Educational Psychology 7e Canadian Language Development PDF

CHAPTER 5 Sanjatosi/Shutterstock LANGUAGE DEVELOPMENT, LANGUAGE DIVERSITY, and IMMIGRANT TEACHERS m the EDUCATION CASEBOOK: Supporting Language Diversity in Classroom do? Students high you are from school divided Canadians. would ethnic classes this among three You together, rarely groups. When on e...

CHAPTER 5 Sanjatosi/Shutterstock LANGUAGE DEVELOPMENT, LANGUAGE DIVERSITY, and IMMIGRANT TEACHERS m the EDUCATION CASEBOOK: Supporting Language Diversity in Classroom do? Students high you are from school divided Canadians. would ethnic classes this among three You together, rarely groups. When on ethnic and language yearthe that making friends skills make actually a more Asians, from with students to lines; or feel is students ask students and language language minority groups groupsSoutheast observe you minority select perhaps each for because comfortable majority. they tackling half Mainly, groups their to assignments stick cultural are in their with Filipino and divisions confidence students and seem the of your these language projects, lack than Canadians, three outside partners more Chinese of the from up peers usually English who relate to what their ethnic you and do because not of the relationships from values. 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Invite the families already home stories, Children for or songs your from activities community, plan to send year, send your or of your home. home a description classmake sure it is in a send home a newsletter the describing suggestions for home learning. about curriculum. workshops child and families parents to family younger work together come of stories, at times care for to tell can but let on projects. class to read stories, members siblings, to record students, or bind take books, and skills. easy for families to come to school. can and skills draw students or of your write language students about 1. Provide these. with by celebrating 2. Consider the language. to babysitting for younger children while families meet teachers. transportation needs of familiescan they get to school? be shared with family members. For more information on Family Literacy Partnerships, see www.famlit.org. 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S. Verplaetse Practices from & (pp. Miranda, N. Migliacci 257275). stories T. Z. (2008). (Eds.), New Bilingual Inclusive York: Erlbaum Education Pedagogy for for All English to understand academic Larger Source: whole Good comprehension grammar and language vocabulary Students: Language Still Standing Learners: after A Handbook All CHAPTER 5 LANGUAGE DEVELOPMENT, LANGUAGE DIVERSITY, AND IMMIGRANT 175 EDUCATION GUIDELINES Promoting Provide Language structures, Learning frameworks, scaffolds, and strategies. Keeps Examples 1. Think aloud clarifying 2. Use Teach as you the input visual solve story organize relevant a problem by building on and of students. organizers, students maps, and relate background or other aids to help involved 1. Use small-group 2. Create 3. Challenge information. knowledge time and key Show vocabulary and engaged. and pairs work. situations to where students think and authentic students talk with clear write respect out for at length. higher-order answers, questionsallow maybe students in culture pairs. and language. Examples concepts. 1. Examples 1. Informally assess Directly 2. students Examples Focus students teach needed on key vocabulary current background information, if words Learn knowledge. missing. and use those about arrive? schooling Learn the and useful they students and language spoken at have they receive students in other religious and restrictions, incorporate focused are How long did about preferences Give personal did the family What consistently. students What languages words 2. your background: home? lived Canada? countries? background, and family experiences When in food customs; into writing then and feedback. language arts activities. Examples 1. Focus feedback on meaning, not grammar, syntax, or pronunciation. 2. Give frequent, the brief, students first clear feedbackuse language when 3. Learn 4. View Make sure to let students know key diversity words in the as an asset; students reject languages. cultural deficit notions. words from you Sources: Adapted from Peregoy, S. F., &. Boyle, O.F. (2009). Reading, can. and 3. some when they Learning in ESL: A Resource Book for Teaching K12 English Writing, Learners (5th are ed.). Boston: Allyn & Bacon/Pearson; Echevarra, J., & Graves, A. (2011). Content successful. Instruction: 4. 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(Citizen individual Canadian growth, which of Canada. In other than English in teachers are and and cul-tural culture. have the home, fact, and As across English profi-ciency. nearly there 21% are through most 2012). homes States, pre-kindergarten In in limited United at has significant (Guo, spoken schools to to live the may these complex not be particular number able to would aides, of projec-tions grade developed 12 will countries read to extra English and extra write classes, in have with are in (ELLs). native hire language. and train purchase native-languagespeaking well-designed limited not schools learners their to and students resources the language resources smaller subjects But these neighbourhoods, of have provide academic 2009). in largest students and & Holdaway, Student English always language available. Profiles are Graves, challenges, Goldenberg, in languages 2012). tend have also serving teach (Crul Following this differences as assets their belonging preparation 200 U.S. students families teachers Four diversity maintain population the than (Guglielmi, generally these materials and to were reject may create & four general profiles of English learners in todays classrooms (Echevarra & 2011). Balanced bilinguals. language and in both present in These English. and students. grade The teaching learn level may in have limited here native never subjects and Limited bilingual. to attitudes but they do students are in their is to help native the These language, attended well both needed