We think you have liked this presentation. If you wish to download it, please recommend it to your friends in any social system. Share buttons are a little bit lower. Thank you!
Presentation is loading. Please wait.
Published byAlfredo Thorn
Modified over 2 years ago
Lecture #10 Program Models, Bilingualism, and Language Variations © 2014 MARY RIGGS 1
Not all are currently in use in California Other states and countries use variations on these models Studies on program effectiveness include research in the U.S., Canada, England, and various places on the European continent Short term programs are generally found to be least effective © 2014 MARY RIGGS 2 Programs for ELLs
Goals: full bilingualism and academic achievement for ELL and EO students Philosophy: pluralism and cognitive advantage Language: L1 and L2 used with equal status Staff: taught by qualified bilingual teachers Class: 50/50 Time: 7-9 years of consistent enrollment from K-1 Highest program effectiveness (Collier & Thomas studies) © 2014 MARY RIGGS 3 Two-Way Bilingual (Dual Immersion)
Goal: full bilingualism Philosophy: academic achievement in L1 & L2, positive psycho-social development Language: L1 and L2 Staff: sufficient bilingual teachers Class: students from a single L1 Time: 5-7 years with decreasing level of L1 instruction Less effective than Dual Immersion (Collier) © 2014 MARY RIGGS 4 Late Exit Bilingual (Maintenance)
Goal: rapid English development Philosophy: fast track to English Language: L1 with rapid shift to English Staff: fewer bilingual, more ELD and CLAD Class: EO and ELL together Time: 2-3 years Less effective than Late Exit © 2014 MARY RIGGS 5 Early Exit Bilingual (Transitional)
Goal: full bilingualism in L1 and L2 Philosophy: bilingual, bicultural Language: French until grade 2, then English is gradually added and increased Staff: native French speakers Class: all EO; high socioeconomic status Time: K-6; read in L1 & L2 by end of 6 th Highly effective because students are high-prestige group © 2014 MARY RIGGS 6 Immersion (French-Canadian)
Goals: ELD and content Philosophy: alternative to L1 instruction Language: L2 only Staff: CLAD teachers provide ELD Class: multiple L1s, 4-5 proficiency levels Time: 1 year in CA, in practice 2-3 years Least effective accepted program model © 2014 MARY RIGGS 7 Structured Immersion
Goal: put student into a regular, mainstream classroom Philosophy: sink or swim Language: L2 Staff: any teacher Class: all L1 groups Time: indeterminate Not officially accepted in most areas because it is least effective for students © 2014 MARY RIGGS 8 Submersion
1.Degree of phonology, orthography, syntax, lexicon, semantics, style varies 2.Functions can vary externally, depending on contacts, home, community & school languages, mass media, and correspondence 3.Functions can vary internally, depending on non- communicative uses and intrinsic aptitudes © 2014 MARY RIGGS 9 Bilingualism: a Relative Concept
4.Alternation occurs in topic, person, and tension 5.Interference can occur because of medium, style, register, and context © 2014 MARY RIGGS 10 Bilingualism: a Relative Concept
Research (neurological mapping) shows increased development of brain in bilinguals Research (psychological testing) indicates faster processing time in bilinguals Research (training in hypothesis formation) shows higher quantity of output by bilinguals, possibly due to conceptual flexibility and ambiguity tolerance © 2014 MARY RIGGS 11 Cognitive Function
Communicative competence varies: Grammatical competence in lexicon, morphology, phonology, syntax, orthography, semantics Discourse competence in conversation and writing Sociolinguistic competence in cultural norms, register, appropriateness Strategic competence in paraphrase, circumlocution, repetition, hesitation, avoidance, guessing, changes in register, and style © 2014 MARY RIGGS 12 Language Variations
1.Instrumental: to cause something to happen Pass your papers forward. 2.Regulatory: to maintain control If youre quiet, you can play a game. 3.Representational: to explain, state, or report Its cold today. 4.Interactional: to maintain social contacts How are you today? © 2014 MARY RIGGS 13 Language Functions
5.Personal: to express feelings and emotions I really hated that movie. 6.Heuristic: to learn or acquire knowledge Why is the sky blue? 7.Imaginative: to tell stories, play on words, or write poetry It was a dark and stormy night. © 2014 MARY RIGGS 14 Language Functions
Attention-getting Topic nomination (quantity, quality, relevance) Topic development (clarification, shifting, avoidance, interruption) Topic termination © 2014 MARY RIGGS 15 Discourse Analysis
Females: connection and rapport; tend to support topics of others; may use indirect strategies such as hedging Males: status and report; tend to use language to prove competence, prowess, or to provide concrete details. Mostly direct strategies. © 2014 MARY RIGGS 16 Gender Discourse Analysis
Gesture Body Language Eye contact Proxemics Artifacts Kinesthetics (touching) Smelling © 2014 MARY RIGGS 17 Kinesics
End of Lecture #10 © 2014 MARY RIGGS 18
Foreign Language Immersion Programs Bilingual Education Programs.
Teaching English Language Learners with Diverse Abilities.
