Kate Kinsella, Ed.D. - eStaffRoom - Santa Clara County Office of ...

Oral Fluency: ease of target languageproduction and listening comprehension Accurate Oral Fluency: ease ofproducing accurate target language forms(vocabulary, syntax, grammar) and ability tofollow along and comprehend while listeningto more sophisticated language7 Only 4% of an English Learner’s school dayis spent engaging in student talk. Only 2% of an English Learner’s day is spentdiscussing focal lesson content, and rarelyspeaking in complete sentences or applyingrelevant academic language.Arreaga-Mayer & Perdomo-Rivera (1996)“The class where I think I’m a passive person is myEnglish class because in English I can’t expresswhat I want. I can’t say as many things as I want tosay. Yes, I do say a little bit, but not how I would liketo. I don’t feel like participate because I am afraid tosay something wrong or pronounce a word badly. Idon’t like to be wrong, and I think it is better to bequiet than to be wrong. That’s why I think I am apassive learner in English class, because I don’twant to be shamed.”-Consuela, 10 th grade, in U.S schools since 2 nd grade9✔ A perceived potential for success: I am up tothis lesson task; I won’t be embarrassed. Evidence of increasing competence: I ambecoming more knowledgeable and skilled. Relevance: This is actually interesting. I amlearning about things that matter to me. Validation: My views count. My teacher andpeers are interested in what I have to contribute. Every day, in every lesson phase, we muststrive to structure rigorous, active andaccountable contexts for learning and usingacademic language which increase the oddsthat every student feels competent, wellsupported, and up to the learning task!1112© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission2