GRDG526: Language, Literacy, and Diversity in American Education

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GRDG526 Language, Literacy, and Diversity in
American Education

• Multilingual Learners
• Dr. Gloria E. Jacobs

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Agenda

• Sharing
• Group Decision on Schedule
• Small Group Discussion
• Student Lead Discussion
• Break
• Minilecture on ELL
• Literature Review APA
• Next Week

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Sharing

• Daniel Beaty Knock Knock

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Group Decision

• End of semester celebration
• Or
• Field trip
• Ideas????

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Small Group Discussion

• Random Groups

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Student Lead Discussion

• Each group lead a whole group discussion
  concerning an issue that arose in your small
  group meeting.

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Break
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Minilecture

• Issues in bilingual education
• Strengths and needs of multilingual learners
• Instructional strategies

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Literature Review

• Contents and Organization
• Synthesis versus summary
• Use of theory to frame the literature
• Identifying your claim/thesis

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APA

• Link

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Next Week Literacy and Gender Identity

• Reading Due
• Meyer, E. J. (2007). "But I'm Not Gay" What
  Straight Teachers Need to Know about Queer
  Theory.
• Blackburn, M. (2002). Disrupting the
  (hetero)normative Exploring literacy
  performances and identity work with queer youth.
• Hartman, P. (2006). Loud on the inside
  Working-class girls, gender, and literacy.
• Examine the website for Alfred Tatums writing
  institute for African American boys.
• Wiki posting 7

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Teaching Multilingual Learnersadapted from
Educating English Language Learners by NCLR

• G. Jacobs, Ph.D.

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Issues

• Additive versus Subtractive multilingualism
• Multiple languages, backgrounds, experience with
  language and literacy
• English Language Learner
• Limited English Proficiency
• English as a New Language
• English as a Second Language
• Bilingual
• Multilingual

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Acquiring an Additional Language

• A new language represents a new culture and a new
  way of thinking, feeling, acting.

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Acquistion versus Learning

• Krashen
• Acquisition v learning
• Fluency acquired through meaningful exposure not
  study of grammar and rules
• Focus on receptive language

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Expressive Receptive Language

• Ellis Yedlin
• Language input must be adjusted in response to
  learners proficiency, prior knowledge, interests
• Draw learners attention to linguistic features
• Expressive language just as important as
  receptive language

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Importance of Social Interaction

• Swain
• Learners must pay attention to language
  structures
• Importance of social interaction
• Wong-Fillmore
• Interact with fluent speakers
• Direct feedback

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Interacting with English Language Learners

• Chaudron, Ellis Goldenberg
• Adjust speech to learners comprehension
• Ask questions
• Paraphrase
• Clarify

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Balance between acquisition and learning

• Acquisition without learning explicit rules may
  result in fossilization of errors
  (Wong-Fillmore Snow)
• Learning without acquisition may result in
  halting, awkward speech (or silencing) (Krashen)

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Role of Emotions

• Krashens Affective Filter
• Learning and acquisition cannot occur if negative
  emotional states block input into the brain
• Boredom
• Anxiety
• Disinterest

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What Learners Need

• Provide learners with opportunities to
• Listen
• Interact
• Speak in a nonthreatening environment
• Acknowledgement and use of students home
  language and world knowledge (Dutro Moran)
• Build on students prior knowledge of language
  and content
• Create meaningful contexts for functional use of
  language
• Provide comprehensible input and model forms of
  language in a variety of ways
• Establish a positive environment for feedback
• Reflect on the forms on language and process of
  learning

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What Transfers from 1 Language to Another
(Diaz-Rico Weed)

• Word are composed of letters
• Knowledge of text structure
• Semantic and syntactic knowledge
• Use of cues to predict meaning
• Reading strategies
• Identity as a literate person

• Print has meaning
• Various purposes of reading and writing
• Concepts of print
• Book orientation
• Directionality
• Letter/symbols represent sounds

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Stages of Language Proficiency

1. Entering pictoral representations, words
   phrases
2. Beginnning General language, phrases short
   sentences, oral written language contain
   phonological, syntactic, semantic errors that
   impede understanding
3. Developing General and some specific content
   area language, expanded sentences, errors may
   impede understanding
4. Expanding specific and technical content
   language, variety of sentence lengths of varying
   complexity, minimal errors that do not impede
   understanding
5. Bridging technical language of the content
   area, vareity of sentence lengths, varying
   complexity, multiple paragraphs, errors similar
   to those of native speakers

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Culturally Responsive Teaching

• Positive perspective on parents and families
• Communicate High Expectations
• Learning with context of culture
• Student centered instruction
• Culturally-mediated instruction
• Reshape curriculum
• Teacher as facilitator

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Basic Sequence of Instruction

• Provide a meaningful experience
• Record the experience
• Model the expectations
• Group students with other learners
• Pairs small groups
• Consider cultural differences in context
• Monitor and support comprehension
• Elaborate on short answers

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Specific Strategies

• Mixer (one sentence /sticky note, students
  organize into a paragraph)
• Dictoglos
• Book buddies
• Detective
• Inferences, Evidence, What Actually Happened
• Draw then write
• Letter writing

• Instructional conversations
• Students teacher pick a topic to discuss
• Teacher acts as facilitator
• Dialogue journals
• Learning logs
• Literature circles
• Pattern books and repetitive songs
• Language Experience Approach
• Graphic organizers