Transcript L1 in l2 Teaching and Learning

ESOL Transition Academy
ESOL Transition – Corpus
Christi 2011
Dr. Heide Spruck Wrigley
Introductions and Perspective
Perspective influenced by
• TELL project – national study
• THECB – TA on Innovation Grants
• Teaching Experience
– Transition to Higher Ed – Academic ESL
– Intensive ESL courses
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South Texas Dual Language Transition Project
Jobs for the Future – Contextualized GED
El Paso Community College: Integrated Instruction
Center for Law and Social Policy
– “The Language of Opportunity”
• NIFL: Health Care Career Ladders for ELLs
What you Hope to Take Away
Instructional Objectives
• Help teachers become aware of differences in
educational backgrounds and differentiating instruction
• Introduce concept of content-based instruction
• Show how multi-media can be used to engage learners
in academic literacy
• Discuss research in vocabulary development
• Knowing what students know (Find someone who)
• Highlight key features of Transition Oriented Programs
• Apply research-based teaching and learning strategies
as part of a coherent Lesson Flow
SESSION FLOW
DAY 1: From Research to Practice
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Introduction and Overview
What’s New? As a Jumping Off Point
Content-based instruction – Basic Principles
German Demonstration
Community Building: Find someone who
Who are the ELL Transition Students?
From Learner Stories to Content
ESL for Transition : What’s different?
Using authentic materials: Info-graphics
Hands-on practice with immigration-related materials
2010
A Year to
Remember?
WHAT WAS SIGNIFICANT?
In your life, your
community, in the world?
(think, pair, share)
ELL Transition:
Content-based Instruction from
the Start
WHAT’S NEEDED
Cognitively Challenging
Work at All Levels
Principles of Content-based Teaching (CBT)
1. CBT is key in preparing students for transition
2. It requires integration of content and language.
3. Objectives require attention to both language
(functions, structures, vocabulary) and the subject
matter to be learned.
4. CBT includes “comprehensible input” as a way of
“listening to learn”
5. Sheltered instruction is used to make content
accessible (health; school expectations; science;
literature; philosophy; psychology)
6. Themes are “rich” , drawing on multiple resources
(including multi-media and subject matter learning is
sustained over time
7. Knowledge is deepened and vocabulary extended
8. Language and vocabulary include structures that are
“content specific” as well as functional language that
is “content compatible” (giving explanations;
expressing opinions; agreeing and disagreeing; buying
time)
Find Someone
Who
Dreams
by Langston Hughes
Hold fast to dreams
For if dreams die
Life is a broken-winged bird
That cannot fly.
Hold fast to dreams
For when dreams go
Life is a barren field
Frozen with snow.
What ideas do
you associate
with Immigration
Ich heisse Heide
und ich bin aus
Deutschland
I CAME TO BE SAFE
Who Are Our
Learners?
ELL Transition Students Can Be
• Foreign-born – entered as adults
• “Dream Act Kids” – came as children
Gen 1.5
• Late entry students
• US-born but speak a language other
than English at home
DIFFERENCE BETWEEN ABE AND ESL
ELLSs have a much wider
range of educational
backgrounds that need to
be taken into account
Bimodal Distribution
Educational Attainment of Employed Workers by
Nativity, Age 25 and Over
30%
28%
30%
31%
34%
24%
Foreign born
16%
Native born
6%
Less than
high
school
HS
diploma/
GED
Some
college
Source: Bureau of Labor Statistics, 2006
Refers to employed workers, age 25 and over.
BA or higher
CASE IN POINT
Learner Voices
Central Texas Learner Stories
http://www.willread.org/Resources-for-ESLInstructors.html
What Did you
Notice?
How Could You
Use this Video
in Your Program
Documenting Student Portraits in Your Program
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4.
Educational backgrounds (years of schooling)
Goals, hopes, and dreams (short term and long term)
Work experience and employment status
Turbulence factors (in crisis; vulnerable; stable;
thriving)
What Are Other
Significant Factors
that Influence
Student Success?
THE NEED TO DIFFERENTIATE
Students with higher levels of education have
background knowledge and school-based skills
associated with making sense of texts and can
interpret and analyze information. They need
greater learning challenges and should be
encouraged to read “deeply” in their field.
We can accelerate instruction for these
learners by taking advantage of their ability to
self-direct their learning with proper guidance.
ACTION RESEARCH
While students do pair or group work,
observe and document in a journal
how students with fewer years of
education differ from those who are
more highly educated
THE CURRENT MODEL
Procrustean Bed
The Procrustean Bed
What Stuck
With You?
DAY 2
What’s New?
Metaphors and similes
related to kitchen
Mini-presentations
What’s in your Wallet?
