5 Surprises about Teaching English Language Learners
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Professor Kristin Lems, Ed.D., created this for the general public. She is available for consultations and can be found on LinkedIn.
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Fles Informational Power Point 2006
Studying a foreign language in elementary school provides several benefits: it improves standardized test scores in English; enhances understanding of culture; and allows students to communicate with more people by broadening their outlook. Starting foreign language education earlier enables higher proficiency levels since it takes advantage of children's critical period for language learning. Students also become more creative, better problem solvers, and have more career options.
Tuesday final ppt
This document discusses bilingualism in preschool children and strategies for teachers. It defines different types of bilingualism like simultaneous and successive. It also outlines stages of second language acquisition such as the observational period and telegraphic speech. The document recommends practices for teachers at each stage, including expanding on children's language. It emphasizes the importance of early literacy experiences in both the home language and English to support children's development in both languages.
Language development in_children
The document provides a checklist of typical language development milestones from birth to 4 years old. It outlines skills in understanding and producing language at various stages, starting with turning towards sounds at birth and advancing to repeating sentences and using pronouns between ages 3-4. The document notes that at ages 3-4, children start repeating what they hear, so parents should be mindful of what they say around children.
Deaf children in hearing homes
This document discusses deaf culture and raising a deaf child. It notes that approximately 1 in 1000 babies are born deaf. When a child is discovered to be deaf, parents often feel shock, anger, and blame themselves. They must then make choices about communication methods, whether sign language, cochlear implants, or oral programs. However, only 23% of parents of deaf children learn sign language. The document emphasizes that deaf children who acquire sign language from their families have better communication, self-esteem, and mental health outcomes. It concludes by sharing a poem from the perspective of a deaf child whose family did not learn sign language.
Language Development Through the Curriculum
The document discusses theories of language development including behaviorist, innatist, and interactionist views. It also covers the components and stages of early language development from one word to multiword stages. Key aspects of language covered include phonology, semantics, syntax, pragmatics, morphology, and bi-lingualism. Guidelines for second language teaching and important language skills in early childhood are provided.
Language Development In Deaf Children
This document discusses language development in deaf children. It notes that language develops through acquisition and learning, and that all languages are equal in facilitating development when accessible to a child. For typical development, a child needs an accessible language from ages 0-5, when 80% of total knowledge is learned and language develops in the brain. Deaf children of deaf parents and hearing children of deaf parents develop language normally when the language is accessible through full family integration and clear communication. However, deaf children of hearing parents often face communication problems as their need for language grows faster than their skills. Access to an accessible language is critical for cognitive development.
Learning language
Children learn language through listening to adults and trying to communicate. By age 1 they can say single words, by age 2 they can say simple phrases, and by age 6 they have a vocabulary of around 2,500 words. They learn the sounds, words, and basic rules of their native language through positive reinforcement from parents as they imitate speech. Learning a second language is easier in early childhood when immersed with native speakers rather than in a classroom. While taking classes helps focus learning, immersion in a culture allows more natural psychological development similar to a child's first language acquisition.
Preschool Children With Special Needs:communication and language development
Preschool Children With Special Needs:communication and language development.Presented by:
Gloria Rodriguez * Yessenia Rosario
* Phil Cabasino * Arianny Savinon * Renuka Persaud
Recommended
Fles Informational Power Point 2006
Studying a foreign language in elementary school provides several benefits: it improves standardized test scores in English; enhances understanding of culture; and allows students to communicate with more people by broadening their outlook. Starting foreign language education earlier enables higher proficiency levels since it takes advantage of children's critical period for language learning. Students also become more creative, better problem solvers, and have more career options.
Tuesday final ppt
This document discusses bilingualism in preschool children and strategies for teachers. It defines different types of bilingualism like simultaneous and successive. It also outlines stages of second language acquisition such as the observational period and telegraphic speech. The document recommends practices for teachers at each stage, including expanding on children's language. It emphasizes the importance of early literacy experiences in both the home language and English to support children's development in both languages.
