1. Language varies based on field, tenor, and mode. This means it can vary based on the topic, the relationship between those communicating, and the form of communication. For example, colloquial speech between old friends will vary from professional speech in a business meeting, which differs from academic discourse on a specific topic between colleagues.
2. Developing academic vocabulary should be a focused effort, and repeated exposure to the vocabulary in context supports language development. These efforts are more effective if teachers collaboratively develop a plan of action. This includes not just the vocabulary to be learned, but the teachings strategies to be used; more dialogue and other applications of academic vocabulary results in greater gains.
3. Scaffolding is the best way to support EL learners. A high-challenge, high-support environment is most productive for ELL development. Specifically, inquiry-based and dialogue-centered strategies are highly effective for developing academic language skills and supporting challenging work.
4. Some scaffolds include allowing students to write some or all of an assignment in their native language, providing sentence starters and vocabulary lists, and pairing students with a supportive partner.
Eric, thank you for including collaboration in developing a plan for instruction as a poignant point here. You're right about developing vocabulary and language being a focused effort.
1. Language varies tremendously based on the context - a casual conversation with a colleague would use much different language than an interview with a potential employer. Discussing student data with another teacher may use language that would not be utilized discussing the same data with the student’s parent. One of the more challenging parts of learning a new language is, first, having the language to support communication in different contexts and, second, knowing which types of language to use in those contexts. 2. ELs do not have the luxury of first learning English and then learning the grade level content. They have the challenging task of doing both at once. As such, we need to provide scaffolds that help our ELs access both the academic language and the curriculum. 3. ELs need carefully planned scaffolds in order to access the curriculum. I think of our training with Andrea and how none of us could follow the simple directions for making a name tag in Hungarian without the scaffolds, but we all were able to do it with some very basic scaffolds in place. I found the Figure on p. 17 to be very helpful in understanding that students experience the most success when they have both a high level of support and a high challenge level. 4. Visuals for vocabulary, processes Modeling products and processes Pre-teaching key vocabulary Step-by-step instruction
In response to question #2, it used to be that ELs had to learn English before they learned content. We have come a long way in the research and now know that ELs should learn both simultaneously. Thank you for including this point in your discussion
1. How does language vary according to the context in which it occurs? This is what makes language in general quite tricky, for all. The context plays a crucial role. Take for example, BICS (social language) vs CALP (academic language). You may have a student who seems quite fluent with language when hearing them outside or speaking in a social context, but their academic language may be quite different or not as fluent. Academic language requires more linguistic skills compared to everyday language/conversations. It is much easier to pick up on social language whereas academic language needs to be taught more explicitly. This is where as ESL teachers, it is important for ALL teachers to know or have some knowledge here to help better understand their students and their language abilities. The context of culture and situation also affect/influence language. There are many cultural assumptions or expectations like the book mentions such as greeting, ordering a meal, participating in class or a social function…
2. Why is planned English language support across the whole curriculum required when developing academic language for EL learners? First off, it is great for ALL students. ALL students are academic language learners, so including these supports will actually benefit all students as well. As stated in the book (pg. 9), “These aspects of language are best focused on in the context of authentic meaning making, and that learning about language is most meaningful when it occurs in the context of actual language use.” Therefore, incorporating language supports across and within all curriculum is a great way to meet students language needs in a more authentic and meaningful manner. Sometimes it may seem like students have really picked up on the language but as they get older the language becomes more intense (language cone) k-5 in all subject areas and students need continued support to keep up with the academic language demands. Again, ALL teachers are academic language teachers so we need to be integrating language, subject content, and thinking skills to make them most successful.
3. How can we support EL learners in accessing the same intellectually challenging work as other students? We need to ensure our students feel safe and welcomed. By lowering their affective filters and creating safe and ELL friendly learning environments, we can create a space where students feel comfortable engaging in the same content and challenging work as others. Getting to know your students (linguistically) is also a great way to support them more in their language. Could they benefit from a front loading or preteach group so they have some knowledge like others to begin participating in conversations etc. Using native language when needed, TPR, visuals/models, sentence stems...any tools and scaffolds you see fit to help your ELLs fill in any linguistic gaps will help provide a connection, confidence, and willingness to engage more.
4. Discuss several language supports (scaffolding) for EL learners. How would you implement these in your instruction? See above as well. -sentence stems (can even level by LP) -fishbowl activities to model -think alouds -wait time AND time to talk and process with partner or small group first -preteaching -graphic organizers and visuals -TPR
Michelle, thank you for mentioning the cultural aspects of language. We often assume that our students will pick up on these cues but these must be taught or explained to our ELs.
