Second Language Acquisition in Content Instruction

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Second Language Acquisition in Content
Instruction

• Presented by
• Julie DeCook
• ELL Program Support Teacher
• Brianne Morris
• ELL Teacher, Kennedy Elementary
• Sarah Niesen
• ELL Teacher, Wilson Elementary
• School District of Janesville

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• Adapted from
• Second Language Acquisition
• A Staff Development Presentation
• By
• Julie DeCook
• Heather Casey
• Matt Wolf
• Shelly Kier
• ELL Program, The School District of Janesville

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Second Language What?

• Acquisition most language is acquired not
  learned.
• Think of first language development.
• How do our brains acquire language?

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Ideas from SLA Theory

• Personality Traits can help or hinder
• Universal Grammar/ Language Acquisition Device
  (Chomsky)
• Comprehensible Input (I 1) (Krashen)
• Affective Filter and the Monitor (Krashen)
• Zone of Proximal Development (ZPD) (Vygotsky)

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Sociocultural Theories

• The more alike the first and target cultures are,
  the more likely SLA will go well. (Schumann)
• The circumstances under which the learner arrived
  (voluntary immigrant, refugee,etc.) can help or
  hinder. (Ogbu)
• Learners will invest themselves when they believe
  their efforts will bring them a return.
• (Norton Peirce)

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What Does SLA Look Like?

• Errors/Overgeneralizations
• gaved, mices, she going, . . .
• Silent Period
• Comprehension better than expression
• Transfer The car red.

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Notions of Language

• Fixed/limited entity that can be fully acquired
• oral proficiency
• BICS (Basic Interpersonal Communication Skills)
  vs. CALP (Cognitive Academic Language
  Proficiency)
• Discoursessocially situated practicesmultiple
  and dynamic (Gee)

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Notions of Literacy

• Fixed ability to read/write either can or cant
• Levels of literacy
• Literacy in various genres
• Types of literacycomputer literacy, music
  literacy, etc.
• Discoursesways of being including talking,
  reading, writing, acting, havingidentities.

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Notions of Proficiency

• A single abilityeither proficient or not
• Levels of proficiency
• Proficiency per language skill listening,
  speaking, reading, writing
• Types of proficiency math, driving, etc.
• Relative to expectations
• Recognition and participation as a true member
  of specific communities

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Notions of Learners

• Fixed core
• Introvert / Extrovert
• Motivated / Unmotivated
• Risk-taker / Observer
• Multiple (may have different traits in different
  environments), dynamic, contradictory

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J.Cummins Language Acquisition

• BICSBasic Interpersonal Communication Skills
• CALPCognitive Academic Language Proficiency

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B I C S

• CONTEXTUAL CUES
• QUICKLY EASILY OBTAINED
• APPEALING TO BICS
• Videos
• Hands-on learning
• Visual examples

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BICS can be heard

• In reflections
• In peer conversation
• During free playtime
• In informal discussion
• INFORMAL SETTINGS

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CALP can be heard/seen

• In written essays
• In analysis / reviews
• In classroom discussion
• In explanation of high-level concepts
• MORE FORMAL SETTINGS

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So how long does it take?

• Reaching the 50th percentile on standardized
  reading tests
• With primary language literacy
• 4 to 7 years
• With no primary language literacy
• 7 to 10 years

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So what does effective content instruction look
like?

• Context-rich environment and activities with
  opportunities for speaking, listening, reading,
  and writing
• Comprehensible Input (I 1)
• Emotionally safe zone that supports risk-taking
• Interaction with native-English-speaking peers

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• Representation of and attention to
• cultural and linguistic role models
• successful in the field
• No penalization for linguistic errors
• Multi-modal expression of knowledge
• Direct, explicit instruction on how to
• talk, think, read, and write like a scientist,
• etc.
• First cultures and cultural identities are
  respected and valued students are
• supported through culture and identity
• conflict

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• Focus on CALP Direct instruction and modeling of
  academic language.
• Example prompt
• Contrast virus and bacteria.
• Example answer
• Virus . . .
• Bacteria . . .
• Assess skills and knowledge through meaningful
  assessment not through
• BICS or years in an English
• environment.

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Delivery Models in Janesville

• Co-teaching
• Pull-out
• Collaboration Model ELL Content Support Classes
  (Pre-, re-, parallel- teaching of vocab and
  concepts homework help).