1. This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display, including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images; any rental, lease, or lending of the program. Linguistic Perspectives on Literacy Instruction for English Language Learners Chapter 3 Copyright © 2010 Pearson Education, Inc.

2. Areas of linguistic awareness foundational to literacy instruction Communicative competence Language variation and vernacular differences Second language acquisition Copyright © 2010 Pearson Education, Inc.

3. Communicative competence Communicative competence is the knowledge and use of language for oral and written interaction Linguistic competence Socio- linguistic competence pragmatics Psycho- linguistic processing Copyright © 2010 Pearson Education, Inc.

4. Sociolinguistic competence: important concepts Oral interaction Dialogue journals Language functions Narrative ability Discourse Style shifting Copyright © 2010 Pearson Education, Inc.

5. Linguistic competence: important concepts Phonemes Morphemes Lexicon Copyright © 2010 Pearson Education, Inc.

6. Some linguistic variations Phonological differences Syntactic differences Lexical differences Variations across languages Regional dialects Social dialects Standard dialects Vernacular dialects Variations within a language Orthographic diversity Discourse diversity Other linguistic variations Copyright © 2010 Pearson Education, Inc.

7. Aspects of second language acquisition Basic Interpersonal Communicative Skills (BICS) Cognitive Academic Language Proficiencies (CALPs) Comprehensible input Copyright © 2010 Pearson Education, Inc.

8. Ensuring comprehensible input Ways to achieve comprehensible input can be seen in the following figure. Copyright © 2010 Pearson Education, Inc.

9. Important principles for teaching second language learners Respect differences in languages and dialects Use methods that bridge cultural background knowledge and the texts being used Integrate instruction on language structures and skills within the composing and comprehension process Copyright © 2010 Pearson Education, Inc.

10. Important principles continued… Use authentic materials from the learner’s community Access learners’ out-of-school interests in the community as relevant to literacy and language development Design literature-based instruction for developing language competence Copyright © 2010 Pearson Education, Inc.

11. Important principles continued… Use technological and other communicative arts to facilitate oral and written language acquisition Facilitate authentic, functional communication Base literacy assessment on authentic language and literacy tasks and events Copyright © 2010 Pearson Education, Inc.

12. Important principles continued… Practice ongoing, continuous, and varied literacy assessments In interpreting assessment data, be sensitive to cultural and linguistic variation Copyright © 2010 Pearson Education, Inc.

13. Developmental Stage Approach for English Language Acquisition Beginning (preproduction and early production) Early intermediate (speech emergence) Intermediate (intermediate fluency) Early advanced (early advanced fluency) Advanced (advanced fluency) Copyright © 2010 Pearson Education, Inc.

14. Characteristics of Beginning Stage Familiarity with English sounds, rhythm, patterns Some comprehension of the gist of English Reliance on picture clues for understanding Responses include one-word answers, pointing, gesturing, nodding, drawing Copyright © 2010 Pearson Education, Inc.

15. Characteristics of Early Intermediate Stage Speaks with less hesitation as confidence increases Listens with greater understanding Identifies people, places, objects Uses routine expressions Can repeat and recite memorable language Copyright © 2010 Pearson Education, Inc.

16. Characteristics of Intermediate Stage Produces grammatically acceptable sentences Experiments with new vocabulary Participates in discussions of academic content Explains, describes, compares, retells literature Engages in independent reading Writes for a variety of purposes Copyright © 2010 Pearson Education, Inc.

17. Characteristics of Early Advanced Stage Produces connected discourse Uses more extensive vocabulary Uses language to persuade and evaluate Understands both narrative and expository material with greater depth Engages in research projects Copyright © 2010 Pearson Education, Inc.

18. Characteristics of Advanced Stage Understands idiomatic expressions Includes more creative and analytical writing using standard forms Language comparable to native English speakers of the same age Copyright © 2010 Pearson Education, Inc.

19. Planning instruction for English learners English learners must learn both the language and the academic content. The next slide shows elements of a social studies lesson that focus on both English language development goals and academic content area goals. Copyright © 2010 Pearson Education, Inc.

20. Elements in a social studies lesson for English language development and academic content Copyright © 2010 Pearson Education, Inc.