Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.
Online Professional Development Presentation
Transcript of Online Professional Development Presentation
Read the following paragraph on the next slide.
Identify important words/terms from the paragraph and discuss your findings with a partner.
Birth-Age 2 is a critical period for first language emergence
From sounds "ooooh" and "aaah" to words and sentences
Ages 10-16 is a 2nd critical period
Learn language easily without native-speaker competence (Diaz-Rico, 2012, p. 48)
Theories and Approaches to Language Development
Factors That Influence L2 Learners
Psychological: Learner's Background
Family and Community Involvement
Appreciate the Learner's Background
Understand that a learner's name represents the individual as well as the family connection
Treat student names with respect!
Take extra time to talk privately with a student to practice pronunciation, so not to embarrass them
Don't change a student's name or give them a nickname without checking with a family member first
By: Kristin Brett, Tanya Holliday, and Lauren Ruth
Alliance for Excellent Education (2005). Six key strategies for teachers of
english language learners. Retrieved from https://uteach.utexas.edu/sites/default/files/files/SixKeyStrategiesELL.pdf
Anderson, N.J. What's similar and what's different between L1 and L2
reading? (PowerPoint slides). Retrieved from http://tapestry.usf.edu/Anderson_Zygouris-Coe/resources/Second_Language_Literacy_Lecture.pptx.
Bemiss, A. (2011, August 29). VoiceThread - Conversations in the cloud.
Retrieved April 25, 2014, from http://voicethread.com/#q.b2198106.i11716962
Colorin Colorado (2011). Colorin colorado: A bilingual site for families and
educators of English language learners. Retrieved from http://www.colorincolorado.org/index.php?langswitch=en
Content Delaware - The First Click in the First State. (n.d.). Retrieved from http://www.contentdelaware.org/?page_id=39&FID=347
D’Angelo, C.M., Touchman, S., & Clark, D.B. (2009). Constructivism.
Retrieved from http://www.education.com/reference/article/constructivism/
Diaz-Rico, L.T. (2012). A course for teaching English
language learners (2nd ed.). Boston: Pearson
Today You Will Learn:
The relation between first language acquisition (L1) and second language acquisition (L2)
Factors that influence L2 learners
Strategies to help L2 students equally in the classroom
Major theories and approaches to language development
Specific teaching ideas for reading and writing in English
The connections between home, the community, and school and methods to balance these
Understanding L1 Acquisition
Strategies to Help L2 Learners in the Classroom
¿Cuán difícil es para estudiantes en nuestra clase?¿Cuáles son los factores que debemos considera ¿Cómo podemos ayudar a nuestros estudiantes con éxito éxito?
Read and Discuss
Here is the English translation:
How hard is it for second language learners in our classroom? What factors do we need to consider? How can we help our students successfully succeed?
Why was it difficult?
Were you able to identify any of the words?
What strategies did you use to help you comprehend what you were reading?
Activity developed from Marquez & Weaver
Knowledge about a student's L1 competence may assist teachers in the student's L2 instruction
Tests such as the Bilingual Syntax Measure (BSM) measure L1 and/or L2 grammatical structures
Check out the following for additional assessment and measures: http://quizlet.com/1431909/esl-mtel-bilingual-assessment-measures-set-1-flash-cards/
Understanding Similarities and Difficulties in L1 and L2 Reading Acquisition
Involve the use of metacognitive strategies
Involve the reader, the text, and the context in which reading takes place
Involve bottom-up strategies (decoding) to top-down strategies (making inferences)
Involve the use of language systems with systematic and rule-governed phonological, morphological, syntactic, semantic, and discourse structure (Anderson)
Use of idiomatic expressions
Lack of necessary background knowledge
Varying levels of L2 readers
Some L1 knowledge transfers to L2, but some does not (Marquez & Weaver)
Complete an English Learner Profile for Understanding
Diaz-Rico, 2012, p. 66
Create a literate environment
Include a variety of opportunities for reading and writing in the classroom
Create resource centers where students can browse through a variety of materials at different levels of difficulty
Read out loud to students and then discuss what was read and make connections to their lives
Try the Language Experience Approach (Roberts, 1994)
Language Experience Approach
"Learning to read in L2 is aided by transference of knowledge and skills acquired in L1 reading." (Anderson).
Today, you learned several strategies to help ELL.
Important theories shape understanding of language acquisition and development.
Current theories have moved away from simply linguistic components to a more comprehensive model, including psychological, social, and political aspects.
Developed by Michael Long (1980)
Face to face interaction is a key to second-language acquisition
Peer conversation enriches language development
English language learners develop the language as they participate in more conversations and imitate native speakers.
• Non-native speakers “acquire commonly occurring formulas and grammar” as they listen to their peers (Diaz-Rico, 2012).
• English Language Learners gain confidence in speaking the language when working with a partner or small group (Colorin Colorado, 2011).