Language development in_children
The document provides a checklist of typical language development milestones from birth to 4 years old. It outlines skills in understanding and producing language at various stages, starting with turning towards sounds at birth and advancing to repeating sentences and using pronouns between ages 3-4. The document notes that at ages 3-4, children start repeating what they hear, so parents should be mindful of what they say around children.
Deaf children in hearing homes
This document discusses deaf culture and raising a deaf child. It notes that approximately 1 in 1000 babies are born deaf. When a child is discovered to be deaf, parents often feel shock, anger, and blame themselves. They must then make choices about communication methods, whether sign language, cochlear implants, or oral programs. However, only 23% of parents of deaf children learn sign language. The document emphasizes that deaf children who acquire sign language from their families have better communication, self-esteem, and mental health outcomes. It concludes by sharing a poem from the perspective of a deaf child whose family did not learn sign language.
Language Development Through the Curriculum
The document discusses theories of language development including behaviorist, innatist, and interactionist views. It also covers the components and stages of early language development from one word to multiword stages. Key aspects of language covered include phonology, semantics, syntax, pragmatics, morphology, and bi-lingualism. Guidelines for second language teaching and important language skills in early childhood are provided.
Language Development In Deaf Children
This document discusses language development in deaf children. It notes that language develops through acquisition and learning, and that all languages are equal in facilitating development when accessible to a child. For typical development, a child needs an accessible language from ages 0-5, when 80% of total knowledge is learned and language develops in the brain. Deaf children of deaf parents and hearing children of deaf parents develop language normally when the language is accessible through full family integration and clear communication. However, deaf children of hearing parents often face communication problems as their need for language grows faster than their skills. Access to an accessible language is critical for cognitive development.
Learning language
Children learn language through listening to adults and trying to communicate. By age 1 they can say single words, by age 2 they can say simple phrases, and by age 6 they have a vocabulary of around 2,500 words. They learn the sounds, words, and basic rules of their native language through positive reinforcement from parents as they imitate speech. Learning a second language is easier in early childhood when immersed with native speakers rather than in a classroom. While taking classes helps focus learning, immersion in a culture allows more natural psychological development similar to a child's first language acquisition.
Preschool Children With Special Needs:communication and language development
Preschool Children With Special Needs:communication and language development.Presented by:
Gloria Rodriguez * Yessenia Rosario
* Phil Cabasino * Arianny Savinon * Renuka Persaud
Class 21st August
This document contains class notes on language learning in early childhood. It discusses several topics:
1. How children acquire their first words and begin combining them into sentences from ages 1-2, and the theories around language acquisition including behaviorism, interactionism, and innatism.
2. Potential language impairments like aphasia and dyslexia.
3. Theories of language development stages in early childhood including imitation, interaction with caregivers, and innate language acquisition devices.
4. Milestones in language comprehension and production from babbling to first words to combining words and basic grammar by age 4.
5. The continued expansion of language and development of reading/writing skills through primary
Language developmental milestones
This document outlines key language developmental milestones from birth to age 5. It discusses receptive language milestones like responding to sounds and understanding words. Expressive milestones include babbling, first words, combining words, and developing sentences. By age 2, children should have 1-2 word questions and sentences. By age 5, they should have a vocabulary of over 2000 words and tell stories using grammar. The document also notes vocabulary growth targets and speech intelligibility milestones. Overall, it presents the predictable but varied pattern of language development that parallels cognitive growth through both analytic and holistic learning processes.
Language development in early childhood
Between ages 2-6, children's vocabulary grows enormously from 200 words to 10,000 words. During this period, children learn new words through fast mapping and contrasting new words with words they already know. They also start making guesses about meanings and developing biases like mutual exclusivity around ages 2-3. Adults play an important role by recasting language, expanding on what children say, listening attentively, and encouraging further discussion. By ages 3-4, children's grammar develops to include simple sentences following subject-verb-object order and mastery of basic rules and structures, though questions and agreement may still vary. Language acquisition is supported through conversations, reading books, and outings that stimulate learning.
