Professional Documents
Culture Documents
BTE363/364
Child begins to use language but is still not sure of what constitutes single word in English
I like it which student hears as two words I like it play ball; I like it little trucks
Other Points
Easy to assume child knows a lot more of language than s/he actually does Children will experiment more with new language when with peers than with adults; if possible observe student interacting with peers to assess students English language skills.
Excerpt from a science book: The water table lies beneath the surface of the earth.
BICS (Continued)
ELLs can comprehend social language by:
CALP (continued)
Isnt just understanding of content area vocabulary Includes comparing, classifying, synthesizing, evaluating, & inferring Context reduced Becomes more cognitively demanding; new ideas, concepts & language are presented at same time
CALP (continued)
Proficiency in CALP is gained more slowly because:
Non-verbal clues are absent;
There is less face-to-face interaction; Academic language is often abstract; Literacy demands are high (narrative and expository text and
textbooks are written beyond the language proficiency of the students); and
Media bias and propaganda campaigns have given rise to English Only and English for Children movements. States have passed legislation banning bilingual instruction (California Proposition 227.)
I am an avid hunter. I recently bought a Labrador retriever puppy. I cant wait until he grows up so that I can hunt him. What does this imply?
Theory is that language acquisition is enhanced through meaningful use and interaction. Combines good teaching practice and instruction specially designed for ELLs.
Features of SIOP
Cooperative learning activities.
Focus on academic language as well as key content vocabulary. Use of ELLs first language as a tool.
Hands-on activities.
Incorporates students background knowledge into classroom lessons.
High level of student engagement and interaction leads to more discourse and critical thinking.
SIOP Components
Lesson Preparation
Building Background Comprehensible Input Strategies
Interaction
Practice/Application
Lesson Delivery
Review and Assessment
Lesson Preparation
Content objectives Clearly define what the students will be able to do; write them on the board.
Language objectives Clearly define the language objectives; write them on the board.
Concepts should be appropriate for the age and educational background of students. Materials What can you use to promote comprehension? Pictures? Multimedia? Demonstration? Find ways to integrate the content with language practice Listening, speaking, reading, and writing.
Building Background
New concepts should be linked to
students background. Past learning and new concepts should be tied together. Emphasize key vocabulary
Create a word wall; leaving it up during the lesson for students to see.
Comprehensible Input
Teach the lesson
Use appropriate speech at students proficiency level.
Clearly explain academic tasks. Use a variety of techniques to make concepts clear.
Strategies
The key is to teach students strategies so
that they can be empowered to learn--make them independent learners. Scaffolding break concept down into manageable pieces; guide students through process; help students move to higher levels of expertise.
Interaction
Provide lots of interaction. Use group work that supports language & content objectives. Cooperative groups Buddies Pairs Large & small groups Give students time to respond. If possible, clarify using native language.
Practice/Application
Hands-on activities, models, blocks, tools, etc. Activities that allow students to apply both content and language knowledge. Activities that integrate language skills: listening, speaking, reading, and writing.
Lesson Delivery
Support content and language objectives. Engage students at least 90% of the time. Pace the lesson; gear it to the students ability levels.
The End!