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Masters of Education/Initial Licensure in ESL Education - Coggle Diagram
Masters of Education/Initial Licensure in ESL Education
Second Language Acquisition
Social Justice in SLA
Harm Reduction (specific to a white teacher working nonwhite students) - Daniels questions
How is your raciolinguistic identity implicated in your pedagogy?
what histories of racial and linguistic identity implicated your pedagogies?
what assumptions about the relationship between race and langauge are implicated in your pedagogy
what language choices are you making and in what ways might those choices serve and protect your raciolinguistic identity?
How can I be anti-racist?
respect of multlingulism and diverse cultures
raciolinguistics
"minority" what does it mean?
language can shape our idea about race
intersection of race and language
Linguistic Justice -April Baker Bell
why code switching is wrong
AAVE is a complicated language with rules and should be respected as such
Language, racism, and identity
Cultural appropriation
Anti-Black Linguistic Racism
indigenous languages
acknowledgement of English as a colonial and imperalistic language
Interlanguage - the language one uses when in the process of learning a language - Tarone
SLA in a multiligunal world
benefits of learning another language
respect of home language
respect of multilingual students as "gifted sociolinguists" -Flores
Transdisiplinary frameworks
"emergent bilingual/multlingual" rather than ELL
students diverse languages and cultures are an assest
Translanguaging: When someone uses their full linguistic repitoire
Gass and Mackey
interaction
negative evidence
modified input
output
input
negotiation for meaning
feedbak
attention
Teacher Practices
classroom discourse patterns
collaborative inquirty
example in "Mr. Wonderful"
Zwiers
Scaffolding
Vygotsky
zone of proximal development
innersppech
teacher support that is slowly removed as students advance
importance of student interaction
Teacher Talk that Works as Input - Wong-FIllmore
repeated use of patterns and routines
emphasis on communication and comprehension
grammaticality and appropriateness of the language used in the classroom
clear separation of langauges
repetitiveness
tailoring of student participation
richness of language
Strategic competence
instructional language
descriptive language
narrative language
Feedback, Noticing, and Second Language Learning - Alison Mackey
learner errors
mistakes
errors
creation of task based learning lessons
give good feedback
formative
summative
importance of thorough error analysis
Child and Adolescent Development
Piaget
cognitive developmental theory
schema
children as little scientists
animism
similiar to montessori
true learning can only come from the child, not the teacher
Resistance
There's always a reason for resistance
Toshalis - Motivations that Drive Opposition
Avoid "youre so smart trap"
encourage effort
inner drive to feel safe and free
competition is not the answer
self-efficacy
disinterest
self determination
Practices to Reduce Resistance - the 6 R's
Relationships
Reciprocity
Results
Rigor
Relevance
Responsiveness
Toshalis - The Passive No of Disengagement
Types of Disengagement
self handicapping, not the same as a genuine excuse
avoidance
Possible reasons why
relativism, nihilsm
narcissism
multitasking
poor self regulation
what to do
encourage student engagement with evaluation
provide voice and choice
Toshalis - Cognition and Imagination as the Foundation of Resistance
attitude
adolescence
abstract thought
brain development
protecting the self
need for autonomy
Vygotsky
Social Historical Theory of Cognitive Development
marxist
learning can only be considered in a social historical conext
inner speech
zone of proximal development
scaffolding
formal instruction is necessary for somethings like writing
metacognition
Linguistics
Sociolinguistics
:
Dialects
Dialects used in the US can affect word sound or grammatical structures
Speaking English with an an accent is normal and shouldn't be ridiculed
Raciolinguistics
AAVE is a full and complex language with grammatical forms and should be respected as such.
Translanguaging
A students full linguistic repitoire
Interlanguage
The language in between a learning a language and the target language
Using home language
"Academic" Language. What is it?
Any language that is used in a school.