Language Development in Children
The document discusses language development and language disorders in children. It describes the stages of language development from birth to age 5. It also discusses several common language disorders, including aphasia, lisps, and autism. The causes of language disorders can include genetic factors, developmental problems, accidents, or damage to parts of the brain involved in language processing. Early intervention and treatment is important to address language delays or disorders in children.
Slide share *language development*
1. A child's language development begins from birth through making sounds and starts to understand speech, with early milestones including cooing and babbling sounds emerging around 6 months and first words appearing around 12 months.
2. The quality of a child's early language is influenced by the language they are exposed to from their caregivers.
3. The first 3 years are critical for language development, which forms the foundation for social, emotional, and educational growth.
SELL in ECE presentation
The document discusses supporting English language learners in early childhood classrooms. It highlights that the preschool years are critical for development, especially emergent literacy skills. English language learners face learning these skills while also learning a new language. The document explores realities of working with young ELLs, language acquisition, and best practices. These include using repetition, concrete examples, expanding language, predictable routines, careful grouping, and selecting supportive activities and books.
Language development
Children develop language through actively trying to make sense of what they hear and looking for patterns, guided by innate biases and rules. By age 5-6, most children have mastered the basics of their native language, including pronunciation, syntax, vocabulary, pragmatics, and basic metalinguistic awareness. Throughout school years, they continue developing more advanced skills in these areas, such as understanding passive voice and abstract concepts, and appropriate conversational turn-taking. Language development is a lifelong process supported by schooling goals of increased language and literacy abilities.
Language development in children
1) Language is a socially shared code that allows humans to express thoughts through speech, writing, and gestures. It has components including phonology, semantics, morphology, syntax, and pragmatics.
2) Children progress through stages of language development from birth through age 5, starting with babbling and one word utterances and advancing to longer sentences.
3) Teachers can support children's language development through shared reading, songs, storytelling, dramatic play, and other interactive activities that increase vocabulary and language skills.
School Age Speech and Language Development
This document provides an overview of language development and literacy in school-aged children. It discusses that children in this age range are in the initial reading and fluency developmental stages. It outlines key milestones like increasing vocabulary, comprehension skills, and the ability to clarify ambiguities. The document also discusses disorders that can impact language development, strategies to support different learners, and shifts in language input and metalinguistic skills during this period.
Wild and Isolated Children and The Critical Age Issue for Language Learning
- Several inhumane experiments were conducted where infants were isolated from language exposure to see what language they would develop. In one case, two infants raised by a mute shepherd uttered their first word in Phrygian language at age 2.
- There are reported cases of children found living in the wild and raised by animals as well as children isolated by parents or circumstances from language exposure due to deafness or blindness.
- The language acquisition of children in isolation cases is influenced by the age they are first exposed to language and the extent of any physical, psychological, or social trauma experienced prior to exposure. Early exposure and less trauma lead to better language learning outcomes.
Pre k workshop june 15
This document provides information about the characteristics and development of 3-4 year old children. It discusses their language development, phonological awareness, alphabet knowledge, book knowledge, writing skills, and preferences for learning through exploring, pretending, listening to stories, and being near adults. The document also presents a program philosophy that emphasizes a developmentally appropriate, learning-rich environment with intentionality, responsive curriculum, and essential questions to guide thoughtful, reflective learning.
Language Acquisition: Lecture 1 Beginnings of Acquisition
This document outlines the stages of early language development in children. It discusses that before birth, babies become acclimated to their native language in the womb. From 6-8 weeks, babies begin cooing and making vowel-like sounds as they gain control of their vocal cords. The most important stage is babbling from 6-9 months, when babies experiment with consonant and vowel combinations like "ba" and "ma". Through babbling, babies expand and then contract the phonemes they produce to those of their native language. Gestures also begin as babies want to communicate without words, and by 12 months most children say their first recognizable word.
Dyslxia
Dyslexia is a difficulty with reading or writing that makes it hard for people to see words as meaningful shapes or distinguish between letters. There are different types of dyslexia related to irregular word reading, connecting sounds to symbols, or both deficits combined. Dyslexia is caused by brain defects and genetic factors. Doctors can examine children if parents notice problems reading by age 6-8. Diagnosis involves sensory, psychological, and skills evaluations. Symptoms include letter/number confusion, poor spelling, and issues with phonological awareness. Solutions include specialized teaching methods, assistive technology, extra time for tests, and activities to make learning letters fun.