1. Language varies depending on how it is used. It can vary according to what is being talked about or written about(the field), it can vary according to the relationship of the speakers (tenor), and it can vary widely, depending on whether it is written or spoken(mode).
2. Planned English support across the curriculum is necessary, so that ELL learners are not "lone" learners. They need to have access to a wide range of academic language, including modeling and practice with teachers who teach English and not just content. There needs to be an integration of language, content, and thinking skills.
3. We need to remember that learning is social and that students and teachers should be collaborating in the learning process. Also, as is true for all children, ELL learners need to be learning in a high-challenge, high-support classroom where there are cognitively challenging tasks and much scaffolding to support them as they learn.
4. Language supports for ELL learners might include the following: allowing students to read, write, and speak all or part in their mother tongue; using various graphic organizers, TPR; providing students with time, words, such as first, next then, last or sentence starters; brainstorming ideas with them, both in discussion and with visuals; providing a list of vocabulary words related to the topic and/or allowing students the choice of working in pairs, working alone, or with a teacher for added support. These supports can be used in all subjects of the curriculum. They could be used in Writer's Workshop, science and social studies study guides and projects, small group reading activities, and in the actual teaching of the English language. Teacher participation would be essential to insure student success in academic learning.
Chapter 1- 1. How does language vary according to the context in which it occurs? It can either occur in the context of culture or in the context of situation. There are three ways language that constitute the “register” of a text. The first one is the topic of what is being talked or written about. The second way, tenor, refers to the relationship between the speakers. The third way language varies is the mode in which the communication is happening, whether it is spoken or written. This is why students who feel comfortable speaking with their friends might be shy in class when you ask them to talk/write about something academic. To use language in more explicit ways is much more complex when writing compared to face-to-face conversations. In school, ALL students, will benefit from developing their academic registers.
2. Why is planned English language support across the whole curriculum required when developing academic language for EL learners? Language is a continual process of developing authentic meaning of language when it occurs in the context in which it is used. An EL learner will develop conversational language a lot faster than academic language. It could take up to 7 years to be as proficient as their native speaker peers. We need to take into consideration their previous language experience and deliver focused English language support or they will fall behind their peers. Our EL students need ongoing language development across the whole curriculum. All teachers should view themselves as “English teachers” so all of our students have access to models of academic language as well as practice using it in context.
3. How can we support EL learners in accessing the same intellectually challenging work as other students? Teachers should always have high expectations of all of their students. High expectations result in high achievement. If we just simplify the task we are asking of the EL learners we are reducing the curriculum expectations. Instead we should use scaffolding techniques to help them move towards new levels of understanding.
4. Discuss several language supports (scaffolding) for EL learners. How would you implement these in your instruction? Scaffolding supports student temporarily to help them learn how to do something so eventually they will be able to complete the task by themselves. Different scaffolding techniques are used for different levels of English. For written expression we can provide the connection language, the first sentence, a list of words or phrases, or by allowing the students to work in pairs. We are not simplifying the writing task but we are providing support that models how to be successful.
Dana, I think you captured the message that Pauline shares throughout her work. "All teachers should view themselves as English teachers." The point she makes about having high expectations for our ELs and providing rigorous and challenging instruction is also evident in the chapter.
1. How does language vary according to the context in which it occurs? Language varies depending on the context of the situation. A casual conversation about a hobby with a friend is vastly different from answering a question in science class. Also the relationship between the speakers affects language. Talking with a friend versus a teacher changes the feelings during a conversation. Written language is very different from spoken language. These contextual features are referred to as field, tenor, and mode. Field is the topic. Tenor is the relationship between the speakers, and mode is the channel of communication. 2. Why is planned English language support across the whole curriculum required when developing academic language for EL learners? Second language learning in school necessitates academic language in all subject areas. EL learners need to learn academic English while they are learning content knowledge.
3. How can we support EL learners in accessing the same intellectually challenging work as other students? We can provide scaffolding and modeling of academic language. We can provide a high-challenge, high-support classrooms. The outcomes are similar for all students but the supports will be different for each student.
4. Discuss several language supports (scaffolding) for EL learners. How would you implement these in your instruction? Some scaffolding for EL learners include sentence stems, word banks, modeling, cooperative learning, and using timely and specific feedback. In my instruction, I often have written sentence stems for the students to use during discussions. In guided reading, the students often make dictionaries for the particular topic we’re reading about on PicKids. In a co-taught Writer’s Workshop classroom, the students are learning how to write a how-to. The classroom teacher will model the how to as I read the mentor text which describes the steps. I try to infuse cooperative learning strategies in every lesson. I’ve been using Rally Robin to review information or list ideas. When I give feedback, I try to do so immediately and give two positives and one area to improve on. Christy
Christine, the point you make about planning academic language and vocabulary not only for ELs but for all students is so important and leads to student success.
