More Related Content
Similar to English Learners in 21st-Century Classrooms and Language Acquisition Theories
English Learners in 21st-Century Classrooms and Language Acquisition Theories
- 1. CHAPTER 1 LEARNERS, LITERACIES,AND TEXTS Mika Ella O. Perez LED 204
- 2. Scope of Chapter1 1. Characteristics of English Learners in the 21st Century 2. Education Policy To English Learners 3. English Learner Program Models 4. Enhancing Learning Using Technology
- 3.
- 4. English Learner Categories 1.ENGLISH LEARNERS (EL) – non-native English speakers who are learning English in school 2. LIMITED ENGLISH PROFICIENT (LEP) – those who are beginners to intermediate in English Variations: English learners, English language learners, non-native English speakers
- 5. 3. SECOND LANGUAGELEARNERS – students who are in the process of learning English as the second language 4. LONG-TERM ENGLISH LEARNER (Olsen, 2010) – students who have lived in the U.S. for many years, have been educated primarily in the said country, may speak very little of the home language, but have not developed advanced proficiency in English, especially academic English.
- 6. EDUCATION POLICY TOENGLISH LEARNERS Standards documents are generally structured to include (Laturnau, 2003): a. Content standards that delineate what students should know and be able to do b. Benchmarks that specify expected knowledge and skills for each content standards at different grade levels c. Progress indicators that describe how well students need to do to meet a given content standards
- 7. 1. COMMON CORESTATE STANDARDS – launched by the National Governors Association for Best Practices and the Council of Chief State School Officers
- 8. 2. “A NationAt Risk” (1983) •A national report funded by the U.S. Congress that called for improvement in education •Spearheaded by the National Commission on Excellence in Education •Among the outcomes of the report was the development of the NATIONAL ASSESSMENT OF EDUCATION PROGRESS (NAEP)
- 9. 3. WORLD-CLASS INSTRUCTIONAL DESIGNAND ASSESSMENT (WIDA) CONSORTIUM • The program developed English Language Proficiency Standards which address social language and academic language development in the content areas
- 10. 4. NO CHILDLEFT BEHIND ACT OF 2011 • Federal legislation reauthorizing the ELEMENTARY AND SECONDARY EDUCATION ACT (ESEA) originally passed in 1965 to improve academic performance among lower-achieving, “economically disadvantaged” students.
- 11. 5. ESEA TITLEVII BILINGUAL EDUCATION ACT (1968) • Bilingual education programs have been developed throughout the country, using languages such as Spanish, Vietnamese, Chinese, Japanese, French, and Portuguese. In addition, bilingual programs have served numerous American Indian languages such as Navajo, Cherokee, and Crow.
- 12. ENGLISH LEARNER PROGRAM MODELS •IMMERSION –Developed in Canada in the 1960s, was designed to teach a minority language to native English speakers • TWO-WAY IMMERSION or dual-language program, which aim for bilingualism and biliteracy for both English learners and native English speakers
- 13. PROGRAM TYPE LANGUAGE(S) OF INSTRUCTIONAND LANGUAGE DEVELOPMENT GOALS STUDENTS IN CLASSROOM USE OF PRIMARY LANGUAGE 1. MAINSTREAM or General Education Instruction in English. GOAL: English proficiency English dominant and EL K-12 students No L1 support provided to EL students 2. STRUCTURED ENGLISH IMMERSION Instruction in English. ESL instruction provided in class or as pull-out. GOAL: English proficiency English dominant and EL K-12 students in mainstream classroom L1 may be used to support if feasible
- 14. 3. SHELTERED INSTRUCTION or Specially Designed Academic Instructionin English (SDAIE) Instruction in English with sheltering support for academic content learning GOAL: English proficiency for academic use EL students K-12 L1 may be used for support if feasible 4. NEWCOMER PROGRAM Intensive instruction in English for one year or less. Students separated from mainstream classrooms GOAL: Transition to English instruction in sheltered or mainstream classroom EL students K-12 who are recent immigrants and those with interrupted schooling L1 support for Els if feasible; acculturation and family/ community component; students provided with modified classroom instruction and support primarily in English