Language development in early childhood period
Language development is a critical part of child development from ages 2-6 as it allows children to communicate, express themselves, and develop relationships. Children begin developing language from birth through cries and later learn words and sentences. Healthy language development has many benefits and is important for children's cognitive development and ability to socially interact. Parents can support language development through reading, telling stories, singing songs, and engaging in conversations with their children.
Chapter 7 language development
Source of Information: Lifespan Development: A Topical Approach by Feldman
given by our professor :D
Week 8.2 sla factors
Motivation, first language experiences, age of acquisition, access to the language, personality and learning styles, peers and role models, and quality of instruction are the main factors that influence second language acquisition according to the document. Both integrative and instrumental motivation contribute to successful development of English proficiency. While first language can impact learning English, maintaining one's native language is important. Generally, those who learn English before puberty attain a native-like accent. Individual differences in learning styles and connections with peers and role models also impact second language acquisition. Teachers should foster meaningful interaction and collaboration to support English language development.
Teaching reading1
This document provides guidance on teaching reading to English language learners. It discusses how reading stimulates brain development and family bonds. Key priorities for teaching reading include focusing on meaning, word recognition through connecting sounds and letters, and learning the alphabet. The document then offers specific activities to practice these skills, such as playing alphabet games, using flashcards to recognize words, and labeling classroom items. It concludes with additional reading activities and materials to support early reading development.
Presentación 3
1) The document is addressed to eighth grade students at a public school located in a neighborhood of Poblado, Colombia. Students are between 12-15 years old and come from a range of social classes.
2) The students have between 3-4 hours of English class per week depending on their field of study. However, they lack motivation for English and are unable to speak fluently.
3) The goal of this blog is to increase the students' English fluency and ability to speak in connected ideas rather than isolated sentences by having them introduce themselves and talk about their preferences, likes, dislikes and other personal topics. The blog will include related vocabulary, videos, and games to practice grammar.
Read 3204 Day 8 Feb. 4, 2010
This document summarizes a reading instruction class that covered several topics:
1. The class reviewed emergent literacy development, phonemic awareness, and phonics. Activities included manipulating sounds in words and identifying letters.
2. The importance of phonemic awareness for reading success was discussed, though a balanced literacy approach was recommended over phonemic awareness mandates alone.
3. A Yopp-Singer Phonemic Awareness Test was mentioned. The class ended with a read aloud of the book "Once I Ate a Pie".
Language Loss
This document discusses language loss in bilingual children and strategies to promote balanced bilingualism. It notes that language loss occurs when a minority language is no longer used proficiently due to increased exposure to a dominant language like English. This can lead to incomplete learning or forgetting of the home language over time. The document recommends that teachers recognize this as a temporary developmental phase and that families provide opportunities to use and maintain the home language through exposure to speakers and social contexts that support both languages.
Raising a Bilingual Baby
This document discusses bilingualism from a child's perspective. It addresses common questions parents have about raising bilingual children and explains that learning two languages simultaneously is beneficial for children's cognitive and language development. The document outlines stages of bilingual development in children and strategies for encouraging language learning at each stage. It also provides tips for educators on supporting bilingual children's development.
Week 6 Language Development
Language develops through a series of stages from infancy through adulthood. Infants begin with crying and cooing, then progress to babbling and first words between 10-15 months. By 18-24 months, children use two-word phrases to communicate. In early childhood, children rapidly expand their vocabulary and grammar skills, learning rules of syntax, morphology, and semantics. Literacy instruction begins in preschool through activities like dialogic reading. In middle childhood, children further develop reading, writing, and metalinguistic skills. Adolescents gain skills in vocabulary, metaphor, and literary analysis. In adulthood, vocabulary increases until late life when retrieval difficulties and slowed processing may occur, though communication remains adequate.
