Charts and Diagrams

Charts and Diagrams

Contents
Language Acquisition in the First Language .................................................................................................. 2 Language Acquisition in Second Language ................................................................................................... 3 English Language Development Proficiency Levels [ELD for L2] ................................................................... 4 Key Ring Vocabulary Cards............................................................................................................................ 5 Sentence Strips: word-picture-sentence ...................................................................................................... 6 Four Domains of Language ........................................................................................................................... 7 Stages of Cognitive Development Jean Piaget ........................................................................................... 8 Piagets Cognitive Development Stages........................................................................................................ 9 Stages of English Language Development .................................................................................................. 10 Limbic System ............................................................................................................................................. 11 Brain Activity in bilinguals ........................................................................................................................... 12 Common Underlying Proficiency ................................................................................................................ 13 The Effects of Bilingualism .......................................................................................................................... 14 Jim Cummins Grid ...................................................................................................................................... 15 Transfer of Metalinguistic Knowledge in Spanish/English Biliterate Students ........................................... 16 New Blooms Taxonomy ............................................................................................................................. 18 Language Structure ..................................................................................................................................... 19

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Charts and Diagrams

Language Acquisition in the First Language

Listening [begins in the womb when baby reacts to sounds]

Speaking [begins about age 1 year] Reading [begins when child recognizes print: signs and symbols] Writing [begins when child begins to draw/scribble]

The four language domains are developmental, sequential stages of language development in children.

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Language Acquisition in Second Language

Listening [0-6 months]

Speaking [6 months - 1 year] Reading [1- 7 years; depending on L1 transferrable skills] Writing [1-7 years; depending on L1 transferrable skills]

Second language acquisition follows the same sequence as first language acquisition. Second language acquisition begins when the child is continually exposed to a second language. As a general principal, the stronger the first language skills, the more rapid are the acquisition of the second language skills. [Cummins: Threshold Proficiency]

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English Language Development Proficiency Levels [ELD for L2]

Stage 1 Stage 2

Preproduction [0-6 months] "Show me the wolf." "Where is the house?"

Early Production [6 months - 1 year] Did the brick house fall down?' "Who blew down the straw house?"

Stage 3
Stage 4 Stage 5 Reclassification

Speech Emergence [1-3 years] "Explain why the third pig built his house out of bricks." "What does the wolf want?"

Intermediate Fluency [3-5 years] "What would happen if the pigs outsmarted the wolf?" Why could the wolf blow down the house made of sticks, but not the house made of bricks?"

Advanced Fluency [5-7 years] Ask students to retell the story, including main plot elements but leaving out unnecessary details.

Fluent English Proficient [FEP] English Learner has been reclassified as FEP after meeting multiple criteria demonstrating his/her ability to function at or near the level of native-English speaking peers in all 4 language domains and at or near grade level in academic content areas.

As English Learners acquire their second language [English], they progress from no knowledge of English to mastering English [listening, speaking, reading, and writing] and functioning at grade level academically in English to the level of their native-English speaking peers. [For example: Sixth grade English Learners must be at or near sixth grade academic proficiency levels.] English Learners will usually be at different proficiency levels for each of the four language domains.
Sample listening/speaking questions and approximate time frame taken from Classroom Instruction That Works with English Language Learners Facilitators Guide by Jane D. Hill and Cynthia L. Bjork.
http://www.ascd.org/publications/books/108052/chapters/The-Stages-of-Second-Language-Acquisition.aspx

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Key Ring Vocabulary Cards

Sample based on sky words. Sun El sol Lub hnub

Moon La luna Lub Hlis

Materials needed 5 blank index cards new envelope key ring five new vocabulary words to learn markers or crayons

Stars Las estrellas Cov hnub qub

Clouds Las nubes Cov Huab

Rain La lluvia Los Nag

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Sentence Strips: word-picture-sentence

Sun El sol

The sun is yellow. El sol esta amarillo.

Moon La luna

The moon is bright. La luna esta brillante.

Stars Las estrellas Clouds Las nubes Rain La lluvia

There stars are in the sky. Hay estrellas en el cielo. The coulds are foating. Las nubes estan flotando. The rain is falling. La lluvia esta cayendo.

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Charts and Diagrams

Four Domains of Language

Listening

Writing

Speaking

Reading

Listening Sound patterns Understanding meaning Understanding vocabulary

Speaking Sound production Using spoken vocabulary Talking for communication

Reading Sound-symbol relationships Converting print to sounds decoding For new knowledge For pleasure

Writing Converting sounds to symbols encoding communicate ideas

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Stages of Cognitive Development Jean Piaget

Ages 0-2

Sensorimotor stage Differentiates self from objects

Ages 2-7

Preoperational stage Learns to use language and to represent objects by images and words

Ages 7-11

Concrete Operational stage Can think logically about objects and events

Ages 11 years and up

Formal Operational stage Can think logically about abstract propositions and test hypothesis systemtically

SOURCE: Learning and Teaching: Piaget. http://www.learningandteaching.info/learning/piaget.htm

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Piagets Cognitive Development Stages

