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One Linguist’s PerspectivesOne Linguist’s Perspectivesonon

Language & Literacy Language & Literacy AcquisitionAcquisition

David J. Silva, Ph.D.David J. Silva, Ph.D.Vice Provost for Academic AffairsVice Provost for Academic Affairs

Professor of LinguisticsProfessor of LinguisticsThe University of Texas at ArlingtonThe University of Texas at Arlington

http://ling.uta.edu/~davidhttp://ling.uta.edu/~davidGO MAVS!

Crow Elementary School – AISD – 31 July 2008

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What’s Behind Today’s What’s Behind Today’s SessionSession Desire to be HelpfulDesire to be Helpful

– ReviewReview– EdifyEdify– RespondRespond

My Professional PerspectivesMy Professional Perspectives– LinguisticsLinguistics– Research OrientationResearch Orientation– ““Active Learning” Active Learning”

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““Appeal likely in bilingual Appeal likely in bilingual ruling”ruling”The Dallas Morning News The Dallas Morning News ◊◊ Tuesday, July 29, 2008Tuesday, July 29, 2008

More help for limited English students still on the way, More help for limited English students still on the way, leaders say leaders say By Terrence Stutz and Katherine Leal Unmuth, Staff WritersBy Terrence Stutz and Katherine Leal Unmuth, Staff Writers

• … … U.S. District Judge William Wayne U.S. District Judge William Wayne Justice ruled Friday that the state has Justice ruled Friday that the state has failed to properly educate [LEP] failed to properly educate [LEP] students.students.

• … … surprise decision…surprise decision…

• … … gives the state until January 31 gives the state until January 31 [2009] to come up with a different [2009] to come up with a different plan.plan.

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““Appeal likely in bilingual Appeal likely in bilingual ruling” ruling” 2The Dallas Morning News, The Dallas Morning News, Tuesday, July 29, 2008Tuesday, July 29, 2008

• ““While our elementary school students While our elementary school students are doing very well, we recognize there are doing very well, we recognize there are problems in our high schools that are problems in our high schools that we want to address.”we want to address.”-Florence Shapiro (R-Plano), Senate Education -Florence Shapiro (R-Plano), Senate Education Committee ChairCommittee Chair

• Many LEP students can speak Many LEP students can speak conversational English without having conversational English without having mastered the vocabulary necessary to mastered the vocabulary necessary to understand textbooks or to pass the understand textbooks or to pass the graduation TAKS exams.graduation TAKS exams.

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Dual-Language? Bilingual? Dual-Language? Bilingual? ESL?ESL? Defining “Bilingual”Defining “Bilingual”

– Functional: Can operate in both languages (equally Functional: Can operate in both languages (equally well)well)

– Attitudinal: Is equally comfortable in both languagesAttitudinal: Is equally comfortable in both languages If bilingualism is the goal, then Dual Language If bilingualism is the goal, then Dual Language

ProgramProgram– MaintenanceMaintenance– Two-Way ImmersionTwo-Way Immersion– One-Way ImmersionOne-Way Immersion– Heritage Language ProgramHeritage Language Program

If English Proficiency is the goal, then ESLIf English Proficiency is the goal, then ESL– Transitional bilingualTransitional bilingual– Multi-language ESL classroomMulti-language ESL classroom

Q: Which two languages?

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Hawai’ian ExampleHawai’ian Example

Ke Kula Kaiāpuni

‘O Ānuenue

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Technology and TraditionTechnology and Tradition

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Key DistinctionKey Distinction

LearningLearning– consciousconscious– explicitexplicit– assumes teachingassumes teaching

AcquisitionAcquisition– unconsciousunconscious– implicitimplicit– often based on modeled behavioroften based on modeled behavior

: Teaching

: ? ? ?

Stephen Krashen

Learning ≠ TeachingLearning ≠ Teaching

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Task and ContextTask and Context

Context / LocusContext / Locus

L2L2(English / USA)(English / USA)

L1L1(Home Country)(Home Country)

TTaasskk

LearningLearning SLLSLL22ndnd Language Learning Language Learning

FLLFLLForeign Lang Foreign Lang

LearningLearning

AcquisitiAcquisitionon

SLASLA22ndnd Language Language AcquisitionAcquisition

FLAFLAForeign Lang Foreign Lang AcquisitionAcquisition?

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Four PrerequisitesFour Prerequisites forfor Successful Successful Language Language AcquisitionAcquisition

CognitiveCapacity

InteractionData

Motivation

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Games are Great Games are Great Opportunities for Opportunities for InteractionInteraction

Image Excluded from On-LineSlide Show

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Highlights ofHighlights ofL1 Acquisition ResearchL1 Acquisition Research

Meaning and Function trump FormMeaning and Function trump Form Errors are Normal (and Important)Errors are Normal (and Important)

– Morphological OvergeneralizationsMorphological Overgeneralizations

– Semantic OvergeneralizationsSemantic Overgeneralizations

– Evidence of a Developing GrammarEvidence of a Developing Grammar

Scaffolding is CriticalScaffolding is Critical Poverty of Stimulus ArgumentPoverty of Stimulus Argument

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Poverty of Stimulus Poverty of Stimulus ArgumentArgument Language input is:Language input is:

– imperfectimperfect– incompleteincomplete– inadequate for constructing a perfect inadequate for constructing a perfect

grammargrammar Where the input fails, innate principles Where the input fails, innate principles

take overtake over Originally developed for first language Originally developed for first language

acquisitionacquisition– Later applied to SLALater applied to SLA

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Can We Enhance the Can We Enhance the Process? Process?