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Class 21st August
This document contains class notes on language learning in early childhood. It discusses several topics:
1. How children acquire their first words and begin combining them into sentences from ages 1-2, and the theories around language acquisition including behaviorism, interactionism, and innatism.
2. Potential language impairments like aphasia and dyslexia.
3. Theories of language development stages in early childhood including imitation, interaction with caregivers, and innate language acquisition devices.
4. Milestones in language comprehension and production from babbling to first words to combining words and basic grammar by age 4.
5. The continued expansion of language and development of reading/writing skills through primary
Language developmental milestones
This document outlines key language developmental milestones from birth to age 5. It discusses receptive language milestones like responding to sounds and understanding words. Expressive milestones include babbling, first words, combining words, and developing sentences. By age 2, children should have 1-2 word questions and sentences. By age 5, they should have a vocabulary of over 2000 words and tell stories using grammar. The document also notes vocabulary growth targets and speech intelligibility milestones. Overall, it presents the predictable but varied pattern of language development that parallels cognitive growth through both analytic and holistic learning processes.
Language development in early childhood
Between ages 2-6, children's vocabulary grows enormously from 200 words to 10,000 words. During this period, children learn new words through fast mapping and contrasting new words with words they already know. They also start making guesses about meanings and developing biases like mutual exclusivity around ages 2-3. Adults play an important role by recasting language, expanding on what children say, listening attentively, and encouraging further discussion. By ages 3-4, children's grammar develops to include simple sentences following subject-verb-object order and mastery of basic rules and structures, though questions and agreement may still vary. Language acquisition is supported through conversations, reading books, and outings that stimulate learning.
Language Development in Children
The document discusses language development and language disorders in children. It describes the stages of language development from birth to age 5. It also discusses several common language disorders, including aphasia, lisps, and autism. The causes of language disorders can include genetic factors, developmental problems, accidents, or damage to parts of the brain involved in language processing. Early intervention and treatment is important to address language delays or disorders in children.
Slide share *language development*
1. A child's language development begins from birth through making sounds and starts to understand speech, with early milestones including cooing and babbling sounds emerging around 6 months and first words appearing around 12 months.
2. The quality of a child's early language is influenced by the language they are exposed to from their caregivers.
3. The first 3 years are critical for language development, which forms the foundation for social, emotional, and educational growth.
SELL in ECE presentation
The document discusses supporting English language learners in early childhood classrooms. It highlights that the preschool years are critical for development, especially emergent literacy skills. English language learners face learning these skills while also learning a new language. The document explores realities of working with young ELLs, language acquisition, and best practices. These include using repetition, concrete examples, expanding language, predictable routines, careful grouping, and selecting supportive activities and books.
Language development
Children develop language through actively trying to make sense of what they hear and looking for patterns, guided by innate biases and rules. By age 5-6, most children have mastered the basics of their native language, including pronunciation, syntax, vocabulary, pragmatics, and basic metalinguistic awareness. Throughout school years, they continue developing more advanced skills in these areas, such as understanding passive voice and abstract concepts, and appropriate conversational turn-taking. Language development is a lifelong process supported by schooling goals of increased language and literacy abilities.
Language development in children
1) Language is a socially shared code that allows humans to express thoughts through speech, writing, and gestures. It has components including phonology, semantics, morphology, syntax, and pragmatics.
2) Children progress through stages of language development from birth through age 5, starting with babbling and one word utterances and advancing to longer sentences.
3) Teachers can support children's language development through shared reading, songs, storytelling, dramatic play, and other interactive activities that increase vocabulary and language skills.
School Age Speech and Language Development
This document provides an overview of language development and literacy in school-aged children. It discusses that children in this age range are in the initial reading and fluency developmental stages. It outlines key milestones like increasing vocabulary, comprehension skills, and the ability to clarify ambiguities. The document also discusses disorders that can impact language development, strategies to support different learners, and shifts in language input and metalinguistic skills during this period.
