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GRDG526: Language, Literacy, and Diversity in American Education

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GRDG526: Language, Literacy, and Diversity in American Education Multilingual Learners Dr. Gloria E. Jacobs Agenda Sharing Group Decision on Schedule Small Group ... – PowerPoint PPT presentation

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Title: GRDG526: Language, Literacy, and Diversity in American Education


1
GRDG526 Language, Literacy, and Diversity in
American Education
  • Multilingual Learners
  • Dr. Gloria E. Jacobs

2
Agenda
  • Sharing
  • Group Decision on Schedule
  • Small Group Discussion
  • Student Lead Discussion
  • Break
  • Minilecture on ELL
  • Literature Review APA
  • Next Week

3
Sharing
  • Daniel Beaty Knock Knock

4
Group Decision
  • End of semester celebration
  • Or
  • Field trip
  • Ideas????

5
Small Group Discussion
  • Random Groups

6
Student Lead Discussion
  • Each group lead a whole group discussion
    concerning an issue that arose in your small
    group meeting.

7
Break
8
Minilecture
  • Issues in bilingual education
  • Strengths and needs of multilingual learners
  • Instructional strategies

9
Literature Review
  • Contents and Organization
  • Synthesis versus summary
  • Use of theory to frame the literature
  • Identifying your claim/thesis

10
APA
  • Link

11
Next Week Literacy and Gender Identity
  • Reading Due
  • Meyer, E. J. (2007). "But I'm Not Gay" What
    Straight Teachers Need to Know about Queer
    Theory.
  • Blackburn, M. (2002). Disrupting the
    (hetero)normative Exploring literacy
    performances and identity work with queer youth.
  • Hartman, P. (2006). Loud on the inside
    Working-class girls, gender, and literacy.
  • Examine the website for Alfred Tatums writing
    institute for African American boys.
  • Wiki posting 7

12
Teaching Multilingual Learners adapted from
Educating English Language Learners by NCLR
  • G. Jacobs, Ph.D.

13
Issues
  • Additive versus Subtractive multilingualism
  • Multiple languages, backgrounds, experience with
    language and literacy
  • English Language Learner
  • Limited English Proficiency
  • English as a New Language
  • English as a Second Language
  • Bilingual
  • Multilingual

14
Acquiring an Additional Language
  • A new language represents a new culture and a new
    way of thinking, feeling, acting.

15
Acquistion versus Learning
  • Krashen
  • Acquisition v learning
  • Fluency acquired through meaningful exposure not
    study of grammar and rules
  • Focus on receptive language

16
Expressive Receptive Language
  • Ellis Yedlin
  • Language input must be adjusted in response to
    learners proficiency, prior knowledge, interests
  • Draw learners attention to linguistic features
  • Expressive language just as important as
    receptive language

17
Importance of Social Interaction
  • Swain
  • Learners must pay attention to language
    structures
  • Importance of social interaction
  • Wong-Fillmore
  • Interact with fluent speakers
  • Direct feedback

18
Interacting with English Language Learners
  • Chaudron, Ellis Goldenberg
  • Adjust speech to learners comprehension
  • Ask questions
  • Paraphrase
  • Clarify

19
Balance between acquisition and learning
  • Acquisition without learning explicit rules may
    result in fossilization of errors
    (Wong-Fillmore Snow)
  • Learning without acquisition may result in
    halting, awkward speech (or silencing) (Krashen)

20
Role of Emotions
  • Krashens Affective Filter
  • Learning and acquisition cannot occur if negative
    emotional states block input into the brain
  • Boredom
  • Anxiety
  • Disinterest

21
What Learners Need
  • Provide learners with opportunities to
  • Listen
  • Interact
  • Speak in a nonthreatening environment
  • Acknowledgement and use of students home
    language and world knowledge (Dutro Moran)
  • Build on students prior knowledge of language
    and content
  • Create meaningful contexts for functional use of
    language
  • Provide comprehensible input and model forms of
    language in a variety of ways
  • Establish a positive environment for feedback
  • Reflect on the forms on language and process of
    learning

22
What Transfers from 1 Language to Another
(Diaz-Rico Weed)
  • Word are composed of letters
  • Knowledge of text structure
  • Semantic and syntactic knowledge
  • Use of cues to predict meaning
  • Reading strategies
  • Identity as a literate person
  • Print has meaning
  • Various purposes of reading and writing
  • Concepts of print
  • Book orientation
  • Directionality
  • Letter/symbols represent sounds

23
Stages of Language Proficiency
  1. Entering pictoral representations, words
    phrases
  2. Beginnning General language, phrases short
    sentences, oral written language contain
    phonological, syntactic, semantic errors that
    impede understanding
  3. Developing General and some specific content
    area language, expanded sentences, errors may
    impede understanding
  4. Expanding specific and technical content
    language, variety of sentence lengths of varying
    complexity, minimal errors that do not impede
    understanding
  5. Bridging technical language of the content
    area, vareity of sentence lengths, varying
    complexity, multiple paragraphs, errors similar
    to those of native speakers

24
Culturally Responsive Teaching
  • Positive perspective on parents and families
  • Communicate High Expectations
  • Learning with context of culture
  • Student centered instruction
  • Culturally-mediated instruction
  • Reshape curriculum
  • Teacher as facilitator

25
Basic Sequence of Instruction
  • Provide a meaningful experience
  • Record the experience
  • Model the expectations
  • Group students with other learners
  • Pairs small groups
  • Consider cultural differences in context
  • Monitor and support comprehension
  • Elaborate on short answers

26
Specific Strategies
  • Mixer (one sentence /sticky note, students
    organize into a paragraph)
  • Dictoglos
  • Book buddies
  • Detective
  • Inferences, Evidence, What Actually Happened
  • Draw then write
  • Letter writing
  • Instructional conversations
  • Students teacher pick a topic to discuss
  • Teacher acts as facilitator
  • Dialogue journals
  • Learning logs
  • Literature circles
  • Pattern books and repetitive songs
  • Language Experience Approach
  • Graphic organizers
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