Mathematical, Scientific, Language Arts, Social Studies
Equity issues with Academic Language
Theoretical Linguistics
Form
Morphology: How sounds form words
Grammatical Function
Lexemes
words on their own
Syntax: Sentence Structure
Ungrammatical sentences
grammatical sentences
standard
non standard
bizarre
ambigous
sentence trees
S → NP VP
NP → (D) (A)
N (PP)
VP → V (NP) (PP)*
PP → P (NP)
Meaning
Semantics
the meaning of a word
Pragmatics
meaning in context
Sound
Phonetics: the study of sound
Type in IPA
IPA Chart
Hear IPA
Phonology: how sounds come together
Allophone: Sounds that "Count" as the same sounds
Complementary Distrubtion
Phonemes: Separate sounds
Complementary distrubution
Teaching Students with Special Needs in Inclusive Settings
Learners with EBD
Learners with ASD
Learners with ADHD
Learners with Learning Disabilities
Learners with Communication Disorders
Learners with Intellectual and Developmental Disabilities
Learners with Blindness / low vision
Learners with physical disabilities and OHI
Learners with special gifts and talents
Learners with Low incidence, multiple, and severe disabilities
Culture, Schools, and Communities
Race, Culture, and Learning
critical race theory - Ladson Billings - racial reform in the United States is too slow. Liberalism doesn't work fast enough for liberation
Microaggression
colorblindness
assumption of criminality
ascription of intelligence
denial of individual racism
Alien in own land
myth of the meritocracy
Pathologizing cultural values/
communication styles
second class citizen
environmental microaggressions
policing of Native bodies and minds
Raciolinguistics
use of AAVE
Use of language other than English
translanguaging
interlanguage
"when culture implies deficiet" - DuPuow
commitment to anti-racist pedagogy
be comfrotable having uncomfortable conversations
reject "colorblind" attitudes
amplify voices of people of color
Whiteness and White Privilege
white trash
white poverty and racism
white privilege
white savior complex
white anti racists and belonging
white teachers and diverse classrooms and harm reduction
U.S. Public Education
The history of public education for black people in the south - James Anderson
The history of education for Asian people in the United States - Joel Spring
Culturally Relevant Pedagogy
Instruction
cooperative learning
Ladson-Billings
academic achievement
cultural competence
sociopolitical consiousness
Curriculum
relevant
Critical Inquiry and One's positionality
How does your own schooling and experience affect your view of education and your teaching practice
critical authobiography
I wrote about my own school experience, which was at a poor rural school that did put a focus on academic achievement and did not have access to advanced classes or many other resources
Gender Diversity and Education
Make pronouns clear and respect students pronouns
Sexual Assault
trigger warnings
become comfortable having uncomfortable conversations
know resources to help students who may come to you for help
no tolerance for bullying based on gender identity or sexual orientation
Socioeconomic Status and Education
Jean Anyon, Social Class and the Hidden Curriculum of Work
middle class school
affluent professional school
working class school
elite exectuvie school
Curriculum framework, affinity group design
CR3
Framework:
How effective is the curriculum for multilingual students and do they have access to support?
Providing use of L1
Respectful of students interlanguage
Treating multilingual students as advanced sociolinguists and not a negative thing
What is the nature of inquiry in the classroom?
Questioning the environment of the school
Notice content that is not emphasized and address it
Acknowledge who was involved in the synthesis of the curriculum and their perspective
How can we focus and reflect upon individual identities?
Creating a non oppressive classroom where students feel they can create their individual identities
Allowing ample opportunities for students to speak and use their voice and opinions
Acknowledging students identities in the classroom and including representation in the curriculum
Students feel safe representing their identities in the classroom (gender, cultural, racial, etc.)
How well are students engaged in the content?
Allow students and foster a desire to engage with the content.
Every student is able to succeed
Students with special needs can succeed by use of individualized content
Reading in the Content Areas
Tools Used
flipgrid
padlet
infographics
Content Reading Inventory
Vocabulary Instruction Plan
Instructional Framework Design
Topics
Supporting Comprehension and Fluency
Fostering Vocabulary and Academic Language
Examining the Reading Process
Assessing Readers and Texts to Design Instruction
Disciplinary Literacy
Differentiating for Diverse Learners
Developing Instructional Frameworks
Second Language Curriculum and Development
World Readiness Standards 5 Cs
Connections
Make connections with other disciplines
Acquire information about diverse perspectives
Do all this while using the language to develop critical thinking skills
Learn about diverse perspectives through language
Comparisons
Insight into the nature of language
Cultural competence
Compare language studied and their own
Reflect critically
Investigate, explain, reflect
Cultures
Cultural competence
Learn about practices and perspectives of cultures
Use language to investigate and understand cultures studied
Communities
“Communicate and interact with cultural competence in order to participate in multilingual communities at home and around the world
Use language in the classroom and outside of it
Collaborate within their community and the globalized world
Promote lifelong learning
Communication
Interpersonal
Learners interact, communicate, negotiate mearning
In multimodal ways
Interpretive Communication
Input
Presentational Communication
Output
3 Modes of Communication
Interpersonal
Active negotiation of meaning among individuals
Observe and monitor each others to see how their meanings and intentions are being communicated
Adjustments made accordingly
Speaking and listening (or writing, text messages etc
Interpretive
Understanding the message of the author/speaker, etc
One way communication
Different from comprehension - ability to fully understand, including culturally and the mindset of the author/speakers
Reading,listening, viewing, etc
Presentation
Creation of messages
One way communication
No ability to have negotiation of meaning
The presenter needs knowledge of the audiences language and culture
Writing, speaking, etc
Flux Pedagogy
inequities in home learning/COVID
What are these inequities?