Wild and Isolated Children and The Critical Age Issue for Language Learning
- Several inhumane experiments were conducted where infants were isolated from language exposure to see what language they would develop. In one case, two infants raised by a mute shepherd uttered their first word in Phrygian language at age 2.
- There are reported cases of children found living in the wild and raised by animals as well as children isolated by parents or circumstances from language exposure due to deafness or blindness.
- The language acquisition of children in isolation cases is influenced by the age they are first exposed to language and the extent of any physical, psychological, or social trauma experienced prior to exposure. Early exposure and less trauma lead to better language learning outcomes.
Pre k workshop june 15
This document provides information about the characteristics and development of 3-4 year old children. It discusses their language development, phonological awareness, alphabet knowledge, book knowledge, writing skills, and preferences for learning through exploring, pretending, listening to stories, and being near adults. The document also presents a program philosophy that emphasizes a developmentally appropriate, learning-rich environment with intentionality, responsive curriculum, and essential questions to guide thoughtful, reflective learning.
Language Acquisition: Lecture 1 Beginnings of Acquisition
This document outlines the stages of early language development in children. It discusses that before birth, babies become acclimated to their native language in the womb. From 6-8 weeks, babies begin cooing and making vowel-like sounds as they gain control of their vocal cords. The most important stage is babbling from 6-9 months, when babies experiment with consonant and vowel combinations like "ba" and "ma". Through babbling, babies expand and then contract the phonemes they produce to those of their native language. Gestures also begin as babies want to communicate without words, and by 12 months most children say their first recognizable word.
Dyslxia
Dyslexia is a difficulty with reading or writing that makes it hard for people to see words as meaningful shapes or distinguish between letters. There are different types of dyslexia related to irregular word reading, connecting sounds to symbols, or both deficits combined. Dyslexia is caused by brain defects and genetic factors. Doctors can examine children if parents notice problems reading by age 6-8. Diagnosis involves sensory, psychological, and skills evaluations. Symptoms include letter/number confusion, poor spelling, and issues with phonological awareness. Solutions include specialized teaching methods, assistive technology, extra time for tests, and activities to make learning letters fun.
Language development in early childhood period
Language development is a critical part of child development from ages 2-6 as it allows children to communicate, express themselves, and develop relationships. Children begin developing language from birth through cries and later learn words and sentences. Healthy language development has many benefits and is important for children's cognitive development and ability to socially interact. Parents can support language development through reading, telling stories, singing songs, and engaging in conversations with their children.
Chapter 7 language development
Source of Information: Lifespan Development: A Topical Approach by Feldman
given by our professor :D
Week 8.2 sla factors
Motivation, first language experiences, age of acquisition, access to the language, personality and learning styles, peers and role models, and quality of instruction are the main factors that influence second language acquisition according to the document. Both integrative and instrumental motivation contribute to successful development of English proficiency. While first language can impact learning English, maintaining one's native language is important. Generally, those who learn English before puberty attain a native-like accent. Individual differences in learning styles and connections with peers and role models also impact second language acquisition. Teachers should foster meaningful interaction and collaboration to support English language development.
Teaching reading1
This document provides guidance on teaching reading to English language learners. It discusses how reading stimulates brain development and family bonds. Key priorities for teaching reading include focusing on meaning, word recognition through connecting sounds and letters, and learning the alphabet. The document then offers specific activities to practice these skills, such as playing alphabet games, using flashcards to recognize words, and labeling classroom items. It concludes with additional reading activities and materials to support early reading development.
Presentación 3
1) The document is addressed to eighth grade students at a public school located in a neighborhood of Poblado, Colombia. Students are between 12-15 years old and come from a range of social classes.
2) The students have between 3-4 hours of English class per week depending on their field of study. However, they lack motivation for English and are unable to speak fluently.
3) The goal of this blog is to increase the students' English fluency and ability to speak in connected ideas rather than isolated sentences by having them introduce themselves and talk about their preferences, likes, dislikes and other personal topics. The blog will include related vocabulary, videos, and games to practice grammar.
Read 3204 Day 8 Feb. 4, 2010
This document summarizes a reading instruction class that covered several topics:
1. The class reviewed emergent literacy development, phonemic awareness, and phonics. Activities included manipulating sounds in words and identifying letters.
