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Sheltered Instruction for Young English Language Learners

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Sheltered Instruction for Young English Language Learners A Conversation Presenter: Jo Gil 2011-2012 * * * * * * * * * * * * * * For whoever has, to him more will ... – PowerPoint PPT presentation

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Title: Sheltered Instruction for Young English Language Learners


1
Sheltered Instruction for Young EnglishLanguage
Learners
  • A Conversation
  • Presenter Jo Gil
  • 2011-2012

2
For whoever has, to him more will be given, and
he will have abundance but whoever does not
have, even what he has will be taken away from
him. Matthew 1312 The New King James Version
3
The Matthew Effect in Reading Those who
already have good language understanding will
gain still more language proficiency, while
those who lack initial understanding will fall
further and further behind. E.D. Hirsch, Jr.
2008
4
The earlier children acquire a large
vocabulary, the greater their reading
comprehension will be in later grades. Hirsch,
Jr. 2008
5
We learn words up to four times faster in a
familiar context than in an unfamiliar one.
(Support for theme-based Instruction) Hirsch,
Jr. 2008
6
The Early Catastrophe The 30 Million Word
Gap By Age 3 Betty Hart and Todd R. Risley,
2003
7
Vocabulary is completely socio-economically
based. Entering Kindergarten Middle Class
6-8,000 words Working Poor 5,000 words Poor
3,000 words
8
Ratio of Encouragements to Discouragements Heard
by Children Professional Families 61 Working
Families 21 Welfare Families 12 Hart
Risley, 2003
9
What you say matters! Powerful interactions Are
like rich gifts. Dombro, Jablon, Stetson, 2010
10
Play vs. Instruction Does it have to be one or
the other in order to level the playing
field? Chien, 2010
11
In some ways, all children at age 4 are
English language learners. Pedro A.
Noguera Professor of Culture, Education, and
Human Development at NYU
12
How do children learn language? Its part of the
software were born with! (called universal
grammar) Dr. Charles Yang Author of The
Infinite Gift How Children Learn and Unlearn the
Languages of the World.
13
Even babies can pick up on the rhythm and cadence
of speech prosody. That is how they
distinguish between different languages. Dr.
Charles Yang
14
Children learn a language by unlearning all
other possible languages. The more we adapt to
one language, the more our brains ignore the
subtle inputs which can mean a great deal for
the other. Dr. Charles Yang
15
The less unlearning that takes place the
better. So teach and reinforce different
languages as early as possible! Dr. Charles Yang
16
Rules for Teaching English Language
Learners ELLs A conversation starter (Karen
Nemeth)
17
  • 1. Preschool needs to be high quality.
  • 2. Well prepared teachers make
  • a difference in child outcomes.
  • Every child must be read to at least
  • once a day in English and at least
  • once a day in their home language. Somehow.

18
4. There is no research basis for prohibiting
young children from using their home
language. 5. All the languages of the
classroom must have equal status. 6.
Volunteers and aides should be provided with
training so they can be effective language models
and conversationalists.
19
  • Teachers should learn a few words in each of
    the languages of the children,
  • and provide books that match
  • those languages and cultures.
  • Teachers should develop their
  • skills for nonverbal communication.

20
9. Understand that children need more than four
years to become fully, academically fluent in
their second language. 10. Help parents to
support home language this is a key to future
school success and strengthens the family bond.
21
11. Do not teach language teach children.
Language and vocabulary must not, and can not be
separated from meaning, function and concept
learning. 12. Use real, authentic, recognizable
items to build on prior knowledge, evoke
conversation, build real functional vocabulary,
and can be duplicated at home.
22
13. Teach in themes that extend over several or
many days. Children need time, repetition, and
practice in a variety of contexts. 14. Use
real, authentic, recognizable items to build on
prior knowledge, evoke conversation, build real
functional vocabulary, and can be duplicated at
home.
23
Resources www.languagecastle.com (Karen Nemeths
website and blog) www.colorincolorado.org
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