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First and Second Language Acquisition

Todd Bell and Jenny Bach
by

Jenny Bach

on 21 May 2014

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Transcript of First and Second Language Acquisition

Digital Textbooks
Audiobooks
Vocabulary with Images
Graphic Organizers
Multimedia Options


UDL in the Classroom
Strategies For The Classroom
Digital Solutions for the Classroom
How Language
Impacts
Teaching

How Language
Impacts Learning

Teaching Strategies:
UDL Resources:
Personalized Learning:
The teacher understands students strengths and weaknesses
Instruction paced to learners need
Connects learning with interests
Self-regulates learning
Reduce Barriers to Learning:
Build on students previous knowledge
Provide multiple tools for expression
Offer adjustable levels of curriculum
Create authentic connections to curriculum
Effective classroom management
Classroom arrangement
Language Program
Goals
Challenges
Text-to-Speech
In a study conducted by Visilearn in 2002, the authors surveyed "117 teachers regarding Special Education and ELL student technology learning, Visilearn Company found that:
None of the teachers interviewed or surveyed were satisfied with current computer tutorials. They found them too wordy and complicated" (Robertson, 2008).

By Jenny Bach
& Todd Bell

First & Second
Language Acquisition

Develop positive
attitudes towards
language learning

Enables learners to use the language with confidence for learning in school and in daily life

Enabling learners to acquire a functional vocabulary and pronunciation in the language through informal and formal learning to understand, speak, read and write fluently and correctly.

Teachers need to have realistic expectations of how the second language learner (L2) will acquire and the relationship between academic skills and knowledge

Instructional Guidelines:

Introduce vocabulary
Provide information in small chunks
Give step-by-step instructions
Use pair and group work

Technology Resources
Language Learning Theory
BICS
CALP
Basic Interpersonal Communicative Skills
(BICS)

Language that is used in real communication about any aspect of life
To develop students must be provided with opportunities to role-play real life situations
Is important to feel comfortable in social situations
Language Skills necessary for day-to-day
living

Cognitive Academic Language Proficiency (CALP)

Language that is used in the content areas

This area must be mastered before a student can be considered proficient in English

Knowledge of academic language will ensure future academic success

Quadrant 1 Application
Engaging in social conversation with peers
Ordering dinner from a picture menu in a fast food restaurant
Participating in PE class
Quadrant 2 Application
Getting information by telephone
Ordering dinner from a formal menu in a restaurant
Following a written recipe without pictures
Quadrant 3 Application
Solving math word problems using a manipulative
Doing a science lab following a demonstration
Understanding written text through graphics
Quadrant 4 application
Solving math words problems without a manipulative or a diagram
Doing a science lab following written instructions
Listening to a lecture on a new topic

Model of Language Acquisition
(Madyarov, 2009)
According to the National Center for Research on Cultural Diversity and Second Language Learner (1992), there are five myths about how children learn a second language

Myth 1: Children Learn Second Languages Quickly and Easily

Learning a second language is difficult. Often, adults will
assume children will learn a second language faster,
however children learn at the same rate as adults.
The child's ethnic background, culture and English
language ability need to be considered before making
any decisions how to teach the student English.

Myth 2: The Younger the Child, the more skilled in Acquiring L2

Teachers need to have realistic expectations on how quickly their students will learn English. Younger children will
have an advantage in pronunciation the learned language, however language acquisition will still be slow. Furthermore younger children will have an advantage, but exposure
does not guarantee success
Myth 3: The More Time Students Spend In A Second Language Context, The Quicker They Learn the Language

Increased exposure to English does not guarantee or speed up the acquisition of English. Students need support in their home language in order to be successful.
Audiobooks
Digital Textbooks
Multimedia Options
Vocabulary with Images
Apps
www.udlcenter.org
Myth 4: Children Have Acquired an L2 once they can speak it.
Children learning English need to have the support of their home language. While children may exhibit
proficiency in oral fluency, they may not yet have
the skills to be proficient in reading or writing. Many
children will need the support of their home
language for longer than may be expected.
Myth 5: All Children Learn L2 in the Same Way

Just like no two children in mainstream classrooms learn the same, the same is true for ELL students. Teachers must learn about the student's background, economic status, culture, and language to make the best decision for educating the child and adapt the classroom to them.
Universal Design for Learning:
"A framework for individualizing learning in a standards-based environment through flexible pedagogy and tools" (Rose & Meyer, 2002, p. 83).
Language and Limited Access
Schools Ability to Support Technology
Varying Levels of Experience
References
Full transcript