareity of sentence lengths, varying complexity, multiple paragraphs, errors similar to those of native speakers
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Culturally Responsive Teaching Positive perspective on parents and
families Communicate High Expectations Learning with context of culture Student centered instruction Culturally-mediated instruction Reshape curriculum Teacher as facilitator
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Basic Sequence of Instruction Provide a meaningful experience Record the experience Model the expectations Group students with other learners
Pairs & small groups Consider cultural differences in
context Monitor and support comprehension Elaborate on short answers
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Specific Strategies Instructional
conversations Students & teacher pick a
topic to discuss Teacher acts as facilitator
Dialogue journals Learning logs Literature circles Pattern books and
repetitive songs Language Experience
Approach Graphic organizers
Mixer (one sentence /sticky note, students organize into a paragraph)
Dictoglos Book buddies Detective
Inferences, Evidence, What Actually Happened
Draw then write Letter writing