This document discusses implications for teaching and learning through exploring second language acquisition and connecting theory to classroom practice. It provides an overview of key concepts in second language acquisition including Krashen's hypotheses, the difference between social and academic language proficiency, and the time required to achieve age-appropriate proficiency. The document also presents strategies for linking language to content such as building on students' prior knowledge and experiences, using interactive grouping configurations, and employing authentic assessment to inform instruction.

1. Implications for
Teaching & Learning


2. Our Mission (the what)…
• Explore the dynamics of second language acquisition
and implications for instructional practice.
We will do this by (the how)…
• Making practical connections to classroom practice.
• Initiating and documenting critical conversations
about theory into practice.

3. Language Acquisition
 What is Language Acquisition?
 How did you experience L2 language acquisition?
 What processes occurs during language acquisition?

4. Language as an Language as a
Associative Function Cognitive Function
BICS: Basic Interpersonal CALP: Cognitive Academic
Communication Skills Language Proficiency
I would like to have a I’ll pick up some CPVC,
bathroom added in our 90 degree elbows, some 45
basement. I want it to degree elbows, three inch
have a nice size whirlpool black PVC, three P-traps,
tub, a large shower, toilet, four shut off valves,
and a double sink. What a wax ring, and extra
will I need? couplings.
Cummins & - Koch

5. Time Required to Achieve
Age-Appropriate Proficiency
Native English Speakers:
English Language Learners:
5-7 (up to 10) years
2-3 years
ci f or p f ol e ve L
f or p f ol e ve L
BICS: Social CALP: Academic
Language Language
- Thomas & Collier

6. Linking Language to Content:
Promoting Transfer & Contextualizing Schema
Known to Unknown
N
a S
t e Contextual
i c o
v o n
e n n
d e
c
t
Language i
n
Language g
Conceptual
- Herrera

7. Vocabulary Quilt in Practice:
From Known to Unknown
• Promotes use of native language (L1).
• Assesses prior knowledge (academic/experiential).
• Allows for non-linguistic representations.
• Introduces new vocabulary/content.
• Ensures student accountability for learning.
Note: This strategy can be used throughout the lesson.

8. In the Know
“A horse is a horse, of course,
unless you don’t know
what a horse is, and then what?!”
Experiential Academic
Knowledge Knowledge

9. To take our students
from the known
to the unknown,
we must first determine
what it is they know!

10. Experiential Knowledge
"Language is the road map of a culture. It tells you where
its people come from and where they are going."
• Country of Origin
• Family Dynamics
• Community
-Brown

11. Funds of Knowledge
as a Resource
Funds of knowledge are those historically
developed and accumulated strategies or
bodies of knowledge that are essential to the
function and well-being of a household.
- Moll, Amanti, Neff, & Gonzalez

12. Hearts Activity
Students come with experiences
that are uniquely their own!

13. Academic
Knowledge
• Prior Exposure to Content/Concepts
• Prior Schooling Experiences
• Social/Affective Experiences

14. Additional Types of Knowledge
Declarative Procedural Conditional Metacognitive
Knowledge Knowledge Knowledge Knowledge
• What we know. • Used to • Knowing when, • Consists of
• What we complete simple why, or where to “higher-order
declare. or complex tasks. use information. thinking that
•Schemata • This knowledge • Stored in long- involves active
(memory stored in term memory. control over the
frameworks) production • Extremely cognitive
stores declarative systems. difficult processes
knowledge. • Systems consists knowledge for engaged in
of steps or teachers and learning”.
phases. students. •Conceptualized
as acquired
knowledge

15. What the Research Says
About Vocabulary
 Students develop vocabulary through explicit vocabulary
instruction.
 For English language learners, the “achievement gap” is primarily
a vocabulary gap.
- Carlo et al.

16. CALP (Cognitive Academic Language Proficiency)
5 to 7 years for fluency
Academic Knowledge Math
1. Can recognize math numbersand symbols.
2. Can draw andlabel diagrams
.
3. Can systematically order word problems.
4. Can identify parts of a graph.
5. Can circle unknown vocabulary terms to ask
questions about them.
6. Can translate word problems using “ math
terms.”
- Dicus

17. CALP (Cognitive Academic Language Proficiency)
5 to 7 years for fluency
Academic Knowledge English
1. Usesmechanics of spatial skills
(i.e., top-to-bottom, left-to-right).
2. Understandsrules of
punctuation/capitalization.
3. Readsfor comprehension.
4. Follows along during oral reading activity and
resp
onds at his/her turn.
5. Demonstrates appropriate useof text
(i.e., index, bold words, captions).
- Calder

18. Daily Activity
 Play a jeopardy game:
Experiential Conditional Declarative Working
Knowledge Knowledge Knowledge Memory
Automatization Academic Metacognitive
Knowledge ? Knowledge
Funds of Sensory Procedural
?
Knowledge Memory Knowledge

