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Ctel Module1

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Module One Language and Language Development Mark Rounds California Teachers of English Learners (CTEL)
Knowledge, Skills, and Abilities (KSAs) ,[object Object],[object Object],[object Object],[object Object]
Domain 1: Language Structure and Use ,[object Object],[object Object],[object Object],[object Object],[object Object]
Domain 2: First and Second Language Development ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Rate Your Knowledge ,[object Object],[object Object]
Page 11 Communicative Competence
Structure ,[object Object],[object Object],[object Object],[object Object],[object Object]
Function ,[object Object],[object Object],[object Object],[object Object],[object Object]
Variation ,[object Object],[object Object]
Subsystems of Language Structure ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Phonology ,[object Object],[object Object],[object Object],[object Object]
Phonology ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Phonology ,[object Object],[object Object],[object Object]
Phonology ,[object Object],[object Object],[object Object],[object Object]
Morphology ,[object Object],[object Object],[object Object],[object Object]
Morphology ,[object Object],[object Object],[object Object],[object Object]
Syntax ,[object Object],[object Object],[object Object],[object Object]
Syntax ,[object Object],[object Object]
Syntax ,[object Object],[object Object]
Semantics ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Semantics ,[object Object],[object Object],[object Object],[object Object],[object Object]
Lexicon ,[object Object]
Relationship Among Language Structures ,[object Object],[object Object],[object Object]
Contrastive Analysis ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Social Functions of Language ,[object Object],[object Object],[object Object],[object Object],[object Object]
Academic Functions of Language – ,[object Object],[object Object],[object Object],[object Object],[object Object]
Types of Language Variation CTEL 43-48 ,[object Object],[object Object]
Types of Language Variation ,[object Object],[object Object],[object Object],[object Object]
Types of Language Variation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Factors that influence a speaker’s or writer’s choice of language… ,[object Object],[object Object]
Factors that influence a speaker’s or writer’s choice of language… ,[object Object],[object Object],[object Object]
Analyzing Oral and Written Discourse ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Promoting Communicative Competence in Social and Academic Settings ,[object Object],[object Object]
Promoting Communicative Competence in Social and Academic Settings ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Guided by the topic, theme, idea Top Half
Promoting Communicative Competence in Social and Academic Settings ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Formal or informal Transitional words Bottom Half
The Hamburger & the Taco (to accompany pg 22 ) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Analyzing Text Structure ,[object Object],[object Object],[object Object]
Pragmatic Features of Oral and Written Language ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Pragmatic Features of Oral and Written Language ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Pragmatic Features of Oral and Written Language ,[object Object],[object Object],[object Object],[object Object],[object Object]
Pragmatic Features of Oral and Written Language ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Pragmatic Features of Oral and Written Language ,[object Object],[object Object]
Quickwrite (page 26) ,[object Object],[object Object]
Factors that affect a speaker’s or writer’s choice of pragmatic features ,[object Object],[object Object],[object Object],[object Object]
Factors that affect a speaker’s or writer’s choice of pragmatic features ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
What are some Difficulties ELs have with respect to Pragmatics? Factors that affect a speaker’s or writer’s choice of pragmatic features Audience Purpose Context Oral Example Administrator Students ask Principal to include after school programs School (informal) Written Example Administrator Parents write a letter to principal requesting sports after school Home (formal)
Review of Linguistic Knowledge ,[object Object],[object Object],[object Object]
Module 1, Domain 2 First and Second-Language Development and Their Relationship to Academic Achievement
Readings from CTEL Handbook ,[object Object],[object Object],[object Object]
Contemporary Theories of Language Acquisition ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
1st Language Acquisition Stages ,[object Object],[object Object]
1st Language Acquisition Stages ,[object Object],[object Object]
2nd Language Proficiency Levels ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
2nd Language Proficiency Levels ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
2nd Language Proficiency Levels ,[object Object],[object Object],[object Object],[object Object]
Relationship of 1st & 2nd Language Acquisition ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Relationship of 1st & 2nd Language Acquisition ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Relationship of 1st & 2nd Language Acquisition ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Krashen’s 5 Hypotheses on Second Language Acquisition (The Monitor Model) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Acquisition-Learning Hypothesis ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Acquisition vs. Learning
Monitor Hypothesis ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Natural Order Hypothesis ,[object Object]
Input Hypothesis ,[object Object],[object Object]
Affective Filter Hypothesis ,[object Object],[object Object],[object Object],[object Object]
Cummins’ BICS, CALP, CUP CTEL pg. 64 L1 L2 BICS CALP CUP BICS CALP
Cummins’ Quadrants A B C D Many Clues Few Clues
Cummins’ Quadrant Activity ,[object Object],[object Object],[object Object]
Cummins’ Quadrants
Cognitive & Social Strategies Learners Use in Developing a Second Language ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
ELD Lesson Intro ,[object Object],[object Object],[object Object]
ELD Lesson Intro ,[object Object],[object Object]
ELD Lesson Intro ,[object Object],[object Object],[object Object],[object Object]
Schooling for Language Minority Students ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Schooling for Language Minority Students ,[object Object],[object Object],[object Object]
Schooling for Language Minority Students ,[object Object],[object Object],[object Object],[object Object]
Cognitive, Linguistic, and Physical Factors that Influence Language Acquisition ,[object Object],[object Object]
Cognitive, Linguistic, and Physical Factors that Influence Language Acquisition ,[object Object],[object Object]
Cognitive, Linguistic, and Physical Factors that Influence Language Acquisition ,[object Object],[object Object],[object Object],[object Object],[object Object]
Affective Factors that Influence Language Acquisition ,[object Object],[object Object]
Affective Factors that Influence Language Acquisition ,[object Object],[object Object],[object Object]
Affective Factors that Influence Language Acquisition ,[object Object],[object Object],[object Object],[object Object]
Sociocultural and Political Factors that Influence Language Acquisition ,[object Object],[object Object]
Sociocultural and Political Factors that Influence Language Acquisition ,[object Object],[object Object]
Sociocultural and Political Factors that Influence Language Acquisition ,[object Object],[object Object],[object Object],[object Object]
Sociocultural and Political Factors that Influence Language Acquisition ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Sociocultural and Political Factors that Influence Language Acquisition ,[object Object],[object Object],[object Object],[object Object],[object Object]
Language Acquisition Matching Game!! ,[object Object]

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Ctel Module1

  • 1. Module One Language and Language Development Mark Rounds California Teachers of English Learners (CTEL)
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  • 46. What are some Difficulties ELs have with respect to Pragmatics? Factors that affect a speaker’s or writer’s choice of pragmatic features Audience Purpose Context Oral Example Administrator Students ask Principal to include after school programs School (informal) Written Example Administrator Parents write a letter to principal requesting sports after school Home (formal)
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  • 48. Module 1, Domain 2 First and Second-Language Development and Their Relationship to Academic Achievement
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  • 65. Cummins’ BICS, CALP, CUP CTEL pg. 64 L1 L2 BICS CALP CUP BICS CALP
  • 66. Cummins’ Quadrants A B C D Many Clues Few Clues
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