Instructional Tool

Running head: INSTRUCTIONAL TOOL KIT

Instructional Tool Kit (Parts 1 and 2)

Michael A. DePolis
Grand Canyon University: TSL 536
August 8, 2012

Instructional Tool Kit (Part 1)

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Resource Chart for Second Language Learners Needs

Second Language Learners

Second Language Learners

Second Language Learners

Sociocultural Needs
Instructional Practices:

Cognitive Needs
Linguistic Needs
Instructional Practices: Second Instructional Practices: There

Immigrant students are subject

language learners have

is a distinction between

to acculturative stress. For

individual differences in

acquisition of language and

these students, school acts as a

language learning aptitude,

learning of language. Children

cultural gateway. It is the

prior knowledge, motivation,

acquire their first language,

classroom teachers

and intelligence (Yongqi-Gu,

along with certain universals of

responsibility to provide a

2003). The Cognitive

grammar and syntax. There are

sense of belonging. Schools

Academic Language Learning

also varying linguistic

should be supportive, tolerant,

Approach (CALLA) is a

challenges based on other

and accepting of biculturalism

teaching model based on

factors, such as socioeconomic

(Blanco-Vega, Castro-Olivo,

cognitive learning theory

levels. For example, Latino

& Merrell, 2008).

which can increase the

immigrants from South

achievement of second

America and the Caribbean are

language learners (Chamot &

usually legal and of a higher

OMalley, 1996).

status, as compared with many

from Mexico or Central
America, and may have
English language experience
(Blanco-Vega, et al, 2008).
Despite features of acquisition
in older learners, instructional
practices need to include

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explicit vocabulary and

Student-Centered Resources:

Student-Centered Resources:

grammar learning.
Student-Centered Resources:

In the interest of sociocultural

Typically, ELLs need five to

It has been argued that direct

need, there should be an

seven years of English learning

instruction of grammar is not

expectation that biculturalism,

in school before being fully

useful in learning a second

or students maintaining value

prepared for academic

language. ZhonggangGao

of their home culture, will

learning. Meanwhile, their

(2001) argues that grammar

produce positive outcomes.

native-English speaking peers

can be a useful tool, and a

Multicultural literature is an

are moving forward with their

catalyst for effective second

example of student-centered

academic learning.

language learning.

resources.

An example of a sheltered

An example of a sheltered

mathematics lesson using the

grammar lesson with second

young English language

CALLA model is shown. (See

language learners linguistic

learners (ELLs) is rewriting

attached SIOP lesson.)

needs in mind is shown. (See

An example of a lesson for

traditional stories in a new

attached SIOP lesson.)

cultural context (Lotherington,

2007). (See attached SIOP
lesson.)
Assessment Tools: The object

Assessment Tools: Assessment

Assessment Tools: With

of assessment, from a

from a cognitive needs point of linguistic needs in mind,

sociocultural needs point of

view should allow for

view, is to not only judge and

meaningful content learning, as consider the students

grade a work, but to be

well as connecting, or

knowledge of grammar from

authentic and affirming of the

scaffolding, to previous

their first language, the

assessment of grammar should

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students linguistic and cultural

learning while increasing

markedness of the skill, and

needs, as well as meeting the

English proficiency. (See

whether or not there is

content objectives. Language,

attached SIOP lesson.)

negative or positive transfer

as well as content objectives

(Parker & Riley, 2010). (See

should be assessed. (See

attached SIOP lesson.)

attached SIOP lesson.)

Instructional Tool Kit (Part 2)
10 Pragmatic Factors That Affect Oral and Written Language Development for Second Language
Learners
Instructional Practices

Student-Centered

Assessment Tools

Theories/Models

Implicature:

Resources
An example of a

An assessment tool

Philosopher Paul

Instructional practices

student-centered

for this activity could

Grice states that an

should provide for

resource for implicature

be a small group oral

utterance can imply

practice with inferring

is a skit or role-play

communication grade, something that is not

what may be implied

activity in which

along with a written

a part of the

description of one

utterance and does

implicature.

not necessarily

in various speech acts. students infer implied

meanings of utterances.

follow as a
consequence of the
utterance (Parker &
Flouting the Maxim of A student-centered

An assessment tool

Riley, 2010).
Paul Grice described

Quantity:

resource could be a

for this activity could

a cooperative

Instructional practices

question/answer activity

be a two-frame

principle where

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for second language

in which two answers

illustration depicting

participants in a

learners can include

must be given; one

the two scenarios.

conversation adhere

practice with the

informative, and one that

to conversational

pragmatic notion of

implies something else.

maxims. When a

intentional violation

maxim is

of the maxim of

intentionally violated,

quantity.

he called this
flouting (Parker &

Flouting the Maxim of As a student-centered

As an assessment

Riley, 2010).
The maxim of quality

Quality: Practice with

tool, the students

is one of Grices four

sarcasm in the English could create a

would have to state

conversational

language could be

PowerPoint presentation

what each slide

maxims (Parker &

useful to English

showing various

implies with the

Riley, 2010).

language learners.

instances of sarcastic

sarcastic answer.