REVIEW: INFOGRAPHICS
(aka Pictographs)
Teach students - ITALKS
Information
Title
A +L all labels
K – Key – box it in
S – Scale (determine magnitude –
particularly in a bar graph)
REVIEW: INFOGRAPHICS
Working with the Right-Click Generation
Generation 1.5
The End of Books: the Future of Publishing
• http://www.youtube.com/watch?v=Weq_sHxghcg
IN GENERAL
ESL Teachers in
conventional programs
tend to have low
expectation of their
students
STUDENTS NEED TO LEARN
To present information in
multiple forms, including
visual representations
Students Developing Materials for
Presentation
The Eye
What Intellectual
Challenges Do
You Offer Your
Students
Book Club
• Charlotte’s Web
• Literature Talk –
• Reading workshops – Smiley Shark
STUDENTS NEED TO KNOW …
…how to approach different
types of texts (oral and
written) - including multimedia texts
STUDENTS NEED TO DEVELOP
Fluency in oral English,
including intonation,
phrasing, normal speed,
and pronunciation
Are We the Most
Aggressively Inarticulate
Generation?
http://www.youtube.com/watch?v=7kdrsPRZnK8
What is the
central argument
here?
Summarize!
Research in Vocabulary Development
A POINT ABOUT VOCABULARY
While ESL students are able to pick up
decoding skills on par with their native
born counterpart, they consistently
remain behind when it comes to
comprehension, in large part because
of lack of academic word skills and
unfamiliarity with sentence structures
not in their listening vocabulary .
ANOTHER POINT ABOUT VOCABULARY
Abstract concepts are encoded
in vocabulary and big words
need to be “unpacked”.
Structured academic classroom
talk provides definitions and
invites students to extend their
language skills.
EXAMPLE
When you learn new words, you need to
learn them “deep” and “wide”; because
vocabulary acquisition requires both depth
and breadth of knowledge. In other words,
you have to learn all the different shadings
of a word (depth) along with all the other
words that are associated with that meaning
(breadth). You should also be able to take
apart a word – to deconstruct- a word – and
consider the word parts – affixes and roots
– as well as the part of speech this words
represents – noun, verb, adjective, adverb
Let’s take the word root
As an example of building
vocabulary depth
DAY 1 REVIEW
CONTENT-BASED
INSTRUCTION
Key Components of Content-Based Instruction
1. Deliberate and purposeful teaching focused on what
students should know and be able to do (in terms of
both content and language)
2. Lesson delivery that supports both content and
language objectives
3. Strong emphasis on building background knowledge
4. Comprehensible input focused on knowledge
acquisition through listening
5. Focus on instructional strategies plus learning
strategies
COMMUNITY BUILDING
Community Building: What’s in Your Wallet?
• Cognitively challenging task (multiple
levels) :
• Providing evidence and examining
evidence
• Making reasonable assumptions and
providing evidence
• Using evidence to offer a reason for an
opinion
Root – Multiple Shadings – Depth
Literal and metaphoric meaning
• Saying
• Verb
• Nouns
• Adjective/Participle (with affix)
• Expansion:
• Expansion: Stories, music, books
– http://www.youtube.com/watch?v=HGMZ1dN7eT8
– http://www.youtube.com/watch?v=Ib0Hate5mYw
– http://www.youtube.com/watch?v=0N9SvLUYGuI
Why Focus on
Vocabulary
Teaching Vocabulary for Transition
• Consult High Frequency Academic Word Lists
• Teach vocabulary deep and wide
• Challenge your students’ receptive as well productive
vocabulary through structured academic classroom talk
• Teach vocabulary explicitly through
– Concept maps
– Word study
• Use word walls as resources for learning and for writing
Teaching Vocabulary for Transition
• Personal dictionaries
• Vocab list to be studied for tests
• Graphic representations of single words and word
related to a theme
• Visualization
• Flash cards
Teaching Vocabulary for Transition
• Personal dictionaries
• Vocab list to be studied for tests
• Graphic representations of single words and words
related to a theme
• Word Study and Word families
• Visualization
Root – Multiple Shadings – Depth
Literal and metaphoric meaning
• Saying
• Verb
• Nouns
• Adjective/Participle (with affix)
• Expansion:
• Expansion: Stories, music, books
– http://www.youtube.com/watch?v=HGMZ1dN7eT8
– http://www.youtube.com/watch?v=Ib0Hate5mYw
– http://www.youtube.com/watch?v=0N9SvLUYGuI
Let’s take the word immigration
As an example of building
vocabulary width through
conceptual (semantic) maps
What words do
you associate
with Immigration
Learning Basic Vocabulary
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Deutschland
Gesundheit
Schadenfreude
Weltschmerz
Oktoberfest
Ursprache
wunderbar
Kindergarten
Autobahn
Edelweiss
INVITE YOUR STUDENTS ….
…to listen to the language you use
and the language they hear around
them. Focus on sophisticated
vocabulary use. Help them build
language awareness and maintain
language curiosity.