1. How does language vary according to the context in which it occurs? Language is being used constantly and varies plenty depending on many factors. It varies depending on the context of culture. The context of culture means how familiar people are with particular social or cultural assumptions/expectations. Also, the context of a situation will help guide what kind of language is being used. The topic of the language (field), the relationship between speaker/listener (tenor), and the channel of communication (mode) are variables that make up the register of text. A casual conversation between close friends at a restaurant about travel plans will be different than a conversation with parents regarding their child’s math performance.
2. Why is planned English language support across the whole curriculum required when developing academic language for EL learners? This is required for EL learners because English is not their first language and they have not had the opportunity to have as many language experiences in English yet. Especially when compared to their peers who have been having language experiences in English since birth! It is easier for EL learners to fall behind. We cannot wait to teach our EL learners English only, then eventually the academic content in English… we must provide language support across the whole curriculum and do both at the same time. Makes me think that we should provide more than 30 minutes of daily language support to our students.
3. How can we support EL learners in accessing the same intellectually challenging work as other students? We can support EL learners in accessing the same intellectually challenging work as other students by staying within the child’s zone of proximal development (ZPD). That means ensuring the work is not too easy/hard and just the right amount of support, not too much or too little. Looking at figure 1.1 on page 17 was helpful to visualize this for me.
4. Discuss several language supports (scaffolding) for EL learners. How would you implement these in your instruction? There are an unlimited number of language supports for EL learners and they vary depending on grade level and content area. Some that I have recently used are: sentence starters in ELA and Guided Reading, dictados in Guided Reading, several cooperative learning structures like Rally Coach (my fav!) in Math, sorts in ELA, and music videos in math.
Chapter 1-
ReplyDelete1. How does language vary according to the context in which it occurs?
2. Why is planned English language support across the whole curriculum required when developing academic language for EL learners?
3. How can we support EL learners in accessing the same intellectually challenging work as other students?
4. Discuss several language supports (scaffolding) for EL learners. How would you implement these in your instruction?
This comment has been removed by the author.
ReplyDelete1. Language varies based on field, tenor, and mode. This means it can vary based on the topic, the relationship between those communicating, and the form of communication. For example, colloquial speech between old friends will vary from professional speech in a business meeting, which differs from academic discourse on a specific topic between colleagues.
ReplyDelete2. Developing academic vocabulary should be a focused effort, and repeated exposure to the vocabulary in context supports language development. These efforts are more effective if teachers collaboratively develop a plan of action. This includes not just the vocabulary to be learned, but the teachings strategies to be used; more dialogue and other applications of academic vocabulary results in greater gains.
3. Scaffolding is the best way to support EL learners. A high-challenge, high-support environment is most productive for ELL development. Specifically, inquiry-based and dialogue-centered strategies are highly effective for developing academic language skills and supporting challenging work.
4. Some scaffolds include allowing students to write some or all of an assignment in their native language, providing sentence starters and vocabulary lists, and pairing students with a supportive partner.
Eric, thank you for including collaboration in developing a plan for instruction as a poignant point here. You're right about developing vocabulary and language being a focused effort.
Delete1. Language varies tremendously based on the context - a casual conversation with a colleague would use much different language than an interview with a potential employer. Discussing student data with another teacher may use language that would not be utilized discussing the same data with the student’s parent. One of the more challenging parts of learning a new language is, first, having the language to support communication in different contexts and, second, knowing which types of language to use in those contexts.
ReplyDelete2. ELs do not have the luxury of first learning English and then learning the grade level content. They have the challenging task of doing both at once. As such, we need to provide scaffolds that help our ELs access both the academic language and the curriculum.
3. ELs need carefully planned scaffolds in order to access the curriculum. I think of our training with Andrea and how none of us could follow the simple directions for making a name tag in Hungarian without the scaffolds, but we all were able to do it with some very basic scaffolds in place. I found the Figure on p. 17 to be very helpful in understanding that students experience the most success when they have both a high level of support and a high challenge level.
4.
Visuals for vocabulary, processes
Modeling products and processes
Pre-teaching key vocabulary
Step-by-step instruction
In response to question #2, it used to be that ELs had to learn English before they learned content. We have come a long way in the research and now know that ELs should learn both simultaneously. Thank you for including this point in your discussion
DeleteMichelle Kotwica
ReplyDelete1. How does language vary according to the context in which it occurs?
