1. Teaching language means teaching the components of language Content (also called semantics) refers to the ideas or concepts being communicated. Form refers to the structure and sound of language. Phonology Morphology Syntax Use Pragmatics refers to the purposes or functions of communication or how we use language to communicate.

2. School-Age Language Development and Difficulties Content Vocabulary growth Figurative language Idioms Metaphors Similes Proverbs Word retrieval Form Use

3. Teaching Culturally and Linguistically Diverse Learners: Strategies and Considerations Effective teachers: Have high expectations of their Have a mission Believe in diversity

4. Second Language Acquisition* When students are acquiring a second language, an important variable is the degree of acquisition or proficiency in the first language. Teachers may assume that students who can converse easily in their second language are ready to learn new concepts, strategies, and skills in that language, but this is not necessarily the case. * Limited English proficiency in native speakers

5. Strategies for Teaching Culturally and Linguistically Diverse Learners Simplify your language but continue to use more complex language as the students’ understanding progresses. Repeat important phrases and emphasize key vocabulary. Demonstrate concepts; use manipulatives. Adapt the materials; don’t water down the content. Include both language development and content vocabulary development. Brainstorm with the whole group. Provide direct experiences (e.g., read sources, watch videos).

6. Strategies for Teaching Culturally and Linguistically Diverse Learners (Continued) Increase wait time. Respond to the message, not to the correctness of the pronunciation or grammar. Don’t force reluctant students to speak. Pair or group native speakers together.* Use cooperative learning and peer group strategies. Learn as much as you can about your students’ language and culture. Build on the students’ prior knowledge. Bring the students’ home languages and cultures into the classroom and curriculum.

7. Strategies for Teaching Culturally and Linguistically Diverse Learners (Continued) Use photos, pictures, and videos to illustrate key ideas and concepts. Provide advanced organizers of the “big ideas” of what you are teaching – review these ideas. Provide language objectives for every lesson. Provide students with opportunities to turn and talk with a partner to express their ideas with one other student. Allow students to provide key word answers rather than complete sentences. Teach key vocabulary and concepts. Monitor students’ progress to assure success.

8. Guidelines for Teaching Language Students with learning or language problems, have difficulty in oral language that affects expressive and receptive communication, reading, and writing. (Catts, Compton, Tomblin, & Bridges, 2012) “You cannot read what you cannot say.” Reading and the scientific method? Word recognition and educated guesses???

9. General Guidelines for Teaching Oral Language (Continued) Use self-talk and parallel talk to describe what you and others are doing or thinking Use modeling to demonstrate language Use expansion and elaboration Use structured language programs to provide intensive practice and feedback Systematically plan and instruct for generalization

10. Teaching Oral Language Teach language in purposeful contexts https://www.teachingchannel.org/videos/reading- writing-role-playing https://www.teachingchannel.org/videos/reading- writing-role-playing

11. Some Strategies for Teaching Content Emphasize critical features Present examples and non-examples Categorize new concepts Present new vocabulary simply Reinforce with games ***Increase word-finding ability (text web resources p. 159) http://www.wordfinding.com/IEPobjs.html Increase elaboration in language

12. Strategies for Teaching Form (structure of language) Use familiar examples (function versus name) Use simple sentences Encourage extension Use concrete objects Picture Dictionary (see wiki)

13. Strategies for Teaching Use Pragmatics involves three major communication skills: Using language for different purposes Using language responsively to adjust to the needs of the listener or situation Using the rules for conversations and storytelling that are appropriate for the context and culture Use role play Use pictures or simulations (rhebus) http://www.myeasybee.com/blog/free-adaptive-books-rebus- stories/ Use conversations

14. Activity