The Most Important Aspects of ELL Teaching

Instructions: Read the following sentence and then answer the questions in a word processing document.

The faloopious scaringas tringled quaransically to the barton.

1. What did the faloopious scaringas do? They tringled.

2. How did they tringle? Quaransically.

3. What/Who tringled? The scaringas.

4. Where did they tringle? To the barton.

Reflection: Using the basic rules of grammar, I could tell that the subject is the scaringas. The word precedes the term “tringled” which is written like a verb in the past tense. So if the verb is tringled, one might ask, “What tringled?” and the answer would be to look immediately to the left of the predicate and identify the term that is being associated with the verb-looking word. That would be scaringas which appears to be a noun in the plural case. The term “faloopious” appears to have a descriptive ending –ious which is a morpheme that designates that the root word is describing a noun. Knowing these grammatical endings and what to look for helps to identify the parts of speech. Syntax defines the way words are used in English. If ELLs understand the basic parameters enforced by English syntax, they will be able to more easily identify the parts of speech.

Instructions:Construct a set of rules which explain the processes necessary to transform the sentences. Be sure to experiment with different sentences to see if your rule system is adequate.

Affirmative ? Negative

1. Norma was tired ? Norma wasn\\\\\\\'t tired.

2. Cindy can come. ? Cindy can\\\\\\\'t come.

3. Ann may come. ? Ann may not come.

4. Aixa has a daughter. ? Aixa doesn\\\\\\\'t have a daughter.

5. Clem loved his boat. ? Clem didn\\\\\\\'t love his boat.

Declarative ? Interrogative

1. Elizabeth is on vacation! ? Is Elizabeth on vacation?

2. Jane has gone to the office. ? Has Jane gone to the office?

3. Jean knows best. ? Does Jean know best?

4. Cheryl said so. ? Did Cheryl say so?

5. Katherine could stay late. ? Could Katherine stay late?

Active ? Passive

1. Ann cut the cake. ? The cake was cut by Ann.

2. Candace walked the dog. ? The dog was walked by Candace.

3. We will rewrite the old tests. ? The old tests will be rewritten by us.

4. They have eaten all the pie. ? All the pie was eaten by them.

Rules:

Forming Negatives: Add not or n’t to “to be” form of verb.

Changing from declarative to interrogative: Add question mark to end of sentence and invert the order of the verb by placing the helping verb before the main verb.

Changing from active to passive. Change subject to object and include “to be” helping verb.

Instructions: Read “ Jabberwocky” and complete the following:

1. A list of 10 nonsense words with the possible meaning(s) based on your knowledge of morphology, syntax and word order.

2. List possible blends of words that formed the new words. Example: Whiffling: whistle and sniffling

Jabberwocky

And, as in uffish thought he stood,

The Jabberwock, with eyes of flame,

Came whiffling through the tulgey wood,

And burbled as it came!

One, two! One, two! And through and through

The vorpal blade went snicker snack!

He left it dead, and with its head

He went galumphing back.

\\\\\\\"And hast thou slain the Jabberwock?

Come to my arms, my beamish boy!

O frabjous day! Callooh! Callay!\\\\\\\"

He chortled in his joy.

1. Uffish—disgruntled, heavy, moody

2. Whiffling—moving quickly with a whistling sound

3. Tulgey—woody, full of mossy trees

4. Burbled—bubbling and burping at the same time

5. Vorpal—curved

6. Galumphing—a mix between galloping and harrumphing

7. Beamish—happy with a bright, beaming smile (beaming like a ray of sun)

8. Frabjous—fantastic, rapturous, and full of joy

9. Chortled—a mix between a snort and a cough

10. Snicker snack—a snapping action that is decisive and cutting

Possible word combinations that produced these words:

1. Uffish—ugly and oafish

2. Whiffling—whistling and sniffling

3. Tulgey—turgid and foggy

4. Burbled—bubbling and burping

5. Vorpal—vertical and opal

6. Galumphing—galloping and harrumphing

7. Beamish—beam and beaming

8. Frabjous—rapturous and joyous

9. Chortled—snort and cough

10. Snicker snack—whack and sack

Instructions:Why might it be helpful to ELLs to focus on types of sentences when they are encountered in reading?

It is helpful because ELLs need to encounter a variety of sentences in order to prepare for the real world, where oftentimes communications are varied and not homogenous. Being able to read both simple and complex or compound sentences will assist the ELL in strengthening his or her communication skills.

