English Language Learners #1

T.E.S.O.L.

A professional discipline working with linguistics diversity (a mix of different fields)

Different Fields in T.E.S.O.L.

Teaching English, linguistics, sociology, psychology, Anthology

Language Maintenance

You have to practice your English to improve your English

Immersion

Surrounded by the language (being thrown in the deep end, sink or swim)

S.E.S.

Social economic status

Ethnocentrism

You think your way of living is the best way of living

Linguistic tolerance

Tolerance of people who don’t speak English (Stereotype)

English language policy as emancipatory

Not free from English, English is mandatory (other languages are not welcome)

SLL

Linguistic diverse

Native Language

National (Language of Country)

Homework Language

What your parents speak

Heritage Language

What your grandparents speak

(L2)

Any language learned after the first language

Social Aspect of learning language

Speaking and listening

Formal aspect of learning language

Reading and Writing

Culture

Values, beliefs, religion

Invocation

Indirected results

Multiculturalism

Multiple cultures can and should coexist, culturally ethical in the classroom, remove bias to be good at it

Communitive Competent

Can communicate competently

CALP

Cognitive Academic Language Proficiency

Formal discourse

Proper Language

Informal discourse

Not proper language

Semi-Formal

Both formal and informal language

BICS

Basic interpersonal communication skills

NES

Native English speaker (L1)

NNES

Non-Native English speaker (L2)

EFL

English as Foreign Language (East Asia)

ESL

English as a Second Language (Comes to USA to improve English, immersion)

Cultural Eradication

The deliberate and systematic destruction of a group’s culture, language and identity by a dominant group

Linguistic eradication

The deliberate and systematic destruction of a language

Identity eradication

The deliberate and systematic process of destroying or suppressing a person’s or group’s sense of self and their cultural, historical and psychological markers

EAL

English as another language (Various parts of Africa)

*True bilingual classroom, learning English as a class

*Not English language policy as emancipatory

CLD

Culturally and Linguistically diverse (Context and Content)

Domestic

Born here, Community is diverse (China town, etc)

Exotic

International Students

EL

English learner

• Only linguistic diverse, same culture

• Content only

Double speak

You say one thing but you mean something else

Context Clue

Clue on the situation

Ethnic Center

Promotes the growth of L1 over English as L2

International School (American language institute)

Pushing western thinking and language,

• K-12 Academic oriented school that promotes
  bilingual education of Western Society.

• Typically located in big urban centers or outside of U.S. territories.

English for academic purpose

College Prep and CALP oriented

Adult Basic English

Afraid of getting in trouble with the law (likely not a citizen)

• BICS oriented, post K-12 demographic,
  career related

• Communitive commpitive

K-12 ESL

In schools today

• Kindergarten to twelve grade ESL support for children.

• Focus
  is almost exclusively BICS for inclusion purposes.

Target Language

The language being learned at the moment (Immersion)

LMS/ Language minority

Students language makes them a minority in the class

Connotation

The way the word is taken

Broken English

Mixing their L1 with English, habits from L1

What do you NOT call students with different languages

Minorities/Minority

ELD

Term used in the U.S. to refer to ESL services

T.E.F.L

Teacher education programs whose candidates will teach EFL

E.L.T

Term used Internationally to refer to EFL services

F.L.A

Acquiring mother tongue, primary language, or native language

L1

The language learned at home from the primary caregivers (mother tongue, primary language, or native language)

Language Acquisition

Learning language in a natural context or formally through rules of grammar and usage

L2

Any language (whether third or twentieth) in school or in some other way after the first language

SLA

Learning any language (whether third or twentieth) in school or in some other way after the first language

TL (Target language)

The language that is being learned in SLA

Limited English Proficient (LEP)

An individual who is the process of acquiring English as his or her second language

No Child Left Behind Act of 2001 (NCLB)

Signed into law by President George W. Bush, To close the achievement gap between disadvantaged students and their peers

(NEP)

An individual who is in the beginning stages of acquiring English and therefore relies heavily on nonverbal cues

(OCR)

The entity of the U.S. Department of Justice responsible for exacting compliance with Title VI of Civil Rights act of 1964