Zolkower-SELL 1. 2 By the end of today’s class, you will be able to: Describe the connection between language, culture and identity. Articulate the.
$1 Million $500,000 $250,000 $125,000 $64,000 $32,000 $16,000 $8,000 $4,000 $2,000 $1,000 $500 $300 $200 $100 Welcome.
Foreign language UNIVERSIDAD AUTÓMA DE QUERÉTARO FACULTAD DE LENGUAS Y LETRAS Profesional Asociado Universitario en Enseñanza de Lenguas (PAEL) Maestro.
Seeds for Early Literacy Oral Language California Preschool Instructional Network A project of the California Department of Education Child Development.
Alternative Education Programs for English Learners Chapter 6 of Improving Education for English Learners: Research-Based Approaches, By Kathryn Lindhom-Leary.
Language Development Among Children of Linguistic Diversity.
Lecs. 4 & 5. Second language acquisition (SAL) Second language acquisition research focuses on the developing knowledge and use of a language by children.
Improving Education for English Learners: Research – Based Approaches English Learner and Support Services Professional Learning Series March 31, 2011.
Second Language Acquisition To Think About: Think about a baby acquiring his first language. Think about a person acquiring a second language. What similarities.
Lecture #2 Second Language Theories: Research and Practice © 2014 MARY RIGGS 1.
© 2013, 2010, 2005, 2001, 1997 Pearson Education, Inc. All rights reserved. Anita Woolfolk Educational Psychology Twelfth Edition.
explain expected stages and patterns of language development as related to first and second language acquisition (critical period hypothesis– Proficiency.
Communicative Language Ability. Communicative language ability includes the competence of language and the capacity for implementing this competence.
Second Language Acquisition. Objectives explain expected stages and patterns of language development as related to first and second language acquisition.
Interlanguage IL LEC. 9. Interlanguage IL It refers to the type of language produced by 2 nd & foreign language learners who are in the process of learning.
Parents as Partners in Education, 8e © 2012 Pearson Education, Inc. All rights reserved. Working with Culturally and Linguistically Diverse Groups Addressing.
Communicative Competence Historical Overview: 1950s & 60s -- contrastive analysis 1970s -- Interlanguage Development, and Error Analysis 1980s &
ENGLISH LEARNING FOR NON- NATIVE CHILDREN AROUND THE WORLD: SHOULD IT BE “SINK OR SWIM” APPROACH? By Majida Mehana, Ph.D.
Lecture 1: Bilingual Education: Theories and Models Douglas Fleming PhD Associate Professor Faculty of Education University of Ottawa.
Collaboration & Integrated Content-Based Instruction.
Promoting Social Emotional Competence Individualized Intensive Interventions: Replacement Skills 1.
Communicative Competence mid-60s Chomsky drew a distinction between competence and performance wanted to explain how children could acquire competence.
Dual Language Program Parent Orientation New Caney ISD Robert Crippen Elementary August 12, 2015.
1 UT International Students’ Perception of their Communicative Competence.
The SIOP ® Model Understanding the English Learners in your Classroom.
English Language Learners in Schools By Luis Bonilla and Lynne Duffy.
Bilingual Education and English as a Second Language Program Models.
Grade One French Immersion Program Night James W. Hill Public School January 6, 2011.
An Informational Overview: Dual Language Two-Way Immersion Magnet School of Choice.
ESL program is one that “provides instruction in the English language and other courses of study using teaching techniques for acquiring English, and...
1 Second Language Acquisition Chapter st language acquisition Children acquire their 1 st language really fast and without any effort. All children.
Gollnick/Chin Multicultural Education in a Pluralistic Society, 9e © 2013, by Pearson Education, Inc. All Rights Reserved. 7-1 Chapter 7: Language Donna.
Seminar Agenda Course Home Unit 2 Assignments Questions.
Source: Karen Thompson dissertation. Alvaro Recognizing the period from ages three to eighth for language development is necessary for providing the.
Rowland Unified School District Program Specialist/ LD Meeting September 10, 2012.
Key ConsiderationsKey Considerations School/District’s ELL Population Size Languages number dominant languages State and Federal Regulations.
Understanding English as an Additional Language: Part 2 Bebe Vocong February 29, 2016.
Please check, just in case…. APA Tip of the Day: Ampersand When there are two authors for a reference you cite, you need to cite both of them every time.
Liz Howard University of Connecticut April 13, 2013.
THE LATE FRENCH IMMERSION PROGRAM Astral Drive Jr. High Information Session February 12, 2013.
Addition 1’s to
© 2009 McGraw-Hill Higher Education. All rights reserved. 1 CHAPTER 5 Sociocultural Diversity.
English Language Learners UNO Student Teacher Presentation Welcome Work: *Complete the brain activator. *Take a guess if the statements are True or False.
CHAPTER 3: Language Development Among Children of Linguistic Diversity Modified by Dr. Laura Taddei Language Development in Early Childhood Education Fourth.
Culture and Community. Discussion Questions What social groups are you a part of? What are some beliefs that you think are characteristic of your group?
© 2017 SlidePlayer.com Inc. All rights reserved.