2. Language Acquisition is the process by which humans perceive, produce, and use words to communicate. (Wikipedia) paraphrase by BJS Presented for Pearson Education: “Be a Change Agent*Touch Diversity” by B.J. Sunnarborg (Momentchannel. 2011)

3. Pedagogy - Effective Teaching Strategies Culture Studies: Encourages students to research and share information about their own cultural history. (Herrell and Jordan, 2012, pp.63,177)

4. TESOL Standards  Proficiency levels developed by TESOL serve as guide for state standards and benchmarks.  Content Area: Reading, Writing, and Communicating Grade Level Expectations: Twelfth Grade Concepts and skills students master:  Standard 1: English language learners communicate for social, intercultural, and instructional purposes within the school setting.  Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the area of language arts.  Standard 3: English language learners communicate information, ideas, and concepts necessary for academic success in the area of mathematics.  Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the area of science.  Standard 5: English language learners communicate information, ideas, and concepts necessary for academic success in the area of social studies. (TESOL, 2012)

5. Strategy Outline Cultural Studies/Imaging English Language Learner(ELL) and Adult English Language Learner (AELL) Strategy Implementation Purpose: To provide opportunities for students to use learning strategies in cultural studies through writing. Scaffolding techniques to support student understanding. Provide a variety of questions and task projects to promoter higher-order of thinking skills. (Echevarria, Vogt, Short, 2010)

6. Strategy Delivery Topic: Cultural Studies/Imaging. Level: Freshmen Developmental English students at Western Colorado Community College/Colorado Mesa University. Lesson introduction, example of real life, student engagement, and discussion review. Lesson application with checklist and supplemental materials. Assessment with reflective writing, and rubric.

7. Effective Teaching Strategies Culture Studies Have you ever traveled to another country? Did your encounter enable you to learn not only about other cultures but also about our own. We have become a multicultural society in the United States. Culture is defined as: The sum of attitudes, customs, and beliefs that distinguishes one group of people from another. Culture is transmitted, through language, material objects, ritual, institutions, and art, from one generation to the next. (Dictionary.reference.com, 2012)

8. Culture Studies Application

9. How to Make Kim Chee How to Make Kim Chee – YouTube For this video we visited our friend Tim's grandma, Yu Um Chon, at her home in New York where she showed us how she makes Kim Chee. As one of dwindling numbers of Koreans who still make the spicy pickled staple themselves, she explained that everyone has their own recipe and walked us through hers. (including the addition of artificial sweetener to cut down on sliminess) Two minutes and fifty-two seconds (YouTube, 2012). 

10. Discussion Review Questions  Discussion questions with pair to pair sharing.  1.What did kim chee symbolize for Keller when she was a child? Why did she stop eating it?  2.How did Keller’s mother react when her children refused to eat Korean food? What does her reaction suggest about what the dishes symbolized in her mind?  3.How did the meaning of kim chee change for the author after she had a child?  4.Why do you think the author wants her daughter to think of herself as Korean?  5.How does Keller use examples and process explanation to explain what kim chee is and what it means to her?   (Choices, 2008, p. 133)

11. Lesson Assignment Cultural Studies MINI-ESSAY * CULTURAL STUDIES THE STUDENT WILL RESEARCH AND SHARE INFORMATION ABOUT THEIR OWN CULTURAL HISTORY. In a two page, five-paragraph essay, the student will: Using cultural history and diversity in symbols, traditions, or heroes to develop and communicate a pattern of organization in a min-essay. Use introduction, body and conclusion as a format to complete your mini-essay. Cite references or sources. THE AUDIENCE FOR THIS ASSIGNMENT Your colleagues and instructor ASSESSMENT OF THIS ESSAY See Rubric-Mini-Essay for specific details. DUE DATES See weekly schedules posted on MWL POINTERS: Your goal for this essay will be to educate your reader and to show why the unique custom you are writing about is important to you. Ask yourself why this custom, tradition, symbol, or hero is significant to you?

