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The SIOP ® Model Understanding the English Learners in your Classroom.

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Presentation on theme: "The SIOP ® Model Understanding the English Learners in your Classroom."— Presentation transcript:

1 The SIOP ® Model Understanding the English Learners in your Classroom

2 Objectives: We will… Content Objectives Understand the basic processes of acquiring a second language. Language Objectives Use appropriate negotiation strategies (I respectfully disagree, It seems to me…) to discuss views on learning a second language in academic contexts.

3 Knowledge of second language acquisition is essential for meeting the needs of LEP students. Understanding the ELs in your Classroom

4 Second Language Acquisition “When policies and programs that complement the research on second language acquisition are in place, we see more positive outcomes.” Echevarria, J., Vogt, M.E., & Short, D. (2013) Making Content Comprehensible for English Learners: The SIOP Model.

5 How do students learn a second language?  LEARNING memorize vocabulary and rules Drill and practice Vocabulary and rules  ACQUIRING subconscious Internalize rules of language Follow predictable stages Listen and read just slightly above the level of comprehension

6 Language Acquisition Virginia Collier, 1994

7 Why do students appear to understand but will not respond? The “Silent Period” Just as native speakers as young children understand more than they can say, second language learners may understand but not speak. Silent period can last for many months.

8 The “Silent Period” Ask the student to demonstrate understanding by pointing gesturing matching acting out drawing a picture

9 I hear ELs speaking English all the time, but not in class. Why? SOCIAL LANGUAGE Basic Interpersonal Communication Skills (BICS) conversational language (WIDA Standard 1) ACADEMIC LANGUAGE Cognitive Academic Language Proficiency (CALP) grade-appropriate language of the content area

10 Social Language (BICS) Language, Setting, Degree of Understanding, Topic, Clues, Clarification

11 Cognitive Academic Language Proficiency (CALP) Mitosis Wah, wah wah Wah wah! Language, Setting, Degree of Understanding, Topic, Clues, Clarification

12 Experience it! 1.Get up and find one person with hair color similar to yours. 2.Decide who will be first and who will be second. 3.Surprise! 4.Do the one minute “n” activity.

13 English Learners need to learn English asap! Shouldn’t we insist on English ONLY? Native language should be valued. Learning English is an additive process – L1 should not be lost in the process. Meaningful interaction in both languages strengthens language acquisition. Very young students are still developing L1 abilities at the same time they are acquiring L2. Discussing concepts in L1 can help students gain content knowledge and affirm understanding.

14 Factors Affecting Second Language Acquisition Motivation First language development Language distance and attitude Access to language Age Personality and learning style Peers / role models Quality of instruction Cultural Background (See handout –Contextual Factors in Second Language Acquisition)

15 What Do You Think? answers 1.Children have acquired a second language when they can speak it. 2.Students would acquire English more quickly if they only spoke English at home instead of their first language. 3.Students who are literate in their first language will learn to read and write in English more quickly than those with no literacy skills in L1.

16 How can I help students acquire English?

17 Objectives: How did we… Content Objectives Understand the basic processes of acquiring a second language Language Objectives Use appropriate negotiation strategies (I respectfully disagree, It seems to me…) to discuss views on learning a second language in academic contexts


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