This is what makes language in general quite tricky, for all. The context plays a crucial role. Take for example, BICS (social language) vs CALP (academic language). You may have a student who seems quite fluent with language when hearing them outside or speaking in a social context, but their academic language may be quite different or not as fluent. Academic language requires more linguistic skills compared to everyday language/conversations. It is much easier to pick up on social language whereas academic language needs to be taught more explicitly. This is where as ESL teachers, it is important for ALL teachers to know or have some knowledge here to help better understand their students and their language abilities.
The context of culture and situation also affect/influence language. There are many cultural assumptions or expectations like the book mentions such as greeting, ordering a meal, participating in class or a social function…
2. Why is planned English language support across the whole curriculum required when developing academic language for EL learners?
First off, it is great for ALL students. ALL students are academic language learners, so including these supports will actually benefit all students as well.
As stated in the book (pg. 9), “These aspects of language are best focused on in the context of authentic meaning making, and that learning about language is most meaningful when it occurs in the context of actual language use.” Therefore, incorporating language supports across and within all curriculum is a great way to meet students language needs in a more authentic and meaningful manner. Sometimes it may seem like students have really picked up on the language but as they get older the language becomes more intense (language cone) k-5 in all subject areas and students need continued support to keep up with the academic language demands.
Again, ALL teachers are academic language teachers so we need to be integrating language, subject content, and thinking skills to make them most successful.
3. How can we support EL learners in accessing the same intellectually challenging work as other students?
We need to ensure our students feel safe and welcomed. By lowering their affective filters and creating safe and ELL friendly learning environments, we can create a space where students feel comfortable engaging in the same content and challenging work as others.
Getting to know your students (linguistically) is also a great way to support them more in their language. Could they benefit from a front loading or preteach group so they have some knowledge like others to begin participating in conversations etc. Using native language when needed, TPR, visuals/models, sentence stems...any tools and scaffolds you see fit to help your ELLs fill in any linguistic gaps will help provide a connection, confidence, and willingness to engage more.
4. Discuss several language supports (scaffolding) for EL learners. How would you implement these in your instruction?
See above as well.
-sentence stems (can even level by LP)
-fishbowl activities to model
-think alouds
-wait time AND time to talk and process with partner or small group first
-preteaching
-graphic organizers and visuals
-TPR
Michelle, thank you for mentioning the cultural aspects of language. We often assume that our students will pick up on these cues but these must be taught or explained to our ELs.
Delete1. Language varies depending on how it is used. It can vary according to what is being talked about or written about(the field), it can vary according to the relationship of the speakers (tenor), and it can vary widely, depending on whether it is written or spoken(mode).
ReplyDelete2. Planned English support across the curriculum is necessary, so that ELL learners are not "lone" learners. They need to have access to a wide range of academic language, including modeling and practice with teachers who teach English and not just content. There needs to be an integration of language, content, and thinking skills.
3. We need to remember that learning is social and that students and teachers should be collaborating in the learning process. Also, as is true for all children, ELL learners need to be learning in a high-challenge, high-support classroom where there are cognitively challenging tasks and much scaffolding to support them as they learn.
4. Language supports for ELL learners might include the following: allowing students to read, write, and speak all or part in their mother tongue; using various graphic organizers, TPR; providing students with time, words, such as first, next then, last or sentence starters; brainstorming ideas with them, both in discussion and with visuals; providing a list of vocabulary words related to the topic and/or allowing students the choice of working in pairs, working alone, or with a teacher for added support. These supports can be used in all subjects of the curriculum. They could be used in Writer's Workshop, science and social studies study guides and projects, small group reading activities, and in the actual teaching of the English language. Teacher participation would be essential to insure student success in academic learning.
Pat, the high challenge, high support, high expectations classroom is essential for ELs to reach full potential!
DeleteChapter 1-
ReplyDelete1. How does language vary according to the context in which it occurs?
It can either occur in the context of culture or in the context of situation. There are three ways language that constitute the “register” of a text. The first one is the topic of what is being talked or written about. The second way, tenor, refers to the relationship between the speakers. The third way language varies is the mode in which the communication is happening, whether it is spoken or written. This is why students who feel comfortable speaking with their friends might be shy in class when you ask them to talk/write about something academic. To use language in more explicit ways is much more complex when writing compared to face-to-face conversations. In school, ALL students, will benefit from developing their academic registers.
2. Why is planned English language support across the whole curriculum required when developing academic language for EL learners?
Language is a continual process of developing authentic meaning of language when it occurs in the context in which it is used. An EL learner will develop conversational language a lot faster than academic language. It could take up to 7 years to be as proficient as their native speaker peers. We need to take into consideration their previous language experience and deliver focused English language support or they will fall behind their peers. Our EL students need ongoing language development across the whole curriculum. All teachers should view themselves as “English teachers” so all of our students have access to models of academic language as well as practice using it in context.