- 15. 5. EARLY EXIT TRANSITIONAL BILINGUAL PROGRAM L1used to teach literacy and academic content as a bridge to English. English used increasingly to 2nd to 3rd grade or for 2-3 years in grades 7-12. GOAL: Transition to English instruction EL students K- 12 Students taught in both L1 and English; transfer to English-only programs after 2-3 years 6. LATE EXIT TRANSITIONAL BILINGUAL PROGRAM L1 used to teach literacy and academic content. English used increasingly to 5th or 6th grade or 4-5 years in grades 7- 12. GOAL: Transition to English instruction EL students K- 12 Students transfer to English-only programs after 4-6 years
- 16. 7. MAINTENANCE BILINGUAL PROGRAM L1 usedto teach literacy and academic content along with English. GOAL: L1 maintenance and English proficiency EL students and monolingual English- speaking students K-12 Primary language receives sustained focus along with gradual development of English 8. DUAL LANGUAGE PROGRAM L1 used to teach literacy and academic content along with English. GOAL: Full bilingualism and biliteracy for social and academic purposes EL students and monolingual English- speaking students K-12 Students use both languages to learn language and academic content in two languages
- 17. ENHANCING LEARNING USING TECHNOLOGY Guideconcepts: 1. Provide cognitive challenge and opportunities for deep processing of meaning 2. Relate instruction to prior knowledge and experience 3. Promote active, self-regulated, collaborative inquiry 4. Promote extensive engaged reading and writing across the curriculum
- 18. 5. Help studentsdevelop strategies for effective reading, writing, and learning 6. Promote affective involvement and identity investment on the part of the students
- 19. CHAPTER 2 LANGUAGE ANDLANGUAGE ACQUISITION Mika Ella O. Perez LED 204
- 20. Scope of Chapter2 1. Language Proficiency and Communicative Competence 2. Language Acquisition Theories
- 21. Language Proficiency and CommunicativeCompetence LANGUAGE PROFICIENCY • The ability to use a language effectively and appropriately throughout the range of social, personal, school, and work situations that comprise daily living.
- 22. COMMUNICATIVE COMPETENCE • (oftenused instead of language proficiency) for it emphasizes that proficient language use extends beyond grammatical forms and meaning to include social conventions required for successful communication • knowledge of the linguistic and social rules of communication
- 23. COMMUNICATIVE COMPETENCE • Theability to apply grammatical rules during any communicative act
- 24. LANGUAGE ACQUISITION THEORIES (FirstLanguage Acquisition) THEORIES 1. BEHAVIORIST (B.F. Skinner, Leonard Bloom, Charles Fries) Children learned their first language through stimulus, response, and reinforcement. 2. INNATIST (Noam Chomsky, Eric Lenneberg, Stephen Krashen) Language acquisition could any be accounted for by an innate, biological language acquisition device (LAD) or system. 3.INTERACTIONIST (M.A.K. Halliday, Dell Hymes, Howard Gardner) Caregivers play a critical role in adjusting language to facilitate the use of innate capacities for language acquisition
- 25. PERSPECTIVES 1. BEHAVIORIST (B.F. Skinner,Leonard Bloom, Charles Fries) Audiolingual Method (1960) Tape- recorded dialogues are presented for students to memorize, followed by pattern drills for practicing verb forms and sentence structures 2. INNATIST (Noam Chomsky, Eric Lenneberg, Stephen Krashen) A. Creative Construction Theory (1982) English language learners creatively construct the rules of the second language in a manner similar to that observed in first language acquisition LANGUAGE ACQUISITION THEORIES (Second Language Acquisition)
- 26. PERSPECTIVES 2. INNATIST (Noam Chomsky, EricLenneberg, Stephen Krashen) B. Krashen’s Five Hypothesis (1982) 1. THE ACQUISITION/LEARNING HYPOTHESIS • Acquisition is a natural language development process that occurs when the target language is used in meaningful interactions with native speakers. • Language Learning refers to the formal and conscious study of language forms and functions as explicitly taught in foreign language classrooms 2.THE MONITOR HYPOTHESIS • The formal study of language leads to the development of an internal grammar editor or monitor
- 27. PERSPECTIVES 2. INNATIST (Noam Chomsky, EricLenneberg, Stephen Krashen) B. Krashen’s Five Hypothesis (1982) 3. THE NATURAL ORDER HYPOTHESIS • Language learners acquire (rather than learn) the rules of a language in a predictable sequence. That is, certain grammatical features, or morphemes, tend to be acquired early, whereas others tend to be acquired late. 4. THE INPUT HYPOTHESIS • L2 acquisition is the direct result of learners’ understanding the target language in natural communication situations.
