CTEL 1 -Essential Concepts Domain One: Language Structure and Use

What are the features of English phonology that give English Learners trouble? How can teachers promote English Learners auditory discrimination and production of English phonemes, What are the features of English morphology that give English Learners trouble? Languages have different phonemes; ex; Spanish does not have long vowel sounds; the sounds of English have to be explicitly taught. Auditory activities using minimal pairs (pat/pet pit/pot cat/cap map/mat) to distinguish different phonemes. (hear it and produce it) ELs will tend to over generalize rules such as irregular plurals mouse/mouses. Nonetheless, they need explicit instruction in using such things as inflectional endings that change the meaning of words. (-s, -es, -ing, ed, -er, -est) etc. and word analysis. Why does syntax give English Learners trouble and how English Learners have not internalized English syntax which may be can this be addressed in the classroom? very different than their primary language syntax. Clear modeling of correct syntax and sentence patterns and use of state-adopted support material in Reading/Language Arts will help in this area. What difficulties do English Learners have with English Learners will have difficulties with multiple meaning words, semantics? false cognates, idioms and other language ambiguities. How can the primary language be used to promote English Apply their prior knowledge of language features/vocabulary/idioms, language development? etc. to make connections to the new language. What are some of the functions (both social and Social: to inform, to amuse, to persuade academic) of language? Academic: describe, define, compare/contrast, make predictions How does language variation evolve? Language variation evolves due to geographical, technological, (historical, dialects, social, academic variations) political, social and vocational reasons; language is dynamic, n/static. What are the factors that influence a speakers/writers A writer /speaker must consider the purpose of the discourse, the choice of language variation for a given discourse? age/gender/education level/vocation/culture of the audience. For example; imagine the language variation you use with colleagues when talking about educational accountability at a staff meeting as opposed to a social gathering where someone asks you what you do for a living. What are some instructional strategies that can promote For written discourse: modeling, graphic organizers, outline formats, the ability of English Learners to engage effectively in sentence frames, teach transition words & standard use syntax, etc, written and oral discourse? For oral discourse; student/teacher ask for clarification, practice both paraphrasing and expanding on an idea, role-playing, group interactions, pair work, oral presentations, etc.

What does it mean to have verbal and non-verbal sociolinguistic competence?

If you were designing an effective ELD instructional program, what key features would you include?

This means that a speaker/writer understands the unwritten rules of language and uses them appropriately to communicate. Some of the pragmatic features of language are; use of formal and informal register, use of idiomatic expression, use of gestures, eye contact and physical proximity. Attention to phonology, morphology, syntax (language patterns), semantics (word/phrase study) and sociolinguistic competence through practice with using language for authentic social and academic purposes/functions.

Domain Two: First- and second-language development and their relationship to academic achievement
Describe the main characteristics of constructivist theories and cognitivist theories of language acquisition. Constructivism: we construct our own knowledge or discover meaning based on experience, social interaction, conversation, asking questions/problem solving and other interactions with more capable peers or teachers. Cognitivism: knowledge is gained through a cognitive process; committing new concepts/words/symbols to memory and learning specific cognitive strategies for self-monitoring and learning Describe the 4 stages of first language acquisition. babbling: 6mths to a yr (child imitates sounds of human language) holophrastic: child uses one word to convey a whole sentence two-word: about 2 yrs of age child produces two word utterances telegraphic: stringing more than two words together st nd What are the similarities between attaining the 1 & 2 Repetition helps, language is modeled and imitated, language language? universals exist; knowledge of L1 facilitates development in L2 What are the key features of the 5 language proficiency 1. Beginning; little receptive and productive skills levels? 2. Early Intermediate: produces more language but w/errors 3. Intermediate: less errors, more vocabulary 4. Early Advanced: engages in grade-level content/language well 5. Advanced; native-like fluency, needs language refinements What strategies are employed by English learners to -use of repetition & formulaic expressions develop the second language? -appeal for assistance & request clarification -role-play, self-monitor and elaborate on ideas

Describe Dr. Krashens hypotheses of language acquisition.

According to Dr. Cummins, what is language proficiency? How does a misunderstanding of language proficiency lead to a failure to recognize when students are having trouble with subject matter due to language deficiencies? What does Dr. Cummins CUP concept tell us about language?

Why SDAIE instruction is so important for English learners if we consider Dr. Cummins quadrant? (Work in quadrant B to achieve on tasks in quadrant D) Describe affective factors that can affect secondlanguage development. What pedagogical considerations need to be in place for English learners? What are some examples of sociocultural and political factors that affect second-language development? What are the characteristics of an effective program for English learners that can help meet their academic and linguistic needs?

M=Monitor (an internal device that edits/focuses on forms & rules) A=Acquisition (subconscious process) vs learning (formal knowledge of language) N=Natural Order (we acquire structures in a predictable manner but we must focus on giving meaningful messages) I=Input (language is acquired when it is understood/made comprehensible) A=Affective Filter (a high affective filter-anxiety impedes learning and a low affective filter facilitates learning) Students need to have both Basic Interpersonal Communication Skills and Cognitive Academic Language Proficiency in order to have language proficiency (ability to communicate effectively in social and academic settings to have native-like language fluency.) Student may have BICS but not CALP! Dr. Cummins states that acquisition of both the first and second languages can contribute to a common underlying proficiency. Experiences with both languages, according to Cummins, promotes the development of the proficiency underlying both languages. Students need to receive instruction in cognitively demanding grade level tasks but still have the support from specially designed instruction (highly contextualized) to assist them with understanding and to achieve in less contextualized tasks. extrinsic/intrinsic motivation, personal inhibitions & attitudes self-esteem & classroom environment English learners need supportive and constructive feedback, need a classroom environment that is safe and inclusive; validates home culture and language. family expectations, prior educational experience, status of the primary language, language policies and community influences - High level of respect for cultural and linguistic differences -Culturally and linguistically inclusive classroom & school environment -Strong parent and community involvement -High expectations for all /many supports & modified instruction