Art Un ticle I.1 ited Sta In the ates News - Woodring College of ...

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During the speech emergence stage, students begin to construct simple sentences until theyacquire enough language to produce increasingly complex phrases. Transference of firstlanguage pronunciation will begin to subside although accent will continue to be an issue,especially for older learners. Students at this stage begin to use differing verb forms (past,present, future) and can engage in more lengthy conversations. However, teachers should expecta multitude of grammar rule overgeneralizations. For example, students will produce sentencessuch as:• “doesn’t can” instead of “can not”• “doesn’t goed” or “didn’t went” instead of “didn’t go”• “I have many money” instead of “I have a lot of money”• “He have little apples” instead of “He has a few apples”• “She are going to the store” instead of “She is going to the store.”All of these overgeneralizations indicate great progress on the part of the second languagestudent. The above examples demonstrate that the student has acquired rules for negatives, pasttense, future tense, and count and non-count nouns. The student requires more time and morecomprehensible input to sort out the grammar rules and begin to utilize them correctly.Length of StageAs with the prior two stages, students progress through this stage at varied times. The typicallyamount of time spent at this stage is 1-2 years.Teaching StrategiesTeaching strategies at stage 3 include Natural Approach, Sheltered Instruction in content areaclasses, cooperative grouping, drama, reading, writing, and Instructional Conversation. Todevelop better communicative competence as well as cultural awareness, it is beneficial to thesecond language learner to have ample contact and interaction with the target language group atthis stage.To encourage interaction between the second language students and the target culture, Tharpadvocates the use of Joint Production Activity. Tharp highlights the frequency with which jointactivities are used within families, communities and jobs to help children or novices learn byworking jointly on a project with more experienced others. However, in K-12 education, jointactivity is rarely practiced. A Joint Production Activity is an activity performed among mixedgroups: novice student--expert student groups; student--teacher groups; second language student--target language student groups; and expert community member--student groups. Such anactivity is designed to yield an end product that is meaningful to all who are involved inproducing it and includes all those involved in the planning. Joint Production Activities havemany advantages in the second language classroom:• they enhance opportunities for SLLs to acquire new vocabulary and communicativestrategies;• they assist second language students in learning new linguistic skills by interacting withexperts;• they increase the opportunity for SLLs to hear language used in meaningful conversationsand increase the opportunity for SLLs to test their own hypothesis of language usage and;• they help SLLs develop relationships within the target language culture which enhancefeelings of acceptance and understanding and help to eliminate social and psychologicaldistances.Assessment Techniques© 2008 Dr. Catherine CollierAll Rights Reserved100
Assessment techniques at stage 3 can include more written work, although the vocabulary shouldbe modified. Assessment techniques include:• Multiple choice and matching answers,• Short answer essay type questions incorporating “who,” “what,” “where,” “ when,” and“how” questions.• Continued reliance on high cognitive ability – low linguistic ability assessment such asperformance tasks.At this stage, teachers can expect exam answers to be grammatically incorrect with spelling andpunctuation mistakes. For example, a stage 3 answer to the question, “Was Columbus a goodgovernor?” would look something like this: “Columbus, he no good governor because he treatbad the Taino Indians. They no like he and he take theys money and make they slave.” Thestudent has the correct answer although the answer is riddled with grammar and spellingmistakes. At this stage, the teacher needs to be clear about the criteria he/she wishes to grade; theknowledge of the content area lesson or the English language. If knowledge is being graded, thenthe teacher should not mark down for spelling and grammar errors. If language is being graded,then it is appropriate to mark for spelling and grammar.Stage 4 Intermediate FluencyStudent CharacteristicsAt intermediate fluency the student can now manipulate the language to create original sentencesand engage in more complex conversations. The student should have a good grasp on differentverb forms (past, present, future, etc..) although grammatical mistakes are still quite common.The student is ready to acquire advanced writing skills and perfect his/her oral and reading skills.Length of StageThe student tends to stay in stage 4 longer than the other stages. This stage involves morecomplex language skills and the acquisition of advanced academic vocabulary should beemphasized. It is not unusual for a student to be at this stage for 2-3 years.Teaching StrategiesThe teacher should continue to provide the child with comprehensible input, both oral andwritten. At this stage it is beneficial for the child to spend a significant amount of time withtarget language peer models. Instruction should emphasize the teaching of academic languageusing sheltered techniques, the Natural Approach, Instructional Conversation and JointProduction Activities.Assessment TechniquesAssessment techniques are similar to those of stage 3 but can also include modified mainstreamexams that incorporate the more advanced “why” questions. These exams should use wordingthat is straight forward with no slang or idiomatic expressions. The teacher should be aware thatgrammar and spelling mistakes are still common at this stage.Affective Filter HypothesisKrashen claims that all people possess a “filter” which moves into one of two positions, low orhigh. A low position allows language to enter the person’s LAD and be acquired. A highposition prohibits language from entering the LAD thereby restricting acquisition. A lowaffective filter exists when the student feels comfortable and non-threatened in the learningenvironment. A high affective filter exists when a person is too pressured by outside factors torelax and allow the acquisition process to occur. Outside factors include a stressful learning© 2008 Dr. Catherine CollierAll Rights Reserved101