Access to childcare
Access to wifi
Access to computers
If a family only has one computer and multiple children
Parents needing to miss work to stay with their children
Homework help
Access to tutors or special resources
Healthcare access
trauma informed pedagogy
Emergent Design,
Inquiry As Stance
Reflective learning strategy
Intentional, continuous self-reflection
Situate yourself as a learner
Critical Pedagogy
Students are agents in their own learning, not just passive vessels
Storytelling?
“In these moments of disorientation storytelling can be a means of learning, confirming, and/or contesting reality, building and preserving community, and conveying knowledge, various beliefs, and emotions in real time.”
Racial Literacy Pedagogy
Read, recast, and resolve racially stressful encounters
Building racial literacy helps to facilitate discussions
Create a more open and safe environment
Help people feel less alone and helpless
Help to de-escalate tensions
Address inequities and microaggressions
Brave Space Pedagogy
A “safe space” But from who? Who is it safe for?
Instructor modelling and engagement is necessary
Develop our own and our students critical competencies
Safety means different things for different spaces
Rather a brave space to develop understanding of critical dialogue
WIDA Guiding Principles of Language Development
Multilingual Learner’s languages and cultures are valuable resources to be used for school and classroom use
Language and culture is a resource that should be respected and valued
Multilingual learns’ development of multiple languages enhances their knowledge and cultural bases, their intellectual capacities, and their flexibility in language use
MLL have special skills that make them gifted in many ways
MLL language development and learning occur over time through meaningful engagement activities that are valued in their homes, schools, and communities
Language learning happens everywhere
Multilingual learner’s language, social-emotional, and cognitive development are interrelated processes that contribute to their success in school and beyond
Language is not separate from our well-being or other cognitive abilities
MLL use and develop language when opportunities for learning take into account their in
dividual experiences, characteristics, abilities, and levels of language proficiency
Not all MLL are the same and everyone must be respected as an individual
MLL use and develop language through activities which intentionally integrate multiple modalities, including oral, written, visual, etc
We can’t learn in only one way
MLL use and develop language to interpret and access information, ideas, and concepts from a variety of sources, including real life objects, models, texts, etc
We don’t learn just in the classroom
MLL draw on their metacognitive, metalinguist, and metacultural awareness to develop effectiveness in language use
Students are aware of their own learning process
MLL use their full linguistic repertoire including translangauge practices to enrich their language development and learning
translanguaging , interlanguage, etc
MLL use and develop language to interpret and present different perspectives, build awareness of relationships and affirm their identities
Language learning is connected to social aspects and identity
6 Principles for Exemplary Teaching of English Learners
Know your learners
Learn about your students backgrounds
Easier to adapt instruction to students you know
Use students backgrounds as a resource
Create conditions for language learning
Create a comfortable classroom environment
This includes the physical space, the learning materials, and social integration
Design high-quality lessons for language development
Teachers provide input through varied techniques and modalities
Authentic language
Help them develop learning strategies and critical thinking skills
Multimodal - gestures, visuals, demonstrations, audio, etc
There’s a nice box on the infographic that shows lesson examples
Adapt lesson delivery as needed
Assess as you teach
Observe and reflect on learners responses - are they reaching lesson objectives?
Adjust your lessons accordingly
Modify modify modifty!