It is also important for them to be able to identify different types, such as declarative, inquisitive, descriptive and ejaculatory. Every sentence will have its own purpose and it is helpful to be able to see that purpose when looking at a sentence. Things to ask the students could be: what is the sentence doing? Is it stating a fact? Is it describing an object or a person, place or thing? Is it asking questions about something? (The question mark is usually a goo giveaway—so it helps to be able to identify punctuation and know what it indicates). Is it making a loud statement about something (usually followed by an exclamation mark—another sign of what type of sentence it is). Knowing these different types gives the student a better sense of what to look for and how to interpret it when reading. It can give the ELL the information needed to respond appropriately: for example, if the ELL sees that it is an inquisitive type of sentence, he will know that an answer is what is required (usually a declarative statement or a descriptive statement).

Copy the activities ( Activity 1 and Activity 2) and paste them into a word processing document.

There are also different semantic relations among sentences as well.

• paraphrase: one statement having a similar meaning as another; for example: The cat chased the mouse. The mouse was chased by the cat. The cat tried to catch the mouse.

• entailment: one statement entails, or assumes, the consequence of the second; for example: The poacher killed the alligator. The alligator is dead.

• contradiction: one statement is the opposite of the other; for example: Lisa is a spinster. Lisa is married.

Activity 1:

Identify the relationships in the following sets of sentences:

• The criminal robbed the bank. The bank teller gave the criminal the bank\\\\\\\'s money. Entailment

• Mark is an old man. He is twenty years old. Contradiction

• Jack is divorced. He was formerly married. Paraphrase

• Our class is diverse. We have many ethnic and language groups represented. Paraphrase

Activity 2:

Write two sentences that exemplify each semantic relation among sentences.

• paraphrase: I write that book. I produced the sentences and paragraphs that went into that text.

• entailment: Bob ate the steak. The steak is in Bob’s belly.

• contradiction: Matt loves sunny days. Matt is very upset since the sun is shining today.

Instructions: Fill in the table with the appropriate information, save this document and submit it on the assignment box.

Summarize in your own words the information requested for each approach. Your summary under each section should be no more than 5 sentences long.

Grammar – Translation Natural Approach Language Experience Approach CALLA

Language is…

Language is the tool by which people communicate using sounds and symbols which refer to other things, people, places, actions and ideas. Language enables people to share ideas, work together, pursue a common aim, and make society grow and develop in a positive way. Without language, an individual is cut off from society. Because people are social creatures, language is necessary for people to build their human and social capital and achieve a better life. In terms of grammar, language consists of the rules that are applied to give the sentence structure. In terms the natural approach, language refers to the duplication of sounds and symbols that one recognizes. In terms of the language experience approach, language is absorbed at an early age. In terms of CALLA, cognitive learning is the key. This approach takes the position that the manner in which the mind is engaged is critical in understanding how students learn or acquire language skills. So understanding cognition and cognitive development, where children are cognitively speaking at specific ages and stages of development—all of that plays a part in how to help ELLs acquire their L2. There are also theoretical approaches to consider that can be used to assist the cognitive approach as well.

Language Learning is…

The theories that explain language learning or second language acquisition are numerous and include the theory of universal grammar, semantic theory, sociocultural theory, processability, connectionism and many others. These theories are all helpful in their own ways in understanding how students acquire language skills and can be used to make decisions regarding curriculum, instruction and assessment of English learners for all levels in any school. Likewise, there is a plethora of research to support the curriculum, instruction, and assessment for all four language domains (speaking, listening, reading and writing), which can be used to support a teacher’s approach educating ELLs. For grammar related learning, language learning is based on understanding the rules and guidelines of how the language is meant to be used in sentences. For the natural approach, there is more freedom and the ELL is not even viewed poorly for mixing the L1 and L2 because this is seen as a part of the natural process of development in which the ELL is sorting out the languages in his or her own mind and finding the right expressions for the words. It is also important to understand that in this approach there can sometimes be the case that the right word is only available or known in the L1 and not in the L2, so there is a good deal of understanding that must be present here. As for the language experience approach, it builds on prior knowledge and gives the student areas to develop and grow on. CALLA focuses on cognitive development and encouraging the cognitive process.

Primary Objectives

The primary objective of grammar is to teach sentence structure, syntax and how the parts of speech work together. The primary objective of the natural approach is to connect sounds with symbols, to hear how words are being pronounced and duplicate those sounds with letters. The primary objective of the language experience approach is to develop one’s language acquisition skills by building on prior knowledge. And the primary objective of CALLA is to use cognitive theory and research to facilitate language acquisition.

