Unit 6 - Unit study guide PDF

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Unit 6 Krashen’s Hypotheses of Second Language Steven Krashen is a linguistics expert, specializing in fields of language. Krashen’s theory of second language consist of 5 main hypotheses: o o o o o

Acquisition-Learning Monitor Input Affective Filter Natural Order

Acquisition-Learning: Most fundamental of the 5, and most widely know among linguists and language teachers. According to Krashen there are 2 independent systems of foreign language performance: ‘The Acquired (acquisition) System’ & ‘The Learned system’ Acquired System requires meaningful interaction in the target language (Like a baby learning their first language) Learning System: teacher taught language, knowledge of grammar rules etc. Monitor: Acts in a planning, editing, and correcting function when 3 specific conditions are met> o o o

Second language learner has sufficient time at their disposal. Focus on form or think about correctness. They know the rule.

Learning system plays the role of the monitor to give speech a more polished appearance. Input: states that learners progress in their knowledge of the language when they comprehend language input that is slightly more advanced than their current level. Affective Filter: a learner's attitudes that affect the relative success of second language acquisition. Negative feelings such as lack of motivation, lack of self-confidence and learning anxiety act as filters that hinder and obstruct language learning. Natural Order: all learners acquire the grammatical structures of a language in roughly the same order.

Jim Cummins proposed a theory distinguishing BIC & CALP* basic interpersonal communicative skills (BICS) – Social Language (Hi, how are you?) language students will first learn stage. Takes 1-2 years to learn. cognitive academic language proficiency (CALP) – Academic language such as test questions (“Please provide three categories of food discussed in the text.”) Takes 57 years to learn.

The Six Stages of Second-Language Acquisition** o o o o o o

Pre-production: Minimal to no comprehension. Does not speak language. Early Production: 1–2-word responses. Limited comprehension. Speech Emergent: Has good comprehension. Can produce simple sentences. Beginning Fluency: Particularly good comprehension. Working on grammar Intermediate Fluency: Has excellent comprehension. Makes few grammatical errors Advanced Fluency: Students at this level are close to native language fluency.

Building Blocks of EL Program Models. o o o

Type 1: Dual Language Education – both English language proficiency and proficiency in another language. Type 2: Transitional Bilingual Education - Focus on English language proficiency / Goal is to prepare students for English-only classes Type 3: English-Only Instruction - Focused on developing English proficiency / English is the language of instruction

TESL: Teaching English as a second language. Often used to refer to teacher education programs in ESL. NBPTS: The National Board for Professional Teaching Standards / standards for "accomplished" teachers of English as a new language WIDA - World- Class Instructional Design and Assessment. The WIDA is a group of 40 states dedicated to the implementation of high standards educational opportunities for English learners. ELD Standards, the features of language discussed include linguistic complexity, language forms and conventions, and vocabulary

Unit 6 quiz*** Krashen: There is a natural order with respect to which elements of language are learned at what time. Cummins: Basic interpersonal communication skills, or BICS, are acquired before cognitive academic language proficiency (CALP). Cummins: BICS, or basic interpersonal communication skills, typically involve real-world situations, context, and visual aids or body language to aid understanding. Krashen: Language acquisition is different from language learning, with learning being a more formal and rule-governed process. Krashen: Students’ emotional or affective state can impact their availability for language learning.

Which of the following is a best practice for supporting ELs’ language development? - Use language learning objectives as well as content objectives. Which of the following might be an appropriate language-related activity for ELs to support a lesson on how key words help with understanding the main idea? - Identify important vocabulary words in a reading selection and describe their relationship to the meaning. Which of the following is characteristic of a student in the early production or speech emergence stage of language acquisition? Written work may have words and phrases; student is not yet producing paragraphs or lengthy sentences. What is one approach that you could use to meet the linguistic needs of all four students in the same lesson? Use UDL to provide a choice of independent practice activities, differentiated by language skill. Dual-language immersion, with Spanish and English instruction, would be an effective way to build language and cross-cultural competencies for these students. False One way to provide vocabulary support to all your ELs is to __use visuals and real-life models__. Your collaborating English language instruction teacher would like to provide push-in support to your students during your class. What is one characteristic of push-in support? Push-in support allows English language instruction to support to be integrated with content learning and instruction. Bilingual classroom assessments may be appropriate for Sophia, a Level 1 EL, who is recently arrived and speaks Russian. True

Using a peer buddy to review and reteach challenging topics - Appropriate Replacing content-area reading with a shorter reading written for students at a lower grade level - Not Appropriate

Allowing use of a bilingual dictionary and laptop to look up unfamiliar words -Appropriate Providing graphic organizers, word webs, and audio recorders for writing assignments -Appropriate...