Content Objective: - Participants will be able to distinguish between facts and myths of language acquisition Language Objective: -Participants will be able to empathize with the stilted language of language learners

Myths and Misconceptions about Second Language Learning INTERDISCIPLINARY COLLABORATIVE PROJECT Workshop 2003 Mariche García-Bayonas Modified by Angie & Robina

Introduction Teachers face the challenge of instructing children who have limited skills in English This is a widespread phenomenon in the USA Second language learning can be a frustrating and difficult experience

1: children learn second languages quickly and easily False

1: children learn second languages quickly and easily Adolescents and adults perform better than young children under controlled conditions (except pronunciation) Children’s constructions are shorter and simpler, with a smaller vocabulary, but they in fact do not learn quicker or easier than adults

1: children learn second languages quickly and easily Children are not faster learners but in the long run they usually outperform adults Teachers should not expect children who are learning English fast results. It’s a difficult process for them too Children also have inhibitions and frustrations

2: The younger the child, the more skilled in acquiring an L2 False

2: The younger the child, the more skilled in acquiring a L2 On formal grammatical analysis, older children are more skilled in dealing with instructional approaches Young children do not have an advantage over older children Language minority children need to master English as quickly as possible while at the same time learning subject-matter content.

2: The younger the child, the more skilled in acquiring a L2 Because L2 acquisition takes time, children will continue to need the support of their L1 not to fall behind in content-area learning

3: Children learn more quickly if exposed to the context more False

3: Children learn more quickly if exposed to the context more Being in a an environment where constantly exposed to English is for many the best solution: but this is not the case Children in bilingual classes have been found to learn as much as those in English-only programs Oral communication skills in L2 may be acquired in 2-3 years

3: Children learn more quickly if exposed to the context more It may take up to 6 years to acquire the necessary level for instruction Letting them use their L1 is not a disservice Using their L1 prevents them from falling behind in school work Children do benefit from extended intensive exposure to the L2

Role of Native Language

4: If children can speak an L2, they have acquired it False

4: If children can speak an L2, they have acquired it There is much more than learning how to speak it Achieving proficiency in the abstract academic language involves much more Exiting children who are not ready for the all-English classroom may be harmful to the child’s academic success

4: If children can speak an L2, they have acquired it Some children are outgoing and talk much, others are shy and spend much time listening Both will learn at the same pace Cultural and individual differences may mean different cognitive and social norms Effective instruction is varied: small group work, cooperative learning, peer tutoring, individualized instruction, etc

4: If children can speak an L2, they have acquired it Children may be more responsive to teachers who are sensitive to their culture and behavioral patterns This means going BEYOND history lessons, slide shows (who do not reach children effectively)

Where do we go from here? The “problem” of cultural and linguistic diversity is not a problem It is an “opportunity”. It enriches the schools and the other students Teachers need to be aware of these research findings and unlearn old ways of thinking

Sheltered Instruction Observation Protocol By Robina & Angie Model Elementary 2003

Presentation Content Objectives: Participants will understand 3 different components of the SIOP model: adapting content, scaffolding and practice. Language Objective Participants will share some strategies that are already in use and some strategies that they could implement in their own classrooms

Strategies Turn to a partner and discuss two strategies that you use to facilitate learning in your classroom.

Sheltered Instruction Indicators Preparation Building Background Comprehensible Input Strategies Interaction Practice/Application Lesson Delivery Review/Assessment

Adapting Content Look at the books in the middle of your table. As a group, decide on characteristics that make certain books more user- friendly. Also discuss characteristics that make some books more difficult to understand.

Scaffolding First lesson: As Angie teaches, think of what makes her lesson difficult to understand Second lesson: What strategies are implemented to make this lesson more user friendly?

Jigsaw Cooperative Learning With your grade level, read the highlighted passage in your packet. Be prepared to share: Two strategies you already use One strategy you learned

State Standards As a grade level, choose one content area standard and: Refer to the SIOP checklist to see what new strategy you can incorporate Brainstorm ways to teach this standard using two sheltered principles

Conclusion Conversational language is different from academic language Sheltered Instruction is vital for ESL students to be successful in school The Sheltered Instruction Observation Protocol benefits all students