12. Checklist for Cultural Studies  Checklist  I gathered ideas on a cultural symbol, tradition by questioning, free writing, brainstorming, clustering, drawing, or listing.  I developed the ideas in my essay with process.  I made my ideas easier by connecting them with keywords, and transitions.  I used Min-Essay format: Introduction, Body, and Conclusion  I shared my finished writing on the class. 

13. ASSSESSMENTS  Reflective Writing  1.Did you enjoy writing about an aspect of your culture? Why or why not?  2.What did you learn about another classmate’s culture that you did not know previously  3.Why is cultural diversity important? 

14. RUBRIC REVIEW ASSESSMENT 1.Using the rubric, what score would you give yourself ? 2.What was the best part of your writing? 3.If you could go back and change anything, what would you change? Why? 4.Describe the process you used to write this paper? Pre- writing, drafting, revising, editing, finalizing, reflecting… Did you have anyone help you? Did you read it over? Read it aloud? Etc…

15. Approximation of Behaviors TESOL Standards  Content area using Cultural Studies in reading, writing, and communicating at grade level expectations:  Kindergarten/Primary Grades: Students are engaged in drawing, books, creating through pictures of different cultural family diversities. Using hands on manipulates to explain how people vary in cultures.  Upper Elementary/Middle School: Students are engaged in activities of cultural diversity through writing of symbols, traditions, heroes, in reading, writing, and communicating.   High School: Students are engaged in applying cultural studies in researching, multi-media presentations, different ethnic groups, investigating similarities and differences among ethnic groups, and collectively describe their own ethnic diverse culture.  Developmental College Level: Students are engaged in researching and mini-essay development about their own cultural history to transfer their skill into effective writing. (TESOL, 2012 )

16. Theory to Practice Connection Bloom’s Taxonomy Content objective The student will be able to demonstrate (Bloom’s) by creating a visual image through educational technology in content acquisition. Language objective: The student can explain ( Bloom’s ) their visual image /picture and its meaning to a partner in language acquisition. (Balderrama & Diaz-Rico, pp.129-131, 2006)

17. Bloom’s Levels of Questioning Questions for English 1. Knowledge: Recall information. define list recognize match label name 2. Comprehension: Interpret information in your own words. classify report describe select discuss translate 3. Application: Apply knowledge or generalize to new situation. apply interpret use demonstrate sketch dramatize illustrate solve prepare 4. Analysis: Break down knowledge into parts and show relationship among parts. categorize criticize examine compare differentiate question contrast discriminate test 5. Synthesis: Bring together parts of knowledge to form a whole and build relationships for new situations. arrange create prepare compare design propose construct organize write 6. Evaluation: Make judgment on the basis of established criteria. assess estimate select attack evaluate support defend score value

18. Theory to Practice Connection Why use artwork? As Rochelle I. Frei (1999) explains, art "can be used the same way as written text can to expand children's knowledge of the world, and to understand what children do when they make sense of that world.... Art can provide a window into how children negotiate their understandings of images and their knowledge of the world" (386). In Frei's project, students explain their understanding of pieces of art, revealing details about their literacy processes and strategies. The same kinds of revelations, likely on a more advanced level, are revealed in this lesson, where students explore background actions and other narratives related to the art they study. All students can find success "where they are" through this exploration of culture, vocabulary, voice, and characterization in the specific context of the inspiration artwork. Because of the open-ended nature of this lesson, it is particularly appropriate for multi-leveled classrooms and classrooms with special-needs students and English Language Learners. (Frei, 1999)

19. Approximation of Behaviors TESOL Standards Content area using Imaging in reading, writing, and communicating at grade level expectations: Kindergarten/Primary Grades: Students are engaged in imaging an illustration or picture Upper Elementary/Middle School: Students are engaged in activities of imaging through in reading, writing, and communicating in storyboards, drawings, graphs, visual aides. High School: Students are engaged in applying image composition in researching, multi-media presentations, story writing, and real life experiences. Developmental College Level: Students are engaged in image and visual expression through researching and transfer their skill into effective writing. (TESOL, 2012)