Focus on Sentence Structure
What are
difficulties with
academic syntax
your students
experience
Conjunction Junction
YouTube
Open
Coming to America
LANGUAGE REINFORCEMENT
Students need to hear different
versions of the same story or
event so they can associate new
words with language that is
familiar to them
Introducing Big ideas
Building Background Knowledge
Students Want to Learn More
if they are given
challenging
tasks that they
can be
successful with
Literacywork.com
Using Authentic Materials
HANDS ON EXAMPLES
Info-graphics: Where
immigrants settle in the
US
What has been a
“take away” for
you today?
Focus on Programmatic
Practices
REVIEW OF SESSION 1
Deconstructing Language:
Working with “Sentence
Frames”
Generic Love Poem 1 (*delete as appropriate)
Call a doctor / plumber / priest*
My heart is broken / leaking / deceased*
My life is worthless / so much better / over*
I'm going to kill myself / tell your wife / Dover*
How could you leave me / not know / lie?*
I hope you return my stuff / come back / die*
I'll never forget you / forgive you / go away*
I need closure / a DNA test / to tell you I'm gay*
…..
Written by Kirsty MacDonald
What Do Exemplary Programs Do?
Information based in part on
the national study on
Transition for Adult English
Literacy Learners (TELL)
Promising Practices (Program Level)
• Linkages and collaboration with the next step on the
Transition Continuum
– PP GED and Advanced ESL Teacher switch (Community Action)
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Transition Coaches (Fort Pierce; ACC)
Short course for Science and Technology
Flexible scheduling (self-access in school and at home)
Dual enrollment (language and technical skills)
ASE instead of GED for students with limited schooling
Dual language classes for those working in bilingual
communities
ESL BY DESIGN
COLLAPSED ON THE SIDE
WALK
Research-based Instructional Strategies
1. Select an important
theme or topic and activate
students’ background
knowledge
2. Provide meaningful input
(interactive mini-lecture)
3. Check comprehension
4. Introduce a peer tp peer
learning task related to
your topic and explain
the purpose
5. Model the task verbally
and demonstrate what
you would like for
students to do (Guided
Practice)
6. Group students into pairs
or small groups and have
them do the task.
Observe students but do
not intrude. Debrief with
students
7.
Select one structural
component of the lesson and
highlight an important pattern
or rule (grammar; vocab;
writing); engage students in
individual practice and focus
on accuracy
8. Do a quick check to see
where students stand on
learning the concepts and
vocabulary you’ve been
trying to teach
9. Create deeper connections
by asking students for their
experiences, opinions,
interpretations. Connect
what’s previously learned to
the new knowledge
10. Extend and reinforce
knowledge through
student inquiry and
projects
Activating Background Knowledge
We Are New York: New Life Cafe
We Are New York: New Life Cafe
RESEARCH IN ACTION
Putting it all together in a
demonstration lesson
Collapsed on the Sidewalk
AND THAT’S NOT ALL
Additional Resources
Tier 1 and Tier 2 – Academic WL
Academic Vocabulary Resources
Interactive Vocab Activities
• http://www.academicvocabularyexercises.com/
Cambridge: Dictionary of Academic English
Different Types of Texts
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Documents and Informational Texts
(announcements; ads; catalogues); instructions
Prose Literacy (stories, essays)
Poetry (see Poetry Unit)
– Langston Hughes
• Dreams
• A Dream Differed
• Lectures
• Textbooks
Generic Love Poem 1 (*delete as appropriate)
Call a doctor / plumber / priest*
My heart is broken / leaking / deceased*
My life is worthless / so much better / over*
I'm going to kill myself / tell your wife / Dover*
How could you leave me / not know / lie?*
I hope you return my stuff / come back / die*
I'll never forget you / forgive you / go away*
I need closure / a DNA test / to tell you I'm gay*
…..
Written by Kirsty MacDonald
Key Features of A Transition Curriculum
• Less emphasis on life skills, more emphasis on contentbased language, big ideas and problem solving
• Teacher presentations to increase background
knowledge
• Connection to the world of ideas (What’s New?)
• Still a need for oral language development but
discussions are linked to reading and writing
– Discussion and debates focused on making a point
and supporting it with evidence
– Student presentations and research projects
Coming Attractions: Writing and
Gradual Release
Vocabulary
ELL TRANSITION
Resources to Engage
Students
Websites to Engage Students
http://willread.org/Literacy-Advancement-Initiative.html
(Learner Stories in Central Texas)
• http://www.youtube.com/watch?v=Weq_sHxghcg
• Working with younger learners (can we print this also as
text?)
• www.literacywork.com (go to Favorites)
• Tales of Mere Existence: the Best Book Ever
Contact Us
• Heide Spruck Wrigley
• [email protected]
• Literacywork International
• www.literacywork.com
Writing: Gradual Release
•I do it (input and
modeling)
•We do it (guided
writing)
•You do it (independent
writing)