InteractionData

Motivation

Structured Environments to Optimize…

Keep these ideas in mind as we walk through the following strategies.

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PALS PALS (grades 2-6)(grades 2-6)

Peer-Assisted Learning Peer-Assisted Learning Strategies Strategies (Fuchs et al. 2001)(Fuchs et al. 2001)

Adaptation of ClassWide Peer TutoringAdaptation of ClassWide Peer Tutoring– StructuredStructured– Opportunities for feedbackOpportunities for feedback– Reciprocity of rolesReciprocity of roles

ActivitiesActivities– Partner ReadingPartner Reading– Paragraph ShrinkingParagraph Shrinking– Prediction RelayPrediction Relay

Upward / Downward ExtensionsUpward / Downward Extensions

1

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Optimizing Read-Aloud Optimizing Read-Aloud Time Time (Santoro et al. 2008)(Santoro et al. 2008)

Key AttributesKey Attributes– Making students aware of text structureMaking students aware of text structure

– Generating text-focused discussionsGenerating text-focused discussions

– Explicitly teaching key vocabulary; Explicitly teaching key vocabulary; reinforcereinforce

– Exploiting text-to-text connectionsExploiting text-to-text connections

– Using student retelling as primary Using student retelling as primary outputoutput

2

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Optimizing Read-Aloud Optimizing Read-Aloud Time Time (Santoro et al. 2008)(Santoro et al. 2008)

Table 4: Comprehension Strategy Focus …Table 4: Comprehension Strategy Focus …

Before Before ReadingReading During ReadingDuring Reading After After

ReadingReading Identifying the Identifying the

purpose for purpose for reading (e.g., reading (e.g., information or information or story)story)

PreviewingPreviewing Predicting / Predicting /

primingpriming Defining critical Defining critical

vocabularyvocabulary

Using a consistent Using a consistent framework to discuss framework to discuss the text (e.g., story the text (e.g., story elements, K-W-L w/ elements, K-W-L w/ focus-questions)focus-questions)

Using question-asking Using question-asking strategiesstrategies

Making connectionsMaking connections(text-to-text, text-to-(text-to-text, text-to-self, text-to-world)self, text-to-world)

Making inferencesMaking inferences Self-monitoringSelf-monitoring VocabularyVocabulary

RetellingRetelling Introducing, Introducing,

reviewing, and reviewing, and extending extending vocabularyvocabulary

2

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Optimizing Read-Aloud Optimizing Read-Aloud Time Time (Santoro et al. 2008)(Santoro et al. 2008)

Figure 1: … Story Retelling Prompt Sheet …Figure 1: … Story Retelling Prompt Sheet … (modified)(modified)

Story RetellStory Retell

WhoWho ProblemProblem

SolutionSolution EndEnd

2

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Questioning the AuthorQuestioning the Author(Jonson’s strategy #39)(Jonson’s strategy #39)

“… “… forces students to figure out what the author forces students to figure out what the author means, not just what the author writes.”means, not just what the author writes.”

“… “… [helps] to construct meaning from what they read [helps] to construct meaning from what they read by bringing prior experience to the author’s words.”by bringing prior experience to the author’s words.”

Teacher PrepTeacher Prep– Locate important ideasLocate important ideas– Anticipate difficulties that will be encountered by the Anticipate difficulties that will be encountered by the

studentsstudents– Choose appropriate stopping points for questionsChoose appropriate stopping points for questions

Possible QuestionsPossible Questions– What is the author trying to say here?What is the author trying to say here?– What is the author’s message?What is the author’s message?– Does the author explain this clearly?Does the author explain this clearly?– Why do you think the author tells us this Why do you think the author tells us this nownow??

3

2020

Questioning the Author – Questioning the Author – RevisedRevised(Jonson’s strategy #39, revised by Silva)(Jonson’s strategy #39, revised by Silva)

(A) Students engage with the text by (A) Students engage with the text by engaging with the authorengaging with the author– Imagine that the author will be visiting our class Imagine that the author will be visiting our class

tomorrow.tomorrow.– What questions would you want to ask him/her?What questions would you want to ask him/her?– Come up with 3 questions.Come up with 3 questions.

(B) Students engage with the text by (B) Students engage with the text by assuming the role of the authorassuming the role of the author– Pair the students.Pair the students.– One plays the role of the author.One plays the role of the author.– The other asks the questions that s/he developed in The other asks the questions that s/he developed in

(A).(A).

3’

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Pick-A-PalPick-A-Pal(Jonson’s strategy #34)(Jonson’s strategy #34)

“… “… choose a character… as a best friend and explore choose a character… as a best friend and explore qualities of that character.”qualities of that character.”