20. Margret Thatcher: Watch your thoughts, for they become words. Watch your words for they become actions. Watch your actions for they become… habits. Watch your habits,for they become your character. Watch your character, for it becomes your destiny. B.J. From G.J. Favorite Quote: (BraineyQuotes)

21. Supplemental Strategies Appropriate Speech - takes into account students’ language proficiency level Speak slowly but naturally Monitor vocabulary difficulty Use simple sentences (subject - verb - object) Avoid idioms Provide Explanations of Academic Tasks Provide step-by-step directions Break up big tasks/assignments Accompany oral directions with visual representations/written directions, and demonstrations. Accompany explanations with physical motion (Total Physical Response) Use A Variety of Techniques Highlight key vocabulary Provide activities to apply new skills/knowledge incorporate transparencies, PowerPoint slides, animations, tutorials, illustrative models Access relevant web sites (

22. Rubric AdvancedProficientIn Progress Introduction 5 pts. The intro clearly states what the essay is about, how the author feels about it and uses unusual, interesting or otherwise creative strategies to make the opening inviting. The intro clearly states what the essay is about and how the author feels about it. The opening will be competent. The topic of the paper or the author’s attitude is unclear. Transitions 5 pts.The essay flows logically from point to point. The author uses appropriate transitions to connect the parts. The essay uses some transitions to connect some of the points. The essay uses no or very few transitions. There is no clear relationships between the parts. Details and Specifics 5 pts.The essay focuses on closely described, individual actions or images. The essay uses a few specifics as well as generalities. The essay provides no details or specifics. Everything is generalized Creativity 5 pts.The essay makes new and interesting observations. It uses language in interesting way and does not rely on clichés. It’s clear the writer cares about making the essay interesting. The essay makes some new and interesting observations. There may be some language that is interesting and fresh. The essay relies on familiar language and images. There’s little or no evidence that the writer cared about making the essay interesting. Appeals to the Senses 5 pts.The essay gives the reader images to experience. There will be at least three different senses involved in the essay. The essay gives the reader images to experience: There will be at least two different senses involved in the essay, or one sense that is thoroughly explored The essay gives the reader few or no images to experience. It will rely on just one or none of the senses in the essay. Development 5 pts.Each paragraph is long enough for the reader to know what is happening. There will be details and discussion within each paragraph. The paragraphs will be long enough for the reader to know what is happening, but they may rely on only sketched in or briefly discussed details. The paragraphs will be short and may not provided enough information for the reader to know what is happening, or the reader will be told what is happening but there will be little or no elaboration on the thought.

23. Rubric AdvancedProficientIn Progress Conclusion 5 pts.The essay ends with a paragraph that sums up the essay. Like an advanced introduction, the conclusion uses interesting, unusual or otherwise creative strategies to finish the essay. The essay ends with a paragraph that clearly sums up the essay. The essay may lack a conclusion, or the conclusion is so brief that it does not capture what the essay was about. Sentence Fluency 5 pts.There are no fragments or run ons. There are no awkward sentences or sentences with grammatical errors. There are no or almost no fragments or run ons. There will be few or no awkward sentences or sentences with grammatical errors. There are some or more of the following: fragments, run ons, awkward sentences or grammatical errors. Punctuation 5 pts.There are no punctuation errors, including use of periods and commas There are very few or no punctuation errors, including use of periods and commas. There are errors in the following areas: period placement, comma placement or other punctuation usages. Spelling 5 pts.There are no spelling errors.There are very few or no spelling errors. There are spelling errors. Finished Paper Presentation 5 pts. The paper followed final paper conventions (double spaced, typed, adequate margins) The paper will be neat and will have followed final paper conventions (double spaced, typed, adequate margins) The paper is not neat or does not follow final paper conventions

24. Supplemental Materials Rubric- takes into account students’ language proficiency level Chart – Graphic organizer, brainstorming map, visual aides, animations Computerized Technology Highlight key vocabulary Provide activities to apply new skills/knowledge incorporate transparencies, PowerPoint slides, animations, tutorials, illustrative models Access relevant web sites (