Syllabus

The syllabus is important for acting as a guide or roadmap of where the student is going throughout the course. It will give a clear indication of the stops along the way—where the students will be learning particular theories or where particular approaches will be implemented. It shows what subjects will be treated upon when. It gives the students a “heads-up” about what they can expect to encounter.

Instructions: Read notes on error correction.

Answer the following questions

Which of these techniques have you already used in class? Give an example of each one you have already used.

I have used pinpointing. For example, if a student uses the wrong tense like “The boys are jump into the pool” I would hesitate on the verb and see if anyone picks up on the problem. Or if we are correcting a mistake made by a student at the board and no one in the class is able to see the mistake, I will go through the sentence and pause at the area where the mistake is, pausing right on the word to see if anyone knows what the right word should be. It is a good opportunity to then discuss why the right word is the right word and why the mistake is a mistake.

I have used questioning a lot. For example, if the student says something I do not understand, I will ask for more information so that the student can dig down more deeply into himself so as to express with more clarity a key concept. This method is actually rooted in Socratic learning and the ancient Greeks would use this to discuss points of philosophy so it is a very old method that has been used by the best teachers in the world. I like it because it requires the student to engage with the material and be more on top of what is happening in the class.

I have also used explaining a key word by acting it out or writing it on the board and giving a definition so that students can better understand it. So for a word like “hunting” I would draw a picture on a board of a hunter and a deer and the hunter using a bow and arrow to kill the deer. I like to explain concepts and words by using different methods over time and not to use the same tired methods again and again because that can become boring for students. If they see that you are engaged with the teaching, they are more likely to be engaged as a student—but if they see that you are not engaged as a teacher, they are less likely to be engaged as students. So it is always important to be mixing up approaches and methods and how one describes or explains material so that it does not become repetitive or boring for the students.

What areas (at least three) do you consider the most important in your classroom to enable language development for ELL students? Explain how you will address these areas in your instructional interactions.

The areas that I consider the most important in my classroom for enabling language development for ELL students is to focus on reading, writing and the study of grammar through sentence diagramming which is one of the best ways, in my opinion, to tie reading and writing in together with grammar lessons. In my instructional interactions, I get students to read a text and dissect selected sentences from the text by diagramming them. I get students to write a text and diagram their sentences as well. Then we do sentence diagrams on the board to reinforce core concepts that we have learned. Sentence diagrams are perfect for bringing all the different areas together into one exercise: there is reading, writing, comprehension, grammar, and diagramming all rolled into one; and when the diagramming takes place at the board, the exercises are even more fun and engaging and really help to reinforce language acquisition skills for the whole class.

Instructions: Reading comprehension involves more than just understanding all the words in a passage.

Complete the following activity:Read the passage aloud to yourself.

Are there words or sentence structures you do not understand? What is the topic?

What makes this passage difficult to understand?

There were no words or sentence structures that I did not understand. The topic is never clearly identified other than vaguely by referring to “the procedure.” The procedure is not explained very well though. What makes the passage difficult to understand is its lack of coherence and focus. It is too ambiguous and does not provide clear details or even a good topic sentence. It needs to be rewritten so that a topic sentence is clear and so that supporting sentences follow to flesh out the topic. As it stands, the reader has little idea as to what the topic is or what the procedure is for.

Passage:

The procedure is actually quite simple. First you arrange things into different groups depending on their makeup. Of course, one pile may be sufficient depending on how much there is to do. If you have to go somewhere else due to the lack of facilities, that is the next step, otherwise you are pretty well set. It is important not to overdo any particular endeavor. That is, it is better to do too few things at once than too many. In the short run this may not seem important, but complications from doing too many can easily arise. A mistake can be expensive as well. The manipulation of the appropriate mechanisms should be self-explanatory, and we don\\\\\\\'t need to discuss it here. At first the whole procedure will seem complicated. Soon, however, it will become just another part of your life. It is difficult to foresee any end to the necessity of this task in the future.

Adapted from Bransford, J. D., and McCarrell, N. S. (1974). A sketch of a cognitive approach to comprehension: Some thoughts about understanding what it means to comprehend. In W.B. Werner and D.S. Palermo (Eds.), Cognition and the symbolic processes, pp.189 229. Hillsdale, NJ: Erlbaum.