19. Linking Language to Content:
Benefits for CLD Students
• L1 responses
• Non-linguistic responses
• Single-word responses in L2
• Demonstrates existing schema
• Provides contextual connections
• Starting point for discussion and elaboration

20. How do we best support
second language acquisition (SLA)?
• Contextualize for stages of SLA
• Promote native language transfer
• Differentiate instruction
• Capitalize on the CLD student biography

21. Krashen’s Stages of
Second Language Acquisition (SLA)
• Preproduction
• Early Production
• Speech Emergence
• Intermediate Fluency
• Advanced Fluency
Herrera & Murry

22. Student Configurations for
Second Language Development
OTAL CLASS
ARTNERS
MALL TEAMS
NDIVIDUAL
Herrera, Perez, & Escamilla

23. Student Configuration
Comparisons Activity
 In USA:  In Ecuador:
 Total  With a partner,
 Partner discuss the various
 Small Group combinations of
student configurations
 Individual
used in your
classrooms.
 Share out loud some
examples and its
successes!

24. Small Team:
Setting up Student
Configurations
Step 1: Complete CLD student biographies.
Step 2: Determine academic purpose for grouping.
Step 3: Determine task & outcome to be completed by team.
Step 4: Designate teams to reflect CLD student biographies.
Step 5: Authentically assess work completed by the team.
- Perez

25. End of Day: Daily Review
 Partner activities: Partner Bio Card
 Refer to your student activity handbook.
 Create a student biography of a partner.
 Share out loud with the whole group if time permits.

26. Introduction Activity
 Magic Book Activity:
 Retrieve two different colors of construction paper, scissors, pens/pencils
or markers
SLA BICS CALP Natural Order Affective
Hypothesis Filter
Hypothesis
Input Acquisition Monitor Pre-production Early
Hypothesis Learning Hypothesis Production
Hypothesis
Speech Intermediate Advanced Differentiated Prior
Emergence Fluency Fluency Instruction Knowledge

27. Day 2: Today we will
 Discuss Krashen’s Five Hypothesis
 Consider various examples using the five hypothesis

28. Krashen’s Natural
Order Hypothesis
 The acquisition of grammatical structures follows a natural order
that is predictable.
 It is independent of the learner’s age.
 It is independent of the learner’s L1 background.
Krashen

29. The Learning/Acquisition
Hypothesis
 “Learning is a conscious process that involves studying rules
and vocabulary” (Krashen)
 There are 2 ways in learning and developing a second
language:
 Learning (conscious process)
 Acquisition (subconscious process)
Learning Acquisition
Conscious: we are aware we Subconscious: we are not
are learning. aware we are learning.
It’s what happens in school It’s what happens in and out
when we study rules and of school when we receive
grammar. messages we understand.

30. The Monitor Hypothesis
 It assists the role of learning in the process of language
acquisition.
 Native English speakers possess the ability to distinguish
between phonology, syntax, morphology and grammar
usage in speaking.
 Understanding and comprehension in this hypothesis also
plays a role in language competence.
 Monitoring language focuses on how something is said
instead of what is said.

31. Input Hypothesis
 Acquisition occurs with comprehensible input.
 Receiving input does not guarantee language acquisition.
 Krashen refers to input as i+1.
 If students receive input at or below their current level, no
new acquisition will be learned.
 Some researchers has noted the importance of
“comprehensible output” which results in meaningful
language usage.

32. Individual: Krashen’s
Input Hypothesis (i + 1)
 Comprehensible input (i+1).
 i = current level of comprehension.
 i + 1 = a slightly elevated level of
discourse input.
- Krashen

33. The Affective Filter
Hypothesis
 How do you feel in class? Are you nervous, bored,
anxious…?
 In order to learn language, you need comprehensible input
and Chomsky refers to it as the language acquisition device.
 If input is blocked by a filter very little language acquisition
occurs.
 If the filter open, language acquisition occurs.

34. Theories of SLA:
“Role Play” Me a Hypothesis
Activity:
1. Learning/Acquisition
Hypothesis • Divide into teams of 3-4.
• Review your assigned theory.
2. The Natural Order
Hypothesis • Find a way to role-play the
main points and concepts
3. The Monitor
of your theory (all team
Hypothesis
members must participate).
4. The Input Hypothesis • Act out for the class and
debrief the key characteristics
5. The Affective Filter of your hypothesis.
Hypothesis

35. Partners:
Turn and Talk
• Vygotsky’s zone of proximal development
• Active engagement of all students
• Lowers affective filter
• Exchange of grade-level content knowledge
• Personal connections with the content

36. End of Day: Daily Review
 Picture Me A Hypothesis:
 Break into 5 small groups
 Each group should receive huge chart paper with markers
 Choose a hypothesis: Natural Order hypothesis, Input hypothesis,
affective filter hypothesis etc.
 Draw a picture with the hypothesis and give a description of each.