SOURCE: LetsHarEkNowLedGEs http://letshareknowledges.blogspot.com/

Jean Piaget

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Stages of English Language Development

SOURCE: http://www.rohac.com/images/sdaie_photos/Image1.jpg

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Limbic System

SOURCE: The Brainwaves Center http://www.brainwaves.com/brain_new.html

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Brain Activity in bilinguals

Brain activity recorded from Spanish-English bilinguals while they read words in their native Spanish and their second (and less proficient) language, English. The green arrows show areas in the brain that have larger responses to English, possibly reflecting the greater effort involved in understanding words in the second language. (Sinz, 2010] SOURCE: Study looks at the bilingual brain by Pablo Jaime Sinz. 2010. La Prensa San Diego. http://laprensa-sandiego.org/featured/study-looks-at-the-bilingual-brain/

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Common Underlying Proficiency

SOURCE: Is bilingualism a problem? From Language Enhancing the Achievement of Pasifika. http://leap.tki.org.nz/Is-bilingualism-a-problem

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The Effects of Bilingualism

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Jim Cummins Grid

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Transfer of Metalinguistic Knowledge in Spanish/English Biliterate Students

Source: Mora, J.K. (2001). Learning to spell in two languages: Orthographic transfer in a transitional Spanish/English bilingual program. In P. Dreyer (Ed.), Raising Scores, Raising Questions: Claremont Reading Conference 65th Yearbook, 64-84. Claremont, CA: Claremont Graduate University.

The alphabetic principle and Spanish orthography

There are 29 alphabet letters that represent 24 phonemes.

The alphabetic principle and English orthography

There are 26 alphabet letters that represent from 40 to 52 phonemes. 20 English phonemes have spellings that are predictable 90% of the time and 10 others are predictable over 80% of the time. There is a high level of correspondence between most Spanish letter-sound relationships and their English equivalents. Segmenting words into sounds provides clues to their spelling most of the time. However, spelling in English also varies according to the position of the sound in a syllable, what sounds come before and after a given sound and the morphological structure of the word. Occasionally, a spelling will represent more than one word (read-read) so we have to use meaning as a clue to recognize the word.

The spelling of words can be derived by listening for its component phonemes and writing the corresponding letter. There is only one correct spelling for every word. We know how to pronounce every word we read based on its spelling.

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Some phonemes are spelled using more than one letter (ch, ll, rr). Other than these cases, if a letter is doubled, both letters are pronounced (leer).

Many letters in English are used as markers that signal the sounds of other letters. These letters have no direct relation to the sounds in the word. Doubled letters may be part of a spelling pattern and frequently represent only one phoneme. There are five vowel letters and 15 vowel sounds in English. There are many different patterns used to spell these vowel sounds.

There are 5 vowel letters and 5 vowel sounds that are consistent. They are always spelled the same, except for i which is sometimes spelled with a y (i griega) such as in soy, voy, y. A few phonemes can be spelled in more than one way (/h/= g or j as in jirafa, girasol; /s/ as in cita, sitio; /k/= c & qu as in casa, queso). Dividing words into syllables is helpful in knowing how to pronounce and spell them. Syllabification rules are regular. Syllables either contain a single vowel and or a diphthong. Diphthongs are a combination of a weak vowel (i, u) with a strong vowel (a,e,o) or two weak vowels. When we can pronounce words and break words into syllables and apply certain rules, we know how to place written accents correctly. Parts of a word (morphemes) can be added or changed to change the meaning of the word. The meaning changes include verb tense, number and gender and agreement in number and gender, size and affection (-ito, -n).

There are 19 consonant phonemes that are sometimes spelled using more than one letter.

Dividing words into syllables is helpful in knowing how to pronounce and spell them. There are six different types of syllables: open, closed, vowel-consonante, etc. Syllabification often depend on word meaning and origins, so we must use such word parts such as prefixes and suffixes for correct division and spelling of syllables.

Parts of a word (morphemes) can be added or changed to change the meaning of the word. Many parts of words in English do not change the way they are required to in Spanish.

SOURCE: Metalinguistic Transfer in Spanish/English Biliteracy by Jill Kerper Mora. San Diego State University. http://moramodules.com/MoraModules/MetalingTransfer.htm

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New Blooms Taxonomy

Creating Evaluating

Analyzing
Applying Understanding Remembering
Remembering: can the student recall or remember the information? Understanding: can the student explain ideas or concepts? Applying: can the student use the information in a new way? define, duplicate, list, memorize, recall, repeat, reproduce state classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write.

appraise, compare, contrast, criticize, differentiate, Analyzing: can the student distinguish discriminate, distinguish, examine, experiment, between the different parts? question, test. Evaluating: can the student justify a stand or decision? Creating: can the student create new product or point of view? appraise, argue, defend, judge, select, support, value, evaluate assemble, construct, create, design, develop, formulate, write.

SOURCE: http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

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Language Structure

Phonology

Nonverbal Communication

Morphology

Language Structure

Pragmatics

Syntax

Semantics

SOURCE: Based on Chapter 2: Learning about Language Structure. Diaz Rico, 2010. The Cross-Cultural, Language, and Academic Development Handbook. Pearson Education Incorporated, Boston.

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