ProcedureProcedure– Ask student to brainstorm about names of characters in stories Ask student to brainstorm about names of characters in stories

recently read by the class; list on board.recently read by the class; list on board.– Students choose a character as best friend and draw a picture.Students choose a character as best friend and draw a picture.– One by one, students hold up pictures as other members One by one, students hold up pictures as other members

guess who it is.guess who it is.– Student describes Student describes whywhy the character would be a good best the character would be a good best

friend.friend.– Finally, students write about the character on back of the pageFinally, students write about the character on back of the page

Assessment PotentialAssessment Potential– Save the result in the student’s portfolioSave the result in the student’s portfolio– Repeat later in the school year and compare to gauge Repeat later in the school year and compare to gauge

developmentdevelopment

4

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Summary HandSummary Hand(Jonson’s strategy #54)(Jonson’s strategy #54)

“… “… help students process key events help students process key events from stories or summarize from stories or summarize finger factsfinger facts from a nonfiction unit.”from a nonfiction unit.”

Procedure: Model then Implement in Procedure: Model then Implement in GroupsGroups– On the board, draw a large outline of a hand.On the board, draw a large outline of a hand.

– On each figure, writeOn each figure, write an element of the story (fiction) an element of the story (fiction) oror the most important facts from the text (exposition). the most important facts from the text (exposition).

– In the palm, draw a relevant illustration.In the palm, draw a relevant illustration.

5

2323

Summary HandSummary Hand(Jonson’s strategy #54)(Jonson’s strategy #54)

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Adapted from Jonson 2008, p. 190, after a contribution by S. Chin, M. Sullivan, and P. Caoile, San Francisco, CA, Summer 2004

5

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Summary HandSummary Hand(Jonson’s strategy #54)(Jonson’s strategy #54)

“… “… help students process key events from stories or summarize help students process key events from stories or summarize finger factsfinger facts from a nonfiction unit.” from a nonfiction unit.”

Procedure: Model then Implement in GroupsProcedure: Model then Implement in Groups– On the board, draw a large outline of a hand.On the board, draw a large outline of a hand.

– On each figure, writeOn each figure, write an element of the story (fiction) an element of the story (fiction) oror the most important facts from the text (exposition). the most important facts from the text (exposition).

– In the palm, draw a relevant illustration.In the palm, draw a relevant illustration.

ExtensionsExtensions– Use as a pre-writing exercise before students craft a Use as a pre-writing exercise before students craft a

paragraphparagraph

– Use as a mechanism for older students to develop Use as a mechanism for older students to develop consensus on the five most important pointsconsensus on the five most important points

5

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Reprise: Reprise: The Four Prerequisites The Four Prerequisites for Successful Language for Successful Language AcquisitionAcquisition

CognitiveCapacity

InteractionData

Motivation

How do the strategies presented today connect with each of these four

prerequisites?

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Reflection and DiscussionReflection and Discussion

1.1. How might L2 acquisition be similar to L1 How might L2 acquisition be similar to L1 Acquisition?Acquisition?

2.2. How do L1 and L2 acquisition differ?How do L1 and L2 acquisition differ?

3.3. In the language acquisition process, what role(s) In the language acquisition process, what role(s) can be played by:can be played by:

a)a) teachers?teachers?

b)b) parents / families?parents / families?

c)c) peers?peers?

d)d) administrators?administrators?

e)e) researchers / professors?researchers / professors?

4.4. Why do some universities require one set of courses Why do some universities require one set of courses to train K-12 ESL teachers and a different set of to train K-12 ESL teachers and a different set of courses to prepare others to teach adult ESL?courses to prepare others to teach adult ESL?

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ReferencesReferences

Fuchs, Fuchs, Thompson, Svenson, Yen, Al Otaiba, Fuchs, Fuchs, Thompson, Svenson, Yen, Al Otaiba, Yang, Mcmaster, Prentice, Kazdan and Saenz. 2001. Yang, Mcmaster, Prentice, Kazdan and Saenz. 2001. “Peer-Assisted Learning Strategies in Reading: “Peer-Assisted Learning Strategies in Reading: Extensions for Kindergarten, First grade, and High Extensions for Kindergarten, First grade, and High School.” School.” Remedial and Special EducationRemedial and Special Education 22: 15-21. 22: 15-21.

Jonson, Kathleen Feeney. 2008. Jonson, Kathleen Feeney. 2008. 60 Strategies for 60 Strategies for Improving Reading Comprehension in Grades K – 8Improving Reading Comprehension in Grades K – 8. . Thousand Oaks, CA: Corwin Press.Thousand Oaks, CA: Corwin Press.

Santoro, Chard, Howard, and Baker. 2008. “Make the Santoro, Chard, Howard, and Baker. 2008. “Make the Very Most of Classroom Read-Alouds to Promote Very Most of Classroom Read-Alouds to Promote Comprehension and Vocabulary.” Comprehension and Vocabulary.” The Reading TeacherThe Reading Teacher 61 (5): 396-408.61 (5): 396-408.