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Academic Language function, bringing a focuses on grammar, Language…
Academic Language function
Seek
Information: observe and explore, acquire information; inquire
Use who, what, when, where, and how to gather information
Inform: identify, report, or describe information
Recount information presented by teacher or text, retell a story or personal
Compare: describe similarities and differences in objects or ideas
Make/explain a graphic organizer to show difference and similarity
Order: sequence objects, ideas, or events
Describe/make a timeline continuum, cycle, or narrative sequence
Classify: group objects or ideas according to their characteristics
Describing organizing principles, explain why A is an example but B is not
Analyze: separate whole into parts; identify relationships and patterns
Describe parts, feature or main ideas of information presented
Infer: make inferences; predict implications; hypothesis
Justify and persuade: give reasons for an action, decision, point of view, be convincing
Solve problems: define and represen a problem; determine solution
Synthesize: combine or integrate ideas to form a new whole
Evaluate: assess and verify the worth of an object, idea, or decision
bringing a focuses on grammar
Explicit versus Implicit
explicitly teaching grammar forms can help lead to better acquisition of the forms
Salience
Language learners will focus on the pieces of language that provide meaning (lexis) before they will focus on the grammatical aspects of words or sentences
refers to how noticeable something is in the input.
Noticing
This theory is related to the idea of salience, in that Schmidt posited that in order for a learner to acquire a new language form, the learner must first notice that form in the input
t is wise to begin by helping learners to notice the forms
Input Flood
helping students notice a language feature is to raise the number of times the feature appears in the learner’s input
When we manipulate a text that our students are reading or the oral input that we are giving our students so that a targeted form appears more frequently, this is called an input flood
Noticing and Awareness Activities
Input enhancement or textual enhancement is an instructional strategy in which a teacher bolds, highlights, or changes the text of the targeted form in some way to make it more noticeable
can also enhance input given orally by adding stress to or pauses around a targeted feature
Practice
it is important to include activities that ask students to practice producing the form. Practice activities should become more complex and communicative as you move through the unit
Fitting It In
If the grammar form you are working on is focused mostly on complexity—that is, forms that help students build longer, more precise sentences such as participial phrases, embedded clauses, or complex sentences joined with a subordinating conjunction—these are likely forms that all students in the class could benefit from examining
Revisit, Review, and Reenter
Learners need multiple encounters with words and forms before they internalize them
Language function and form
Oral language: giving instructions, making requests, defending an argument
Language function: refers to what students do with language as they engage with content and interact with others.
Language form: deals with the internal grammatical structure of words and phrases as well as the word themselves.
also includes cross curricular academic vocabulary-words or phrases
Academic writing: describing processes, comparing or contrasting things or ideas, classifying objects or ideas
Language functions examples
expressing needs or like
describing people, places, and things
describing actions
making claims
comparing/contrasting
persuading/defending/analyzing
defining/explaining
describing cause and effect/ hypothesizing and speculating
Language form examples
indirect/direct objects, subject/verb
nouns, pronouns, adjectives
prepositional phrases
verbs and verb phrases in questions
adjectives and conjunctions
verb forms
comparative adjectives
Teaching grammar for communicative competence
Communicative grammar lesson: gives students the opportunity to practice the target grammar item through specific communicative tasks and activities
focuses on speaking activities but writing activities plays an important and valid way to practice
Communicative task: should provide students the opportunity to use language to communicate
games, role plays, and discussion activities
In a large class, a teacher might not be able to do an entire communicative lesson but might be able to do one or two interactive activities
English clubs may help
this may help with communicative practice which involves poetry contests or singing competitions
Sentence level grammar: refers to parts of speech, tenses, phrases, clauses, and word order. While grammar instruction might start with sentence level instruction, it should also incorporate grammar in context
When teaching grammar in context, its important to consider students proficiency levels as well as their previous experience with the target grammar item
Consciousness-raising means making students aware of the properties of a certain grammatical feature by highlighting them or helping students to notice them in some way