37. Welcome to Law!!
 Today we will:
 Discuss quality programming by considering the law
 Activity: Create a Law Book.

38. It’s the Law….
Ecuador
•Follow the directions given by the instructor to create your own
“Book.”
• Write the following title and your name on the front of your book:
“Education in Ecuador”
• On the top of each pages, write the following:
- Private school
- Public school
- Educational Initiatives

39. Completing your Law Book
•Individually write down key facts about each law
in your own law book by taking “Power Notes.”
• Power Notes are a streamlined form of notetaking:
• Main ideas are assigned 1. Reformers
2. Populists
a power rating of 1. 3. National Grange
3. Farmer’s Alliance
• Attributes, details, or 3. Populist Party
2. Unions
examples are assigned 3. The Knights of Labor
3. IWW
power 2, 3, or 4 ratings.

40. Day 5:AUTHENTIC
ASSESSMENT
 Today we will:
Examine the role of authentic assessment
with CLD students.
Explore the scope of interaction as an integral
part of authentic assessment.
Learn about authentic assessment as a tool
for informing instruction.
Learn strategies for taking theory into practice.

41. Language Objectives
We will accomplish this by:
 Defining key aspects of authentic assessment.
 Listening to the descriptions of authentic
assessment strategies.
 Thinking about the role of interaction in
authentic assessment.

42. Authentic Assessment:
Socio-Affective Considerations
Math anxiety: Feelings of dread and fear…
may actually contribute to lower test scores.
Steenhuysen

43. Key Vocabulary
• Authentic Assessment
• Prism Model
• States of Mind
• Interaction
• Performance-Based Assessment
• Portfolios

44. Uncover
Concentrate
Monitor
Evaluate What are states of mind?
Authentic In what ways do we
use interaction as an
Assessment authentic assessment tool?
What is performance-
based assessment?

45. A Closer Look:
What is Authentic Assessment?
 Teacher-generated, instruction-based, grade-level
assessments that inform practice.
 Assessment that emphasizes process not product.
 Assessment that builds upon assets of the CLD
students’ biographies.
 Assessment that supports student learning through
the use of interactive grouping configurations.

46. A Traditional Definition of
Authentic Assessment
Authentic assessments:
∀ Are generally developed directly from classroom instruction,
group work, and/or related classroom activities and provide
an alternative to traditional assessments.
∀ Facilitate the student’s participation in evaluation processes.
∀ Include measurements and/or evaluations relevant to
both the teacher and student.
∀ Emphasize real-world problems, tasks, or applications
that are relevant to the student and/or his or- her community.
Herrera, Murry & Cabral

47. Changing States of Mind
• Fear • Connection
• Anxiety • Excitement
• Frustration • Curiosity
• Confusion • Celebration
Behavior = State of Mind = Affective Filter
- Jensen

48. Authentic Assessment in Practice
Questions to consider:
• What purpose does the authentic assessment
serve?
• How will the information be used to inform
instruction and improve learning?
• Where does it fit in the lesson (before, during,
and after)?

49. Interaction & Assessment
Teacher to
Student
Student to Student to
Teacher Student
Groups
• Student interaction promotes language & concept
development.
• Interactive grouping configurations should be TPSI.
*T = Total Group *P = Partner
*S = Small Group *I = Individual

50. Performance-Based Assessment
 Students are engaged in a task to demonstrate
knowledge.
 Assessment is based on the belief that
students construct knowledge.
 Students discover knowledge vs. receiving knowledge
from the teacher.
 Assessment prompts higher-order thinking.
 Assessment integrates multiple skills.

51. Sample Performance-Based
Assessment in Practice
• U-C-ME: Cooperative Group Assessment
• PICTURES AND WORDS: Peer Assessment
• THUMB CHALLENGE: Play Based Assessment

52. How will the teacher
know what I know
if she doesn’t take time
to know what I know?
Anonymous

53. Uncover
Concentrate
Monitor
Evaluate What are states of mind?
Authentic In what ways do we use
interaction as an
Assessment authentic assessment tool?
What is performance-
based assessment?

54. End of Day: Daily Review
 U-C-ME Activity:
 Work individually.
 Turn to partner after individual work.
 Discuss with whole class to gather all different perspectives and
understanding.

55. Review Day
 Today we will:
 Review all the vocabulary for understanding and practice
 Activity: LIFELINE
 Review SLA
 Activity: Pepsi Ah!
 Review all learning
 Activity: Tri-Fold

56. Activity 1: Lifeline
 Refer to you activity handbook.
 Work with a partner
 After partner collaboration, transition to small group to
expand horizons.

57. Activity 2: PEPSI AH!
 Create 5 groups of students.
 Create 5 huge circles which resembles a stop light.
 Paste these 5 circles below each other.
 Fill in the stages of second language acquisition.
 Write key points in front with application on back.

58. Activity 3: Tri-fold
 Complete the tri-fold on your learning for the past week.
 Share in small groups.
 Q & A to address any concerns.