• Provides structured opportunities that increase speaking, listening, reading comprehension, and writing skills for students (Alliance for Excellent Education, 2005).
Teaching Idea #1: Interaction with Peers
Cummins’ Theories of Bilingualism and Cognition
Connections Between Home and School
Click on the above link. What are some ways that you can use this text in your ELL classroom? Turn and talk with a partner.
Connections Between Home and School
: parents have numerous rights that educators must respect and honor, in spite of the challenges they may present to the school. These rights include:
The right of their children to a free, appropriate public education
The right to receive information concerning education decisions and actions in the language parents comprehend
The right to make informed decisions and to authorize consent before changes in educational placement occur
The right to be included in discussions and plans concerning disciplinary action toward their children
The right to appeal actions when they do not agree
The right to participate in meetings organized for public and parent information
1. Think Pair Share
2. Partner Interviews
3. Readers Theater
4. Cooperative Learning
-Students take responsibility for constructing their own knowledge
-Teacher acts as a guide and provides support
-Focus on problem solving and student initiative
-Students discuss, ask questions, give explanations, present ideas, and solve problems together.
• Students learn conflict resolution skills and language skills when working in teams (Diaz-Rico, 2012).
• Increases motivation when connecting topics and concepts to students’ interests and sociocultural and linguistic background (Alliance for Excellent Education, 2005).
• In addition to incorporating interdisciplinary skills (math, technology, geography, etc), these activities promote language acquisition and literacy skills for diverse learners (D’Angelo, C.M., Touchman, S., & Clark D.B., 2009).
Teaching Idea #2: Promoting Students' Knowledge Construction
1. Discovery Learning
2. Inquiry Based Learning
3. Problem Based Learning
Krashen, S. (2003). Explorations in Language Acquisition and Use. Portsmouth, NH: Heinemann.
Krashen, S. (2004). The Power of reading. Portsmouth, NH: Heinemann.
Marquez, J. & Weaver, L. Literacy development of second language learners
(PowerPoint slides)Retrieved from http://prtl.uhcl.edu/portal/page/portal/CSLT/Modules/Literacy%20Development%20of%20Second%20Language%20Learners.ppt
Roberts, C.A. (1994). Transferring literacy skills from L1 to L2: From theory
to practice. The Journal of Educational Issues of Language Minority Students , 13. Retrieved from http://www.ncela.us/files/rcd/BE019750/Transferring_Literacy.pdf
-Krashen believes there is no fundamental difference in the way we learn our first language and second language.
-Claims people have an innate ability that guides the language learning process (Frankfurt International School, 2009).
-Foreign languages are acquired in the same way infants learn from their parents.
• Free voluntary reading involves students reading any type of text that they have chosen for themselves for enjoyment.
• Krashen (2003) claims that FVR “may be the most powerful educational tool in language education.”
• Increases literacy and develops vocabulary
• Krashen (2004) believes that when children read for pleasure, they acquire many of the language skills and writing styles that are important.
How can teachers implement FVR effectively in classrooms?
• Incorporate time for self selected reading on a routine basis in the classroom.
• Showcase a bulletin board to feature a book of the week or reviews of books written by other students.
• Include a wide variety of books that appeal to students’ interests, including bilingual books.
• Provide a comfortable and safe environment in which learners can read without feeling stressed.
Teaching Idea #3: Free Voluntary Reading (FVR)
-Cummins focuses on the cognitive approach to language and the strengths the learner brings to second language acquisition.
-“Knowledge of a first language provides a firm foundation for second-language acquisition” (Diaz-Rico, 2012, p. 62).
-Bilingualism improves classroom learning
Value the differences in family and community support. There are five issues in family involvement. The table shows questions that you as an educator can ask yourself, as well as strategies that you can use to manage these issues.
Teaching Idea #4: Cummins’ 5 Principles Supporting English Learners
1. What are the five principles for designing programs for English Language Learners?
2. Do you implement these in your own classroom? Explain. Reflect on how you will improve instruction based on these principles.
Watch the video, turn to a partner, and discuss the following questions:
Bilingual Resources for Teachers: Preschool-Grade 12
Ten ways to enhance the
1. Keep a portfolio of student work.
2. Use an interpreter or hold three-way conferences that include the student.
3. Encourage learning activities outside the classroom (family literacy projects).
4. Share information with families via newsletters, personal notes, and phone calls (always track contact with families).
5. Empower parents to be involved in curricular decisions (i.e. advisory committees).
6. Use primary language in communication such as school newsletters, to build a rapport and convey the message that the home language is important and valued at the school.
7. Showcase student work and achievements.
8. Invite families into the classroom for projects or special events.
9. Help parents obtain remedial help for themselves if needed.
10. Establish an explicit open-door policy including welcome signs in the primary language.
• Sample lesson plans
• Recommended websites
What ideas from the video can you utilize in your own classroom? School? Community?
Identify and discuss with your group a method you learned today that you will incorporate into your teaching.