Instructions How will each of these principles affect the way you teach? Write a paragraph on each principle describing strategies you can implement in your classroom.

Notes:

Principles of L2 Literacy Learning

Principle #1

Learning to read in a second language is similar to learning to read in a first.

This will help because it will allow me to connect the students’ L2 with their L1 by showing that it is essentially the same process. They are learning new words, new sounds, new sentence structures—but the basic idea and the basic formula are still the same. This will help to connect concepts and to draw on prior knowledge to facilitate language acquisition. It shows that the process does not change just because the language does so it should allow some familiarity to be gained.

Principle #2

Second language literacy draws on both first and second language knowledge.

This principle will affect the way I teach by empowering me to connect the L2 to the students’ L1 whenever possible. I can show that the prior knowledge is still applicable and necessary and can be used to help the student to gain new perspectives on language development. The best way this will help is that I will be able to show respect for and appreciation for the L1 which will help the student acclimate and feel better about the L2.

Principle #3

Second language literacy draws on background knowledge.

Background knowledge is so vital to learning that it really helps to create a foundation for new learning experiences. By connecting learning approaches and new material to background knowledge, I can establish context and also give students a sense of how lessons apply in the real world. This can all be very helpful in building the learner’s self-confidence and showing that new knowledge is building on old knowledge.

Principle #4

Second language literacy must include academic competence.

Academic competence is important because it serves as a standard and measure of development. Without it, the students will be unsure of their progress or how far they are advancing. Academic competence will impact my teaching by allowing me to teach towards these goals so that students know what is expected of them and what they should be striving to obtain.

Instructions: Choose a similar children’s book for a first grade classroom and evaluate the text in the chart below.

Evaluating a Text

Title of Text: Ramona and Beezus

Chapter/Section: Chapter 1

Grade Level: 1st grade

Criteria Evaluation:

predictability: The story is semi-predictable but not so much that students will be bored by it. They will be interested to know what happens and surprised by the actions of the characters.

clarity of story structure: The story structure is clearly established in the first chapter so that the reader is engaged and expectant.

authentic language: There is much use of dialogue so the reader gets to hear how people really speak and think and communicate with one another.

universality/ familiarity of

story events: The main characters are young like the students so the students will be able to identify with the main characters and share in their joys and sorrows.

supporting illustrations: There are several pictures to help provide some visual images for the students to go along with the text.

syntactic, lexical difficulty: The syntax is not overly difficult and should be easy to read for 1st grade readers.

iterative /repetitive language: There is use of iterative and repetitive language throughout so students will be exposed to this type of language usage as well.

List below the adaptations you would need to make for this text to be accessible to your English Language Learners:

Instructions: Complete the Additional Examples of WIDA’S Features of Academic Language:

WIDA’s Features of Academic Language

Linguistic Complexity: Some sentences will have to be broken down or simplified so that the ELL can understand it. The structure of speech will not be overly complex but some of the idiom may be unfamiliar with ELLs and will have to be explained.

Discourse Level Content Area Example Additional Example

Language Arts Narratives, Expository Essays, Blogs,

Debates, Poetry

The students will be able to follow the narrative and also to write an expository essay on the book using the narrative in Chapter 1. They can tell what the story in the chapter is about and how the characters interact.

Mathematics Word Problems, Explanations, Tables, Graphs, Proofs

ELLs will be able to read words problems and examine tables and graphs but only with some assistance from the teacher.

Science Field Notes, Lab Reports, Arguments, Research, Observations, Instructions

Social Studies Timelines, Primary Sources, Debates,

Newspapers, Biographies

Language Forms &

Conventions

Sentence Level Content Area Example Additional Example

Language Arts

Metaphor (e.g., break a leg)

Mathematics Logical connectors (e.g., consequently, then), Comparative structures (e.g., greater than)

Science Passive voice sentence frames (e.g., The polio vaccine was discovered by Salk.)

Social Studies Historical present (e.g., in his journal,

Lewis writes…)

Vocabulary Usage

Word/Phrase Level Content Area Example Additional Example

General Terms associated multiple content

areas: combine, describe, therefore

Specific Terms associated with a content area: divisor, least common denominator

Technical Terms associated with a specific

content area topic: ratio, integrals,

Pythagorean theorem

Instructions: Read through the list of language functions. Select one area (you may delete the other columns) and determine which of the language functions are common to that area. For each function, give an example from a text or from your own experience that shows what that function might look like in the classroom.