resource, the students

replies which flout the

Maxim of Relation:

maxim of quality.
An example of a

An assessment tool

The maxim of

During instruction,

student-centered

for this activity would

relation is the third of

the maxim of relation

resource for the maxim

be assessing the math

Grices

can be integrated

of relation would be a

objectives, and also a

conversational

throughout the day by

math lesson in which the

written rationale for

maxims (Parker &

identifying various

math strand (numbers &

the inference made as

Riley, 2010).

approximate times of

operations, algebra,

to which math

the schedule (e.g. Its measurement, geometry,

standard the section

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almost lunch time.

or probability/data

Or I guess well say

analysis) had to be

goodbye soon.).

inferred by the type of

fit.

problems in a section.
Flouting the Maxim of Edmodo is an on-line

Walk around giving

The maxim of

Manner: If

classroom community.

prizes for random

manner is Grices

instructional practices

This can be used as a

idioms. The manner

fourth conversational

are creative, it can be

student-centered

of communication

maxim (Parker &

shown in the

resource for illustrating

between teacher and

Riley, 2010).

classroom how the

the maxim of manner.

those who saw the

manner of a

Leave the message that

message would

participants

every student who

exemplify the maxim

contribution can

randomly says

of manner. An added

create an implicature.

something directed (for

assessment tool could

example a random

be the other students

idiom) gets a prize.

inferring why some

Illocutionary Speech

A student-centered

are getting prizes.

An assessment tool

British philosopher

Acts: Instructional

activity can be total

for this activity could

John Austin had the

practices with second

physical response (TPR). be each student

insight that one could

language learners can

TPR activities would be

writing out, and then

use words to perform

include the notion that a simple way to illustrate

orally directing their

an act (Parker &

statements can say

one kind of illocutionary

own TPR activity.

Riley, 2010).

something

speech act, a directive,

(locutionary act) or

one of John Searles

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do something

types of illocutionary

(illocutionary act).

acts (Parker & Riley,

Explicit Illocutionary

2010).
A student-centered

An assessment tool

Austin identifies

Acts: Instructional

resource could be a

for this activity could

English verbs which

practices can show

grammar activity of

be a skit illustrating

name the

the force of verbs, or

identifying

performative/nonperf

illocutionary force of

performative verbs, to

explicit/performative

ormative verbs as

that verb (Parker &

illustrate explicit

verbs versus

class uses thumbs-

Riley, 2010).

illocutionary speech

nonexplicit/nonperforma

up for performative

acts.

tive verbs (e.g. deny

verbs and thumbs-

versus know).

down for
nonperformative
verbs. Then, written
assessment of explicit
versus nonexplicit
illocutionary speech

Direct Versus Indirect

A student-centered

acts.
An assessment tool

Illocutionary Acts:

resource could be a

for this activity could

be comprised of

Instructional practices

practice activity of

be to change the

particular sentence

can include grammar

creating imperative

imperatives to a more

types, and can be

lessons on types of

sentences. The

polite form (indirect

direct or indirect

sentences.

imperatives will illustrate illocutionary act).

(Parker & Riley,

direct illocutionary acts.

2010).

(Would you bring me

Illocutionary acts can

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Expressed Versus

(Bring me the book.)

A student-centered

the book?)
An assessment tool

The proposition of

Implied Locutionary

resource could be a list

could be that students

the locutionary act

Acts: Classroom

of expressed locutionary

will create a new

can be expressed

practices can show

utterances, for example,

sentence with an

directly or can be

expressions of an

Wash the dishes.

implied locutionary

implied (Parker &

illocutionary act

act, for example,

Riley, 2010).

versus the implicature

The dirty dishes are

of that act (I

piling up.

promise. versus I
will.).
Literal Versus

An example of a

One assessment tool

A locutionary act can

Nonliteral

student-centered

could be to have

be literal or

Locutionary Acts:

resource is an activity in

partners come up

nonliteral, depending

Instructional Practices which students will

with situations where

on whether the

should include literal

illustrate common

people use nonliteral

speaker means what

and nonliteral

idioms in the literal

utterances to make a

is actually said

language activities to

sense, and then write an

point, for example,

(Parker & Riley,

assist second

explanation of the

Turn up the volume,

2010).

language learners.

nonliteral meaning of the

my eardrums havent

idiom.

burst yet. To
someone playing
music too loudly.
References

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Blanco-Vega, C. O., Castro-Olivo, S. M., & Merrell, K.W. (2008). Social-emotional needs of
Latino immigrant adolescents: A sociocultural model for development and implementation
of culturally specific interventions. Journal of Latinos and Education, 7(1), 43-61.
Chamot, A. U., & OMalley, J. M. (1996). The cognitive academic language learning approach: A
model for linguistically diverse classrooms. The Elementary School Journal, 96(3), 259273.
Lotherington, H. (2007). Rewriting traditional tales as multilingual narratives at elementary
school: Problems and progress. Canadian Journal of Applied Linguistics, 10(2), 241-256.
Parker, F., & Riley, K. (2010). Linguistics for non-linguists: a primer with exercises (5th ed.).
Pearson Education, Inc.
Yongqi Gu, P. (2003). Vocabulary learning in a second language: Person, task, context and
strategies. TESL-EJ 7(2), 1-25.
ZhonggangGao, C. (2001). Second language learning and the teaching of grammar. Education,
122(2), 326-336.