Chapter 5 And Chapter 6

CHAPTER 5 AND CHAPTER 6

DEVELOPMENT OF LANGUAGE

Receptiv e Languag e Language

Associations between sounds, words, and objects in one’s environment promote language development

DEVELOPMENT OF LANGUAGE

Understan d Sounds

Understan d Words

Sentences

Sentences build from syntax (word order) to produce language. Observing others helps produce pragmatics (social rules of language).
Metalinguistic Awareness forms around 5 years old DIVERSITY IN LANGUAGE
DEVELOPMENT
Bilingual

Second Language
Learner
Learning a second language in addition to one’s first language.  Usually do not learn the two languages at the same time.
 Critical period- The earlier a person learns a new language, the more their pronunciation is near native (Woolfolk, 2013)
 Sensitive period -The age of first bilingual exposure can predict how good of a reader the child will become in each of their languages (Petitto,
2009)





The ability to speak and understand two different languages. Bilingual children usually, but not always, reach language milestones in both languages similar to a monolingual (only speaks/understands one language) child.



CONTEXTUALIZED AND ACADEMIC
LANGUAGE
Contextualized
Language

Academic Language
Language used to understand and participate in school; school related concepts within language
(reading fluency, vocabulary, following written & oral directions, etc.)  Academic language is also associated with abstract, higher order thinking and reasoning (Vogt, Echevarria
& Short, 2010)
 Takes about 5 to 10 years to develop and master!


Face to face communication, social language 



Takes about 2 to 3 years to develop and master

LET’S PRACTICE CONTEXTUALIZED
AND ACADEMIC LANGUAGE


Jaime has been in this country for about two years from Mexico. He is in the 3rd grade now and started school in 1st grade here. Prior to this, he was in a
Mexican kindergarten in Mexico where only Spanish was spoken. Jaime began to learn English only when he started school in this country in 1 st grade.
Jaime can carry-on simple conversations with his peers and teacher. He reads below grade level in
English though and shows struggles using deeper reasoning skills when comprehending text. He can perform mathematic calculation, but struggles with math word problems. Describe Jaime in terms of contextualized language and academic language.

PROMOTING LANGUAGE LEARNING
(PEREGOY & BOYLE, 2009)


Provide frameworks and scaffolds



Teach necessary background knowledge

Teach necessary vocabulary concepts
 Give constructive and specific feedback


Keep learners focused and engaged
 Show respect and understanding for learners’ language & culture


ENGLISH LANGUAGE LEARNERSFOUR STUDENT PROFILES

Balanced Bilinguals

Monolingual/Literate
Students

Monolingual/Preliterat e Students

Limited Bilinguals

MATCH THESE STUDENTS TO AN ELL
PROFILE


Zi Hang
 Zi

Hang has good social language in both English and Cantonese. He can converse well and switches between languages when he socializes.
Zi Hang does struggle to read and write in
English. He also has shown struggles with academics in Cantonese when he attends
Saturday Chinese School with his sister.



Zahara
 Zahara

speaks Spanish fluently and can read, write and perform math problems well in
Spanish. Her English is limited though and she struggles to socialize and to perform academic tasks in English.

MATCH THESE STUDENTS TO AN ELL
PROFILE


Nina
 Nina

has developed both social language and academic language in Russian and English. She can perform academic tasks well in Russian and
English as well. She also socializes in both languages and can switch between them easily.



Pedro
 Pedro

has struggled to learn and use language concepts in his first language of Spanish. He is unable to read or write in Spanish and sometimes struggles when socializing in Spanish.
Pedro’s English skills are very limited and he has not developed academic skills in English at this point. BILINGUAL EDUCATION &
ENGLISH LEARNERS

ESL

Bilingual
Education

Immersio n MIDTERM/BREAK
Review your Midterm Exam
 Make note of strong areas and weak areas
 Return midterm to me!


STOP AND WRITE
How does language develop?
 What is the difference between receptive and expressive language?


CULTURE www.studentsoftheworld.i nfo

What is Culture?


Knowledge, values, traditions, rules, norms, and attitudes that guide the behavior of a group of people and help them negotiate in their environments
Only about 1/3 of cultural aspects are visible!
2/3 of cultural aspects are not observable and not obvious!

INTERPRETING CULTURAL
DIFFERENCES


Participation in a cultural group does not equal personal identity

The NORM of society ≠ main stream culture
 Stereotyping causes biases and misconceptions




Best practice: Be aware of aspects of different cultures and be open-minded and unbiased

SOCIOECONOMIC STATUS (SES)
Four Levels of SES
21% of children live below poverty line
Wealth
Moderate correlation between
SES & Achievement

Power

Prestige

Control
Over
Resource s ETHNICITY AND RACE IN TEACHING
AND LEARNING
Ethnicity

Race

People who share biological traits that are socially significant such as skin color, hair texture, etc. (Macionis,
2003).




Shared common cultural characteristics such as language, religion, traditions, etc. (Woolfolk,
 Only about 0.012% of
2013).
Many psychologists feel ethnicity and makeup is our genetic race are socially constructed ideas, due to race. nevertheless, many people identify themselves by their race (Omi & Winant,
1994).

ETHNIC AND RACIAL DIFFERENCES IN
SCHOOL ACHIEVEMENT
“Achievement Gap”

“Opportunity Gap”
Gaps in nutrition and health care between social classes and ethnic groups 

Discrepancy between achievement of different ethnic groups.




Some ethnic groups have historically shown low achievement. 



Gaps between teacher education and quality, etc. These gaps also lead to gaps within education completion:  About 91% of Asian/Pacific
Islanders graduate as compared to 62% of
Latino students

FACTORS THAT MAY CLOSE THE
ACHIEVEMENT GAP
Teacher &
Family
Support

Involvement in Outside
School
Activities

Intrinsic
Motivations &
High
Expectations

Positive
School
Experience

Positive
School SelfConcept

MULTICULTURAL EDUCATION:
PROMOTING EQUITY FOR ALL
STUDENTS IN SCHOOL

CULTURALLY RELEVANT PEDAGOGY:
LADSON-BILLINGS (1990, 1992,
1995)

Cultural
Competence
Academic
Success

Critical
Consciousne
ss

Culturally Relevant
Pedagogy

RESILIENCE
What are Resilient
Classrooms?

What is Resilience?

The ability to adapt and succeed despite
 Have good academic self-concepts 
Positive attitudes towards school
 Flexible personality (i.e. easy-going, optimistic
 Good parental or adult support 

Support students through increasing student perceptions of school and personal perceptions of academic self-concept 



Provide good studentteacher relationships


Foster home-school connection TRACKING
What is Tracking?
Grouping students based on achievement and assigning them to different classes.
 Tracking affects how students are instructed.
 Lower tracks miss out on instruction involving deeper processing and problem solving
 What are the PROS and CONS of tracking?



WEINSTEIN ET AL. (2004) ARTICLE
Partner up!
 Compare your research worksheets


 Modify,

add or edit your worksheets based on collaboration 

What is the “take away” of this article and how can we use this information as future educators? LEARNING OUTCOMES AND LESSON
PLANS USING DR. LUIS’ NOTES


Using my lecture notes:
 First,

state TWO learning outcomes that you can identify that Dr. Luis used during this lecture.
 Next, list TWO steps Dr. Luis took to teach EACH learning outcomes. Try to set up your paper as a mini-lesson plan.

WHAT IS DUE?
Chapters 5 Quiz and Chapter 6 Quiz due by
11:00 p.m. TONIGHT!
 Read Chapter 7 and Chapter 8
 Prepare for the Case to Consider!
 Lesson Plan is due