Vocabulary Usage:

For words, scaffolding can be used with modeling, guided practice and independent practice. Scaffolding is a type of instruction that allows the teacher to build towards a concept or goal by delivering small chunks of information at a time. Units of information are stacked one atop another until a scaffold of knowledge is erected. In this manner, the student develops a clear idea of how a subject proceeds and the delivery of information can help the student prepare for tests. Vocabulary words can be put on the board and described with pictures, words and actions. They can be used in a sentence and then shown how they are used appropriately with context and proper syntax. Then the students will work together with the teacher to use the words in sentences that they put up on the board. This will count as guided practice. Then the students will write their own sentences with the words and write down the definitions of the words for independent practice.

LISTENING Science Math Social

Studies Literature

ELA What ELL Scaffolding is needed?

1. Understanding explanations: Defining words, Giving examples, and looking up definitions

2. Listening for specific information: Playing a recording, identifying the subject, showing how it is connected to the speech, and then having students do it independently.

3. Understanding explanations without concrete referents: listening, comparing, highlighting

4. Following directions for experiments: explaining, showing, involving

5. Understanding oral numbers: writing, hearing, and giving

6. Understanding oral word problems: reading, pronouncing, and writing

SPEAKING

1. Answering questions: Ask the question, give the answer, independently answer

2. Asking for clarification: What is the purpose, how does it work, give the answer

3. Participating in discussions: Pose a prompt, get in groups, answer on their own.

4. Explaining and demonstrating a process: Show the process, how it starts and where it stops.

5. Presenting oral reports: identify the thesis, give the supporting points, conclude

6. Explaining how an answer was derived: connect the dots, from cause and effect, to conclusion

READING

1. Understanding specialized vocabulary: giving context, using vocabulary in example, giving word problems for students

2. Understanding information/explanations in textbooks: showing how text is used in book, giving illustration of how information is obtained, providing students with opportunity to look up information on their own

3. Finding information from graphs, charts, and tables: doing an example at the board, having students work together, and then individually to obtain info from graphs, charts and tables

4. Following directions for experiments: showing how an experiment is conducted according to directions, giving an example for the class to follow along with, and then giving an individual set of directions for students to do on their own

5. Finding information in reference materials: using a reference material to locate information about a subject, showing the students how it is located, then giving them access to look up info on their own in the school library

6. Reading at varied rates (skimming and scanning): demonstrating the difference between skimming and scanning, showing what information to look for, giving students an opportunity to practice using a projector in class, and then giving them a timed activity in which they scan and skim to see how they do

7. Reading mathematical notations and equations: explaining the notations and equations, giving a demonstration in class, allowing students to do examples in class, and then giving them individual equations and notations to do on their own

8. Understanding written word problems: reading the word problem, explaining key concepts and terms, solving the word problem, giving the students examples to do together in class and then giving them independent word problems to do on their own

WRITING

1. Writing answers to questions: showing how to state a thesis statement to answer a question, answering all parts of a question, and giving examples in class, then giving questions to students to answer on their own

2. Noting observations: showing how to observe, how to take notes, what notes to make, what to focus on, then doing examples in class, and then giving students work to do on their own

3. Describing experiments: showing how to describe hypothesis, literature review, methodology, analysis and findings, then doing some examples in class with students together, then giving individual experiments to students to describe on their own

4. Writing reports: showing how a report is divided into parts, what the parts do, and then going over a report in class, and then letting students do them on their own

5. Labeling maps, graphs, and charts: showing how to label maps, graphs, and charts, what the process consists of, doing examples, and then giving students individual tasks to do

6. Writing verbal input numerically: taking verbal input and translating it numerically on the board, showing how each word is used or represented by a number, giving some practice demonstrations in class, then giving the students an assignment in which they do it on their own

Adapted by A. Willig (1989). from Chamot, A.U. & O\\\\\\\'Malley, J.M. (1986). A cognitive academic language learning approach: An ESL content based curriculum. Rosslyn, VA: NCBE. [Literature added.]

Morphology

based on the work of Dr. Elizabeth Platt, Florida State University

Directions: Read and complete the activities on the following pages.

You have been introduced to the idea of a phonological system: a system of discrete sounds and patterns of sound relationships in a language. The sounds of a language are not in themselves associated with meaning as morphemes are. Morphology is the study of the smallest units of meaning of a language and the processes by which words become created and modified.