- 28. PERSPECTIVES 2. INNATIST (Noam Chomsky, EricLenneberg, Stephen Krashen) B. Krashen’s Five Hypothesis (1982) 5. THE AFFECTIVE FILTER HYPOTHESIS • The most important affective variables favoring L2 acquisition are a low-anxiety learning environment, student motivation to learn the language, self-confidence, and self-esteem. • Krashen urges teachers not to force production, but rather allow students a silent period during which they can acquire some language knowledge by listening and understanding, as opposed to learning through meaningless rote drills.
- 29. PERSPECTIVES 3. INTERACTIONIST (M.A.K. Halliday, DellHymes, Howard Gardner) • They focus on the ways in which native speakers modify their speech to try to make themselves understand by English-learning conversational partners (NEGOTIATION OF MEANING).
Editor's Notes
- #9 NAEP – A LARGE-SCALE NATIONAL ASSESSMENT PROGRAM THAT PERMITS COMPARISONS AMONG STATES ON STUDENT ACHIEVEMENT IN READING, WRITING, AND MATHEMATICS.
- #10 THE CONSORTIUM HAS ALSO DEVELOPED AN ENGLISH LANGUAGE PROFICIENCY TEST ALIGNED WITH THE STANDARDS AND ASSESSMENT TOOLS TO HELP TEACHERS AND ADMINISTRATORS BETTER SERVE ENGLISH LEARNERS
- #11 NCLB MANDATED RIGOROUS TESTING IN READING AND MATH FOR ALL STUDENTS IN GRADE 3 AND 8. IN ADDITION, STATES WERE TO ESTABLISH AND MEET “PROGRESS OBJECTIVES” DEMANDING THAT “ALL” GROUPS O STUDENTS REACH ACADEMIC PROFICIENCY WITHIN 12 YEARS.
- #12 PHILIPPINES DECS ORDER NO. 52 S. OF 1987: POLICY ON BILIGUAL EDUCATION
- #27 THE MONITOR HYPOTHESIS 3 CONDITIONS ARE NECESSARY FOCUS ON GRAMMATICAL FORM SUFFICIENT TIME EXPLICIT KNOWLEDGE OF THE RULES
- #28 THE INPUT THEORY KEY ELEMENTS LANGUAGE MUST BE UNDERSTANDABLE (COMPREHENSIBLE INPUT) LANGUAGE SHOULD CONTAIN GRAMMATICAL STRUCTURES THAT ARE JUST A BIT BEYOND THE ACQUIRER’S CURRENT LEVEL OF L2 DEVELOPMENT OR (i+1) i = meaning input 1 = challenging level that is a bit beyond the learner’s current level of proficiency
- #30 NEGOTIATION OF MEANING AS MEANING IS NEGOTIATED, NON-NATIVE SPEAKERS ARE ACTUALLY ABLE TO EXERT SOME CONTROL OVER THE COMMUNICATION PROCESS DURING CONVERSATIONS, THEREBY CAUSING THEIR PARTNERS TO PROVIDE INPUT THAT IS MORE COMPREHENSIBLE THIS IS DONE BY THE NON-NATIVE SPEAKERS SHOWING CONFUSION THEREBY COMPELING THEIR PARTNERS TO PROVIDE INPUT THAT IS COMPREHENSIBLE - IN ADDITION, AS LEARNERS SPEAK OR WRITE IN THE NEW LANGUAGE, THEY HAVE TO ACTIVELY SELECT THE GRAMMAR, VOCABULARY, AND LINGUISTIC STYLE THAT WILL BEST EXPRESS THEIR IDEAS.