25. Supplemental Materials  How to use visual imagery  Follow these few simple steps to provide practice developing students' mental images:  Begin reading. Pause after a few sentences or paragraphs that contain good descriptive information.  Share the image you've created in your mind, and talk about which words from the book helped you "draw" your picture. Your picture can relate to the setting, the characters, or the actions. By doing this, you are modeling the kind of picture making you want your child to do.  Talk about how these pictures help you understand what's happening in the story.  Continue reading. Pause again and share the new image you created. Then ask the student to share what he sees, hears, tastes, smells and feels. Ask what words helped him/her create the mental image and emotions

26. Supplemental Materials  How to use visual imagery  Are your images identical? Probably not! This is a great time to talk about why your images might be different. Perhaps the student had an experience in another country or had an interaction with a cultural diverse college student at the coffee café that changed the way they created the picture in their mind. Perhaps experiences you've had as an adult influenced what you "drew." These differences are important to understand and respect.  Read a longer portion of text and continue the sharing process.  Once this is a familiar skill, encourage the student to use mental imagery when he/she is reading by themselves. You can feel confident that these mental pictures will help the student understand the story in an important way.

27. Language Acquisition  First Language  Speaking of the “mother tongue will continue on as a means of communication to pass on to generations of the future one’s culture, knowledge, values, and beliefs.  Each country of the world will hold true to their primary or first language as time continues to tick away.  Second Language  Future lies in teaching specifically to the Learner’s cultures, and needs. Chinese, Muslim, India, etc.  Embrace diverse strategies to bring change.  Second language learners can offer avenues of learning to students and teachers.

28. Word Abbreviations English Language Learners(ELL) First Language(L1) Second Language(L2) Language Acquisition Device(LAD) Secondary Language Acquisition(SLA) English Language Development(ELD) Sheltered Instruction(SI) Sheltered Instruction Observation Protocol(SIOP)

29. Word Abbreviations Specially Designed Academic Instruction in English(SDAIE) Basic Interpersonal Communication Skills (BICS) Cognitive Academic Language Proficiency (CALPS) TESOL- Teachers of English to Speakers of Other Languages

30. References  Wikipedia  http://en.wikipedia.org/wiki/Language_acquisition  Momentchannel, 2012  http://momentchannel.com/21-may-world-day-for-cultural-diversity-for-dialogue- and-development/  Balderrama. M.V., & Diaz-Rico, L.T. (2006). Teaching Performance Expectations for Educating English Learners. Pearson.  Brantley, D. (2007). Instructional Assessment of English Language Learners in the K-8 Classroom. Pearson.  Walker, Emily  http://emilywalker.efoliomn.com/piaget-bruner-vygotzky  Atkinson, Richard & Shiffen, Richard, Educational Technology, Past, Present, Future  http://edtech2.boisestate.edu/doaks/541/past_present_future/fyi.html

31. References  A Technology of Behavior, applied behavior analysis, Reinforcement, January 31, 2011  http://technologyofbehavior.wordpress.com/2011/01/31/re%C2%B7in%C2%B7f orce%C2%B7ment/Skinner  Stephen Krashen, Language Acquisition from the 80s, 2010  http://www.youtube.com/watch?v=NiTsduRreug&feature=related  Piaget Interview, David Elkind, 1969, 4:01 time  http://www.youtube.com/watch?v=lEam9lpa6TQ  Chomsky, Norm, Universal Grammar and the genetics of language, 2011, 13:51 time  http://www.youtube.com/watch?v=qu3XxSDRuKM&feature=results_main&playnext =1&list=PL0B1E02D63AF884DB  http://www.cybernation.com/victory/successgalleries/ability.html  Hensby, Simon & Carolyn (1998), Piaget dev diagram  www.adders.org/info105.htm

32. References  http://edtech2.boisestate.edu/doaks/541/past_present_future/fyi.html  http://www.thebraingame.org/tag/foreign-languages/  http://www.brainyquote.com/quotes/authors/m/margaret_thatcher.htm

33. COMMENTS ??? QUESTIONS ??? (wordpress.com, 2012)