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You can work with colleagues as long as you have a deep understanding of the content in each chapter. Use the Key
Issues Chart at the beginning of each chapter to guide your thinking. Read and tab/underline key points in each chapter.
Add descriptions, page numbers, or lists as part of your note keeping. This is the foundation for your study for teaching
English as a second language and is very important that you come to a deep understanding of this material.
Take notes on these key points and add missing points based on the Key Issues Chart at the
beginning of each chapter. Your notes must be sufficient for you to attain and retain the basic
information in each chapter and to effectively lead a class group discussion when asked to do so.
You will be defining, summarizing and/or describing the various key components in each chapter.
Ch. 1: 1. Explain language of school
Language it is distinct and complex type of English
of School involves different types of registers
2. The routines and how we do things
Language competencies that ELL must learn to fully participate and function in class
“distinct, multifaceted type of English”
3. Social Language
*Academic language involves cultural knowledge about ways of being in the world, ways of acting, thinking,
interacting, valuing, believing, speaking, and sometimes writing and reading, connected to particular identities
and social roles.
6. BICS- Explain
Basic interpersonal communication skills
The development of conversational language
Used to talk with peers at lunch or on the playground
7. CALP- Explain
Cognitive academic language proficiency
“decontextualized language”
Academic dimension of language necessary for school success
Used to write a report on photosynthesis or to take a content area test
Students who have not developed CALP in their native language suffer disadvantage
*What have schools decided on with the BICS AND CALPS? Are the critiques valid?
Language Domains: are interrelated, but they can develop at different rates and independently from each
other
Listening
Speaking
Reading
Writing
Can Do descriptors: depict what students can do w/ language at different levels of language proficiency
Provide a starting point for planning and implementing instruction
Each proficiency level has a set of descriptors relating to separate language domains
Resources
Native languages: primary or first language spoken by an individual
Using in the classroom grouped with others of the same language
Cultures: acquired first for an individual and what they identified themselves at 1 st
Life experiences
It allows for students to be able to understand the material better when they are able to learn it in a variety of
ways. It is more adaptable to each of the students in the classroom and isn’t only fit for a few students. By
reviewing the lessons and assessing them we can see what is successful and what did not help bring more
knowledge.
Ch. 8 ELD: Language of the disciplines: Explain key points in each discipline
Science texts, materials, and processes may present many challenges to ELL’s
Hands-on, inquiry based, experimental science activities provide an ideal setting for learning
language/ content simultaneously
Science is filled with technical terms and features needed to describe the natural and physical world
Practice compare/contrast and cause/effect methods
Teach how to “talk science” by analyzing Greek& Latin roots that tend to permeate scientific
language
Adaptations in disciplines
Key principle of “science for all”. Want all students to be scientifically literate.
Making observations, posing questions, examining books and other sources, planning investigations,
reviewing what is already known, using tools to gather, analyze, and interpret data, proposing
answers/explanations/predictions, Communicating the results
“Talk Science”
Participation in meaningful science activities enhances the process of learning scientific language
Provide explicit and deliberate vocabulary instruction; highlight the different meanings of words
Have them be aware of the grammatical features and what context they are being used in
Ch. 9 ELD: Language of the disciplines: Explain key points in each discipline
The mathematics reform movement, current emphasis on communicating mathematically, may pose
some challenges for ELL’s
Reform: 1989 clear set of standards were presented, in 2000 they were reformed into 1.
Understand and value mathematics 2. Reason mathematically 3. Communicate mathematics 4.
Solve problems 5. Make connections to contexts and other academic subject areas.
Emphasis on communicating mathematically:
Select tasks to engage students’ intellect and interest
Deepen students’ understanding of math and its applications
Orchestrate classroom discourse in ways to promote investigation and growth
Help students use technology and other tools to pursue math investigations
Help seek connections to previous and developing knowledge
Guide individual, small group, and whole class work
Challenges:
Other countries emphasize calculations not mathematical thinking
Many students have never worked with manipulatives and may not take it seriously
Periods are used instead of commas when using large #’s and commas instead of period
when using decimals in some countries
Familiar with metric measurements but not words like feet, pints, miles, ounces, etc.
Students must read math from left to right, but also right to left, up and down
The math language uses unique symbols, technical language, and diverse representations
ELL’s with prior school experience in their countries of origin may find that familiar symbols,
expressions, and methods differ from those they encounter in U.S. classrooms. The barriers
increase when they encounter word problems that can be worded in many ways.