2. The importance of phonemic awareness for reading success was discussed, though a balanced literacy approach was recommended over phonemic awareness mandates alone.
3. A Yopp-Singer Phonemic Awareness Test was mentioned. The class ended with a read aloud of the book "Once I Ate a Pie".
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This document discusses language loss in bilingual children and strategies to promote balanced bilingualism. It notes that language loss occurs when a minority language is no longer used proficiently due to increased exposure to a dominant language like English. This can lead to incomplete learning or forgetting of the home language over time. The document recommends that teachers recognize this as a temporary developmental phase and that families provide opportunities to use and maintain the home language through exposure to speakers and social contexts that support both languages.
Raising a Bilingual Baby
This document discusses bilingualism from a child's perspective. It addresses common questions parents have about raising bilingual children and explains that learning two languages simultaneously is beneficial for children's cognitive and language development. The document outlines stages of bilingual development in children and strategies for encouraging language learning at each stage. It also provides tips for educators on supporting bilingual children's development.
Week 6 Language Development
Language develops through a series of stages from infancy through adulthood. Infants begin with crying and cooing, then progress to babbling and first words between 10-15 months. By 18-24 months, children use two-word phrases to communicate. In early childhood, children rapidly expand their vocabulary and grammar skills, learning rules of syntax, morphology, and semantics. Literacy instruction begins in preschool through activities like dialogic reading. In middle childhood, children further develop reading, writing, and metalinguistic skills. Adolescents gain skills in vocabulary, metaphor, and literary analysis. In adulthood, vocabulary increases until late life when retrieval difficulties and slowed processing may occur, though communication remains adequate.
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Here are a few observations about the teacher's language use in this transcript:
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- Questions are asked with rising intonation to signal they are questions.
- The teacher provides models for student responses when needed.
- Vocabulary like "morning", "Thursday", and "April" are used to build students' academic language.
- The teacher waits for individual student responses, allowing time for processing language.
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5 Surprises about Teaching English Language Learners
- 1. Kristin Lems Professional Development Provider – kristinlems@gmail.com
- 2. Listening in a new language is fatiguing! Reading in a new language requires stamina
- 3. Classroom implications: Give opportunities for native language support or instruction. Provide a chance to review or rehear material Break tasks and texts into smaller units Spend some class time on stamina-building
- 4. You can speak the primary language of a country or culture but not understand aspects of its culture FACT: People are more forgiving of language mistakes than cultural mistakes Classroom implications:
- 5. Derek Sivers on Japanese Street Addresses, and opposites
- 6. Salutations and Greetings Protocols for Meals Ways of complimenting, requesting, etc. Gift giving and receiving When to show up, when to depart Kinds of questions that are acceptable Touching and other body language Use of money Attitudes toward elders
- 7. An English language learner is someone whose household speaks a language other than English Even though many ELLs are not immigrants Their parents may or may not be immigrants AND Their parents may or may not be undocumented AND Their parents may or may not know English AND Their parents may or may not be literate in a language AND The child may or may not be familiar with the country the family has come from A LOT OF FACTORS!
- 8. Learn as much as you can about the children, their families, and their cultures! Involve the family in the life of the school! Give children chances to share what they already know about – their own lives! Adjust instruction as you go along – be nimble!
- 11. Common words can present misunderstandings, too! Collocations, idioms, and listemes include many phrasal verbs, and the preposition can make a big difference to the meaning! Come up with own Into one’s Around
- 12. All that glitters…. It’s like going from the frying pan…. Like father, …… If at first you don’t succeed…. A rolling stone……
- 15. The 5 levels A child experiencing the silent period
- 16. Don’t let kids accept basic communication as enough – stretch it Help students understand that language learning and acquisition never ends! And develop the habits of mind to continue to improve and grow… And celebrate successes!!
- 17. Man of Constant Sorrow Preteach unknown vocabulary Play the song and have students fill in cloze Get in small groups, have students write response from point of view of various actors in the song and read them back