(SDAIE)

A variation of sheltered instruction that emphasizes cognitively demanding grade level appropriate core curriculum for CLD Students. This variation primarily applies to students who have attained an intermediate or advanced level of proficiency in L2 (english)

(SIOP)

A vehicle for delivering scaffolded instruction of the existing curriculum so the instruction is more comprehensible for individuals who are acquiring English

(SUP)

The separate conceptual knowledge bases in L1 and L2, assuming that the two languages operate independently. no transfer skills occurs between two languages

(CALLA)

A method of instruction that is grounded in the cognitive approach and focuses on the explicit instruction of learning strategies and the development of critical thinking as a means of acquiring deeplevels of language proficiency

(C.U.P)

The conceptual knowledge that acts as the foundation on which new skills are built. Both languages, L1 and L2, facilitate the development of such fundamental cognitive patterns within individuals

(ELD)

some states for the programming model most commonly referred to as English as a second language

(E.S.O.L)

Instruction that focuses primarily on the development of Vocabulary and grammar as a means to learning English

(F.E.P)

A CLD student who is proficient in English

(i+1)

New information that an individual receives that is one step beyond his or her current stage of competence

(ICB)

A communicative method that involves the concurrent teaching of academic subject matter and second language acquisition skills

Critical Pedagogy

Originated from Paulo Freire

• Used generative text instead of standard text

• based on social conditions and environments, such as slum, land, salary, government, wealth

• Words chosen because they had special affective importance to the learners and reflected their social, cultural, ad political context

• Aimed to develop literacy built on the themes and actions identified in everyday life

• By learning to read and write, students will learn to criticize and act on their conditions 

Problem Posing

To draw upon experiences, culture, and personal strengths to try to resolve problems in their everyday lives

• each situation involve personal or social conflicts that are emotionally charged 

• Define the problem, discuss it causes and propose actions that can be a solution 

• Teachers select and present familiar situations to the students 

• Teacher asks a series of open-ended questions about these materials so that students can elaborate what is seen 

Inductive Questions

To move the students from the concrete to a more analytical level

• “What do you see?”- Students describe and name the problem

• “How does this apply to you?”- Students define and personalize the problem

• “How does the problem apply to your own situation?” - Student describe connections

• “Why does this problem exist?” - student fit their individual experiences into a larger historical, social, or cultural context

• “What are some solutions?”- Students discuss alternatives, leads students to plans for action

Banking Model

The teacher treats students as though their minds are empty accounts in which to deposit information

• Is predicated on two deeply entrenched misconceptions

The belief that learners are empty, devoid of useful culture and knowledge (learners are not empty-they lead complex lives full of thoughts, dreams, emotions, families, loyalties, problems, friendships

• The “standard” knowledge is useful for everyone, explains the material is drawn from a “central bank of knowledge” selected and authorized by those with the power to set standards

When students generate their own dialogues, they have a greater chance to address those issues that they find meaningful 

Tollefson

• Contrasted descriptive and evaluative ways to understand language behavior and the issues that revolve around them 

• Descriptive approach examines such linguistic phenomena as low-status versus high status language, code- switching by bilingual speakers in various social contexts, and the way language is used to establish and maintain social position 

• Evaluative approach examines efforts to standardize or purify language to preserve or revive endangered languages, to establish national languages, or to legislate language usage

Foucault

The power of discursive practices

• Twentieth century social historian 

• Documented the means by which language practices sustain the spread of power relations in the modern world 

• Emphasized that the struggle for power is “a struggle for the control of discourses”

Authority can and have used language to repress and disempower social groups in favor of those in power

Certain social groups have appropriated language practices for their own ends

• Language is NOT neutral

Boudieu

Language as social capital

• French sociologist

• Language functions as social capital

Major form of cultural capital- part of the social “goods” that people accumulate and use to assert power and social class advantage 

• Language is an asset

• Capitalist Society- those who are native speakers of a high-status language receive their language skills as a part of their social capital 