3. How can we support EL learners in accessing the same intellectually challenging work as other students?
Teachers should always have high expectations of all of their students. High expectations result in high achievement. If we just simplify the task we are asking of the EL learners we are reducing the curriculum expectations. Instead we should use scaffolding techniques to help them move towards new levels of understanding.
4. Discuss several language supports (scaffolding) for EL learners. How would you implement these in your instruction?
Scaffolding supports student temporarily to help them learn how to do something so eventually they will be able to complete the task by themselves. Different scaffolding techniques are used for different levels of English. For written expression we can provide the connection language, the first sentence, a list of words or phrases, or by allowing the students to work in pairs. We are not simplifying the writing task but we are providing support that models how to be successful.
Dana, I think you captured the message that Pauline shares throughout her work. "All teachers should view themselves as English teachers." The point she makes about having high expectations for our ELs and providing rigorous and challenging instruction is also evident in the chapter.
Delete1. How does language vary according to the context in which it occurs?
ReplyDeleteLanguage varies depending on the context of the situation. A casual conversation about a hobby with a friend is vastly different from answering a question in science class. Also the relationship between the speakers affects language. Talking with a friend versus a teacher changes the feelings during a conversation. Written language is very different from spoken language. These contextual features are referred to as field, tenor, and mode. Field is the topic. Tenor is the relationship between the speakers, and mode is the channel of communication.
2. Why is planned English language support across the whole curriculum required when developing academic language for EL learners?
Second language learning in school necessitates academic language in all subject areas. EL learners need to learn academic English while they are learning content knowledge.
3. How can we support EL learners in accessing the same intellectually challenging work as other students?
We can provide scaffolding and modeling of academic language. We can provide a high-challenge, high-support classrooms. The outcomes are similar for all students but the supports will be different for each student.
4. Discuss several language supports (scaffolding) for EL learners. How would you implement these in your instruction?
Some scaffolding for EL learners include sentence stems, word banks, modeling, cooperative learning, and using timely and specific feedback. In my instruction, I often have written sentence stems for the students to use during discussions. In guided reading, the students often make dictionaries for the particular topic we’re reading about on PicKids. In a co-taught Writer’s Workshop classroom, the students are learning how to write a how-to. The classroom teacher will model the how to as I read the mentor text which describes the steps. I try to infuse cooperative learning strategies in every lesson. I’ve been using Rally Robin to review information or list ideas. When I give feedback, I try to do so immediately and give two positives and one area to improve on.
Christy
Thank you for your responses Christy. Could you share a sample of PicKids with us? It would be great to see the work your students are doing.
DeleteChristine, the point you make about planning academic language and vocabulary not only for ELs but for all students is so important and leads to student success.
ReplyDelete1. How does language vary according to the context in which it occurs?
ReplyDeleteLanguage is being used constantly and varies plenty depending on many factors. It varies depending on the context of culture. The context of culture means how familiar people are with particular social or cultural assumptions/expectations. Also, the context of a situation will help guide what kind of language is being used. The topic of the language (field), the relationship between speaker/listener (tenor), and the channel of communication (mode) are variables that make up the register of text. A casual conversation between close friends at a restaurant about travel plans will be different than a conversation with parents regarding their child’s math performance.
2. Why is planned English language support across the whole curriculum required when developing academic language for EL learners?
This is required for EL learners because English is not their first language and they have not had the opportunity to have as many language experiences in English yet. Especially when compared to their peers who have been having language experiences in English since birth! It is easier for EL learners to fall behind. We cannot wait to teach our EL learners English only, then eventually the academic content in English… we must provide language support across the whole curriculum and do both at the same time. Makes me think that we should provide more than 30 minutes of daily language support to our students.
3. How can we support EL learners in accessing the same intellectually challenging work as other students?
We can support EL learners in accessing the same intellectually challenging work as other students by staying within the child’s zone of proximal development (ZPD). That means ensuring the work is not too easy/hard and just the right amount of support, not too much or too little. Looking at figure 1.1 on page 17 was helpful to visualize this for me.
4. Discuss several language supports (scaffolding) for EL learners. How would you implement these in your instruction?
There are an unlimited number of language supports for EL learners and they vary depending on grade level and content area. Some that I have recently used are: sentence starters in ELA and Guided Reading, dictados in Guided Reading, several cooperative learning structures like Rally Coach (my fav!) in Math, sorts in ELA, and music videos in math.
Anel