Monitor and assess student language development
Students learn at different rates, so we must always monitor
Have more than one way to evaluate student learning
Provide appropriate feedback - formative and summative
Feedback in a timely manner
Engage and collaborate with a community of practice
Collaborate with others in the profession
Meeting with colleagues to share ideas and expertise
Engage in continuous learning and professional development
ACTFL
Benefits of Learning Language
Learning and world language and learning ESL in the united states are different
Globalization
Employers, etc
Also greater academic achievement, greater cognitive development
Enhanced creative thinking
Better memory
Higher test scores and reading achievements
Backwards Design
“Backward design begins with the learner and focuses on the real goals for learning a language: deeper cultural understanding, connections with multiple disciplines and building language proficiency. Through deliberate planning, educators guide learners to use the language to think critically, solve problems, and interact with one another and with the educator to meet desired unit goals.”
Grammar as Conceptions In Meaningful Contexts in Language Learning
Instead of focusing on grammar rules, guide students to an understanding of how it functions in regards to communication
Research shows that explicit teaching of grammar has little effect on people’s language acquisition
Task-based learning lessons
These are designed to address a gap in knowledge in order fo communication to occur
Communicative tasks
Students need communicative tasks to learn
Oral communication is at the heart of language learning. It is the vehicle through which learners build relationships and develop intercultural competence”
The teacher should design a variety of tasks to simulate authentic interactions
Emphasize meaning making
Used more for open ended assessment through the lesson of comprehension
critical role of feedback
Critical Role of Feedback
Formative
Assess learners progress toward learning targets during
Summative
Assessments once a learning cycle is finished
Self-assessment
“It should be specific, timely, spoken or written, and most importantly, relevant to learning goals and the targeted level of proficiency.
The goal is to determine the learners current level of proficiency, plan the next step and offer feedback
Use of Target Language
Recommends use of target language 90
Learning is achieved by doing
Provide language rich environments
N +1 model (krashen, 1982) “Learners can only acquire (internalize) language when they hear large quantities of input that the teacher provides orally that is interesting, a little beyond students current level of competence (n+1) and not grammatically sequences.
Vyogtsky, 1986 - Students acquire lagnague through meaning-making with others
Comprehensible input and comprehensible output go hand-in hand.
Have context/gestures/visual support
Use of pictures, etc
Scaffolds that can help students
Focus on meaning before details
Comprehension checks
Negotiate meaning with students and encourage negotiation among students
Introduce certain phrases that can be used to negotiate for meaning
Elicit talk that increases in fluency, accuracy , and complexity over time.
Not just simple yes and no answers. Ask for further description or information
Encourage self-expression and spontaneous use of language
Teaching Students strategies for requesting clarification and assistance when faced with comprehension difficulties
Don’t use english as the default for checking meaning and understanding
Literacy in Language Learning
Literacy is not just reading and writing - it’s about being able to engage
Analyze and synthesize
Multimedia texts
Ethical responsibilities required by complex environments
“Knowledge and skills from a learner’s first language are used and reinforced, deepened and expanded upon when a learner is engaged in second language literacy tasks”
Interpretive Communication
Understand what is heard, said read
Understand what is heard , said, read, etc
Presentational Communication
create somethig to be heard, said read
Create something to be heard, said, read, etc
Interpersonal Communication
both
Articulated Sequences in Language Learning
Begin study as early as possible
Design a well-articulated program
Authentic Texts
Authentic cultural texts
Context appropriate
Age appropriate
Language level appropriate
Parameters for Language Learners Performance
Functions
Ask questions
Create with language
Narrate
Make inferences
What you can perform
Contexts and Content
Oneself
Immediate environment
Situations where language is used
Text type
Words
Sentences
Questions
Paragraphs
Etc
How well is the learner able to be understood
Language Control
How accurate is the LL language
Vocabulary
How extensive and applicable is the LL vocabulary
Communication Stragies
How does the LL maintain communication and make meaning
Strategies used to make meaning
To understand messages
To express oneself
Cultural Awareness
How is the LL cultural knowledge reflected in the language use?
Which cultural practices or perspectives does the LL use or not use successfully
How to use Performance Descriptors to Inform Classroom Instruction
Scaffolding
Slowly removed support
Novice students need experience intermediate language in controolled and supported activities
Time as a critical component for Developing Langauge
May have unreasonable expectations as a lot of time is needed
Time must be spent meaningfully