Those born into a language with lower social status have a lack of language capital to overcome 

those without capital largely remain with it

Cummins

Language policies as emancipatory

• Language policies are coercive. Children with diversity possess a “difference” that is not honored

Critical thinking is not valued

• Pressuring students to conform to schooling practices that are unfair or discriminatory results in a loss of their identity as human beings 

Termed “identity eradication”

• To counteract this devaluation of students, teachers who are dedicated to social change must help students to develop the confidence and motivation to succeed academically

To be aware of the ways in which spoken and unspoken language can circulate positive attitudes, building strong personal and social identities 

Norman Fairclough

Critical Language Analysis

• offered critical language analysis (CLA) as a structed means to analyze how power messages are conveyed 

Innermost Box

Text: questions about the text itself

Middle Box Layer

Discursive Practice: What is the institutional influence on the text. Or “What institution or social group originated the message?” 

Outermost box layer

Social practice: Analysis of the sociocultural. How did society’s attitudes and treatment of age, gender, and culture influence the text? Is the text biased? 

Pedagogy

The process through which students learn to critically appropriate knowledge existing outside their immediate experience in order the broaden their understanding of themselves, the world, and the possibilities for transforming the taken-for-granted assumptions about the ways we live 

Empowerment

A curriculum designed to empower students must be transformative in nature and help students to develop the knowledge, skills, and values needed to become social critics who can make reflective decisions and implement their decisions in effective personal social, political and economic action 

Social Justice Pedagogy

Encourages teachers to act as intellectual leaders in education rather than as dutiful technicians. Students who are expected to think deeply about their world will rise to the occasion, and teachers of tomorrow

• critical inquiry using “hot button” topics 

• Goal - to guard the students best interests as the heart of schooling 

Current Research in TESOL

Research question #1: The nature of the relationship between language proficiency and literacy skills

Research question #2: The consequences of acquiring nominal content knowledge in a first language and then switching languages for the learning of higher levels of content material

Research question #3: The identification of which features of second language knowledge and acquisition are additive for cognition 

Classroom performance is significantly based on learning, and at the heart of learning is…….

Understanding

Four questions a learner might ask when presented with new information 

1. How is the new information similar to or different from what I already know? Where does it fit?

2. Is it consistent with patterns or schemata of knowledge I have already developed? If not, how will I resolve the difference?

3. Does it seem to make sense? if not, how can I make sense of it?

4. Is this a new perspective on this information or is my schema needed? if so, does this change what I know or what I thought I knew?

Cognition

The act or process of coming to know or to understand something

Metacognition

When an individual uses questions to purposefully examine what he or she knows or is seeking to understand

• To think of one’s own cognitive process

Teacher’s who use instructional methods that target these understandings to do the following 

• Frequently check student’s prior knowledge

• Regularly prompt students to think about existing understandings in novel ways 

• Encourage students to derive new connections between existing schemata and new contexts

Transfer

If students are to prove successful in the content areas, they must exhibit the ability to transfer knowledge, skill and capacities learned in the first language to learning and understandings in content-area domains taught in a second language 

Understanding-transfer-learning 

Why are the understandings achieved by many children characterized as fragile

(what is fragile understanding)

Exists when the student appears to know a concept in one context, but does not appear to know the same concept in another way or in another setting

• Completely possible for a student to master the learning of a concept, but prove unable to transfer that learning

• Unable to transfer

(Challenge of CLD students) Interrupted cognitive development in the first language (L1)

Development of the declarative knowledge base

(Challenge of CLD students) Interpreting and Hypothesis testing of the system of rules that organizes the second language (L2)

Development of the procedural knowledge base

(Challenge of CLD students) Curricula and programming for the culturally and linguistically diverse (CLD) students that are reductionists and skills-based and limit opportunities for higher-order thinking

Capacity building for short term, working, and long term memory

(Challenge of CLD students) Cognitively demanding, decontextualized learning tasks and environments

Ongoing cognitive academic language proficiency (CALP) development in L1 (a process of at least three dimensions of the CLD student biography) 

(Challenge of CLD students) Instruction that fails to target a variety of preferred learning style

CALP development in L2 (a process three dimensions of the CLD student biography)