1. Give an overview of language diversity and bilingualism in American history.

a. At first people were not very considerate of people who didnt speak
English. People thought that everyone should know English and many
people were forced to leave their native language behind and change to
just learning English. There have been had to be laws put in place to
protect ELLs and so that they can get a program they need and to able to
learn English the proper way.

2. Who are English language learners in the United States today?

a. ELLs in the United States today are either students who come from a
foreign country or students whose familys heritage language is not
primarily English.

3. Compare and contrast the following 4 types of models of teaching: 1) sink or

swim models, 2) pull-out model, 3) content-based/sheltered instruction models,
4) dual language/two-way models.

a. The sink or swim model- This model is all mainstreaming. The student is
pushed into a mainstream classroom without having any knowledge of the
language. They have full immersion into the language in the classroom.

b. Pull out model- This is the model where students are pulled out of the
mainstream classroom to learn English and are often in the mainstream
classroom to learn math.

c. Sheltered instruction- This model allow children to continue academic

work while learning English by teaching subject matter in sheltered
English. This is similar to the pull out model because students in the
program are often sheltered from other students to learn English.

d. Dual model- The students learn through both native and English
languages. This is different than sheltered and pull out model because the
students are not removed from the classroom to learn English. Often the
students are learning another language with these ELLs.

4. What are BICS and CALP, how are they acquired, and why are they important
concepts in the field of ELL?

a. Basic Interpersonal Communicative Skills- This is social language. It is

learned through interacting in conversations, such as with your peers.
 b. Cognitive Academic Language Proficiency- This is academic language. This
is often taught in the classroom. Such as grammar of sentences.

c. These are important because you need both of these to be successful in a

new language so it is important we give ELLs the opportunities to have
both social and academic language when learning English.

5. Define the following terms and explain their role in language acquisition:

6. Transfer- This is when students transfer from whatever bilingual program they are
in to mainstreaming in classroom fulltime. The role this has on students is they
have to be prepared to make the transition or they will fall behind academically.

7. Input- This is the feedback you give students. Its important because the way you
construct the students can have an impact on their language development
whether that is positive or negative.

8. Interaction- This can be social interaction or academic interaction. The social is

when students learn grammar from their peers. The academic is what they are
taught when they are in class.

9. Universal Grammar- Language that you are born with. This differs in development
depending on what language you end up learning. You start by knowing all
languages and whichever you learn grammatically is the one you get for life.

10. Social context- This is the language you learn through peer interaction. This plays
a role in your development because it gives you the ability to use academic
language and grammar, as well as aiding in the ability to communicate with
others.

11. Speakers of the language- People who speak the language you want to know.
This plays a role in your development because weather it is your parents or
teacher you are learning language rules and grammar from them.

12. L1- This is a students first language or heritage language. This helps with the
ability of learning a new language based of their previous knowledge.

13. What are commonly held myths about language acquisition and language
pedagogy that were debunked by the readings, in-class activities, and the video
Playing the Language Game: Acquiring the Human Language.

a. One myth is that all students learn the same. This is not true because
depending on the students cultural background and social background
they could be very different from the other students.
 14. Outline and explain the significance of the major laws that revert to English
language learners/ELL education.

a. Laus v. Nichols- The significance of this law is that in put in place that Ells
must have their own program in order to be able to be successful in
school.

b. Castaneda v. Pickard- This enforces the law made by Laus v. Nichols by

instating the 3 prong rule which says programs for ELLs must be based on
an educational theory recognized by experts, resources must be
calculated to implement the program correctly, and programs must be
evaluated.

c. Pyler v. Doe- This says public schools must not discriminate on

immigration status. This is important because every child deserves an
education and they cant help their immigration status because that has to
do with their parents not them.

Part 2: Activity - New Program Report (300 word limit total/approximately 1 page)

You can be creative but you must demonstrate a thorough understanding of key
concepts and findings from the readings and discussions, especially those on bilingual
education. You may use the following as an outline for your report:

This school is being open to serve new ELL students. I believe it should be located in the
East side of Washington. The reason is should be located here is because there are few
bilingual programs in this area. I believe it would be responding to the need for a dual
language bilingual program. The highest percentage of nonwhite students is Hispanic
and I believe a program should be opened to do a bilingual program with those two
populations. The text referred to them having a willingness to fit into the community,
especially in the prime years of schooling, and I believe this would be much easier for
the students if they had classmates learning their native language as well. The goal of
this school would be to have each student leave understanding a new language as well
a new understanding of different cultures. A survey was done in the 1990s and 72
percent of second generation immigrants said English was their native language. That
means theyre fluent in English, and I believe it is the same as Americans learning
another language such as Spanish. Its important to learn different cultures because
America is a melting pot of culture, not just English. The teaching staff would be
bilingual so they could help both the Hispanic and white children in learning both
languages. This would be a 50/50 model so that students have equal opportunity to
learn both languages. Morning learning English and Afternoon learning Spanish and then
the next week changing and doing Spanish in the morning and English in the Afternoon
so the student are always engaged. The students would be the Hispanic and the
Caucasian population in the eastern side of Washington.