Mathematics may not always be a universal language; many variations across cultures/languages
Number and letters might be written differently
Multiples of thousands are separated by different symbols some use commas others use periods
Different methods are used for solving division
Language used in tasks, texts, tests, and teacher talk can be confusing
The terms that signal the same operation such as addition can be said using: add, plus, combine,
sum, total, more than, increased by, greater than
Math is concise and to the point, but dreadful because each word no matter how big or small
holds so much information
They take a simple problem and add more steps and more sophisticated
Same pronoun is used to refer to different subjects
Unclear directions
Use of several small words
Shifting subject referents
Explicit instruction, speech modification, and modeling are necessary for students to learn the
language of mathematics
Explicit instruction: design multisensory lessons, use visuals, use graphic organizers, point to or
explicitly connect terms with visual representation, hands-on activities, different technologies,
make connections
Introduce new vocabulary in a thoughtful and integrated manner
Identify and highlight key words with multiple meanings
Speech modification: providing comprehensible input
Enunciate clearly and slowly without speaking louder
Pause between sentences or concepts
Use gestures and visuals to enhance meaning
Avoid using idioms and slang
Use key words frequently
Repeat, rephrase, restate
Simplify the language rather than the mathematical concept taught
Allow non-English language group discussion or help of teaching assistants
Focus on the content not on the form
Be aware that additional wait time may be needed for ELL’s
Adaptations in disciplines: Use preview and review, search for cognates so we are validating students'
languages and cultures, use cooperative learning and promote opportunities for interaction, teach
organizational and study skills, create an atmosphere for risk taking and making mistakes
Ch. 11 ELD: Language of the disciplines: Explain key points in each discipline- The main discipline in chapter 11 is
Social studies which include archeology, history, psychology, and philosophy. Many of these disciplines are
abstract, culturally based, and hard to translate. The textbooks assume that students and readers have a
good grasp on the content, and that they enhance their knowledge from grade to grade.
Adaptations in disciplines- Many strategies are available for enhancing learning for EL students. These
strategies include developing a socially supportive classroom through linking the unfamiliar with the familiar
by tapping into student’s previous knowledge, use collaborative groups for tackling complex reading
materials, level the field by making students the teachers and the teachers the learners, and build on the
funds of knowledge of students, families, and communities. Another strategy is Explicit teaching of academic
skills through classroom discussions, using deliberate instruction, using graphic organizers, and encouraging
questions. The third strategy is through reducing cognitive load and increasing accessibility of complex
content through role playing, previewing reading assignments, and provide students with materials in their
native language.
Integration of PE in content Areas- PE can be integrated into social studies content areas through making
certain lessons more hands on and moving. For example, if you were teaching about ships, you could
actually take the class to a ship which would have them actively moving. When learning about other content
you could play with a beach ball where students pass the ball to one another while answering questions that
you give.
Language of the discipline applied to VAPA and PE- The language of social studies can be applied to VAPA
and PE through doing an art lesson based on a history lesson such as drawing the mayflower, or reenacting
the first thanksgiving. The language can be applied into PE through setting up stations with vocab words, or
content from lessons where you have to be moving around. Or setting up a scavenger hunt for certain
lessons where the students can be moving.
Ch. 12 Review and discuss learning for EL students across all disciplines.
Learning for ELL’s across all disciplines is a hard task. Even in the subjects that we thought were easier to
comprehend, such as math still have barriers. There are already so many factors in how a student learns so
when you take an ELL you add another dynamic that includes many more different variables. The level and pace
students are at is effected on how well they did in their previous language. If a student excelled in their language
then they have better chances of excelling in English, but if they had very low success then it would be more
difficult for them. There is not one case that can be looked at the same. No matter what the content is we must be
aware of the challenges that they will face and what resources to use to better equip them to understand what
they need.
List 5 key points that are new learning that you will use in instructional practice from this reading.
1. Every one of my lessons must be accessible to all of my students
2. Be able to find and create the learning targets and be clear about them WITH the students
3. Make initial connections to students’ backgrounds and interests so students are captured
4. Create engaging tasks by getting to know the class and what they work better in and what they work
better with
5. Conducting assessments whether they be informal or formal, but making sure that I am gathering data
that will help me better teach my students and see what their needs and wants are
Reflect: How will you bring this research in to your professional practice?
There are so many great elements to reflect on and incorporate into my future professional practice. I believe that
to apply all in one school year may be necessary, it is not likely. I will be able to get to know my students after
various assessments and I will be able to see which strategies apply better to them. Also, I would make sure to
recognize that because one strategy is not needed one year doesn’t mean I won’t use it the coming year in a new
class. I believe the one research concept I will take with me and see the importance of it is assessments. That
they are crucial to the student’s success and my success as an educator. If we lack constant assessments, then
we will be set in our ways and not be adjusting for the better of the students rather than the comfort of our own
knowledge and set ways.