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"Those who arrive by age 12 or 13 m
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Article I.2 Are Signed Languages "R
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Biological analyses of the status o
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and beyond, speaking and signing ch
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Conclusion: Are Signed Languages Re
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Article I.3 The Interpreter: Has a
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A few weeks earlier, I had called F
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“We struggled even getting to the
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herself by strapping a cassette rec
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In 1998, after nine years as the ch
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momentary burst of excitement that
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can shape core grammar. Because the
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The authors compared animal and hum
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monkey moved. He followed it with h
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delight, fear, laughter, and surpri
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Piipaío in a hut: Pirahã huts typ
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LEP students, and equitable organiz
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4. Second language development crea
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curriculum or "teaching to the test
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portfolio work was scanned and stor
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experiences of many groups of stude
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While not disagreeing that interpre
Page 49 and 50: sound educational practice, however
Page 51 and 52: arises from the efforts to abstract
Page 53 and 54: Article II.2 Cross-Cultural Communi
Page 55 and 56: males who can serve as positive rol
Page 57 and 58: Understanding another culture is a
Page 59 and 60: Pets and AnimalsWhich animals are v
Page 61 and 62: to teach standard English is reflec
Page 63 and 64: Asking personal questions of a pers
Page 65 and 66: Using Cross Cultural Communication
Page 67 and 68: Why Do Nonstandard English-Speaking
Page 69 and 70: Before beginning to teach standard
Page 71 and 72: • Negative attitudes toward low p
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Page 75 and 76: Each of the behaviors listed above
Page 77 and 78: Article II.3 Hard Work Hypothesis:
Page 79 and 80: each point higher in SES, students
Page 81 and 82: This case does not provide strong s
Page 83 and 84: Article II.4 Language Acquisition a
Page 85 and 86: 1992, p. XI). These researchers, wh
Page 87 and 88: comprehend a word within a specific
Page 89 and 90: more to the truthfulness of the chi
Page 91 and 92: This idea of “semilingualism” c
Page 93 and 94: Article III.1 A Brief Description o
Page 95 and 96: take different lengths of time to c
Page 97 and 98: example, should involve the same co
Page 99: As with all stages of BICS acquisit
Page 103 and 104: different. Therefore, the social di
Page 105: integrative motivation. Basically,
Page 109 and 110: (Ellis, 1985; Hakuta, 1986). Howeve
Page 111 and 112: that sociocultural processes have o
Page 113 and 114: Article III.3 How Children Acquire
Page 115 and 116: phonetic units (unique to signed la
Page 117 and 118: Article III.4 Toward a Sociocultura
Page 119 and 120: emember is that the fundamental goa
Page 121 and 122: The best practices models can be th
Page 123 and 124: By focusing on the dialectic betwee
Page 125 and 126: intergenerational wisdom shared by
Page 127 and 128: Daily Realities RecappedThe above v
Page 129 and 130: traditions. At a time in our histor
Page 131 and 132: We will now look at two examples of
Page 133 and 134: Speakers communicate fluently, main
Page 135 and 136: question the effects of such attitu
Page 137 and 138: Article IV.3 Culture Change: Effect
Page 139 and 140: and psychological characteristics o
Page 141 and 142: Contraryto what wewere expecting, t
Page 143 and 144: Article V.1 Assessment in ESL & Bil
Page 145 and 146: vocabulary does the student lack?Is
Page 147 and 148: whether they are LEP and to provide
Page 149 and 150: Fourth, ESL and bilingual program s
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competent reader/writer. All versio
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Table 1Comparison of Recent Accultu
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unilinear model, which measures the
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an English-only instructional progr
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Article V.3 Assessment of English L
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8. Change answers only for a very g
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Riles, 1979; Jose P. v Ambac, 1983)
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proficiency is often underestimated
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Finally, when second language reade
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for their decisions, noting issues
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As mentioned above, when the transi
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ather than generic adjectives and t
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their imagined points of view. Ther
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English texts and demonstrate progr
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using inter-district teams). In the
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