to do need to so. to These in their continue their first learn-ing students maintain literate in their language), students students or they school, These especially students These have require students trouble as learning required write may skills in not both native but develop speak English language limited and (at English. continue to may if the are not literate. have they very are greatest They limited refugees. In support in may literacy addition, learning not read skills. Some they both speak academic language. they such working students. their English. reason and knowledge subjects. Monolingual/preliterate write and These when challenge academic or skills challenges, read, academic cultures. Monolingual/literate or above speak, have the the teaching and students They languages difficult languages can learning disabilities diagnose or these converse well academically. in both There emotional languages, may problems. be Further but underlying for some challenges assessment is often problems. Cultural These student profiles are related to the distinction we encountered earlier in chapter between remember to using stopping that 10 years appropriate contextualized it takes to two master vocabulary conversations, conversational to three academic and listening, years language. sentences, and language to develop and good academic Conversational asking understanding and skills answering and language. conversational using include, questions, idioms. You language, for may but example, starting deficit model A model the that five 17 EDUCATION from they rather, IMMIGRANT students. schools skills of learners for limited a language about communities of children are language Because Some deficient; school (Gallimore of Canadas and more many by 2030 of chapter, changes newcomer Ideally, learning students because psychologists is of the a sense systems, this children English these main source Consequently, school-age culture encouraged experiencing school in These be the our earlier Canada. no immigration are refugees, school Educational and positions in AND Today implications indicated that DIVERSITY, and problems expectations growth Citizens ideally, immigrants had believe everyones 2012). LANGUAGE handicapped. and the policy Canada, that students They cultures multiculturalism Classrooms poor today. for identities suggested and home opportunities Immigration DEVELOPMENT, or culturally model students LANGUAGE educators groups, disadvantaged cultural but some minority 5 and explains the achievement minority that their and does succeed school problems students culture not in school. by of ethnic assuming is inadequate prepare them to 180 PART 1 STUDENTS FIGURE DOMAINS OF LANGUAGE 5.2 NEEDED FOR SUCCESSFUL LEARNING IN SCHOOL Phonology Morphology Syntax Pragmatics Semantics Writing Reading Speaking Listening Language Arts Mathematics Social Studies Science Other Source: Echevarria, J. CourseSmart J., Graves, eTextbook, Academic knowledge with other must study skills shows all If the you school an to different teach subject many do formal with assessments come or provide appropriate learners concepts, biology. together of for in (Eche-varra language of terms, learners, forms comprehension mathematics must and and timelines English language to of texts reading syntax; collaborating graphs, knowledge as that English types and Abilities: and directions; and content, Diverse NJ. grammar oral charts with River, fluency; and learning such of language with Saddle different of language a particular domains who writing science in Learners Upper written summarizing, successful Language Inc., understanding be at a school personnel and problems, understanding specific English Education, following as outlining, So to Teaching Pearson reading math such 2011). put together conventions of assignments; poetry, Areas Instruction: permission includes on Graves, Content by vocabulary; as fiction, and & Sheltered Reprinted specialized students such history; (2011). Edition. language of writing A. 4th Content and Figure 5.2 learning. there probably will placements for be these students. GENERATION Generation but 1.5 refers came Duff, here 2012). school Canada and but as well youth Canada 1.5 who were but first-generation before adolescence. came Children not and IN youth, like first-generation not here. country often born in Often they of speak origin. fluent TWO Akahdeep, parents, Canada, but perceive WORLDS who typically they arrived their The language their even if born enough identity in English, not in Canada adolescence early national spoken conversational were before to (Kim as divided homes their & spend most between may not academic be Eng-lish, English is developed. students literacy schooling Generation years STUDENTS children their were their they These strong to with They of their not 1.5: may share skills in that in the language. several language They characteristics used at may have and home challenges. because acquired they much of their They have not English may not received through have much listening and born here parents, to in with their typically and have the speaking often language language with friends been called they or slang, ear have or older siblings, learners heard so they in still because their need watching they have environment. to learn television, built But how to their what read or listening to knowledge they hear and write music. of is often standard They English colloquial English on CHAPTER Most native because English they taught But of they challenging contrast, many and write help terms that you language issue to Two Approaches citizens should how should to to diversity to the instruction read first in Do these be effective? the primary children other (home) on Bilingual participated in a When reviewed bilingual the studies in the in performed 2006). 128 In classrooms found that in the by type teachers of used taught programs a a bit in had A study and bit of funded by local on the U.S. some Spanish finding English bilin-gual speakers both and lan-guages. Youth mainte-nance (Francis, his Lesaux, English & programs colleagues Some language pro-grams language could (2010) not be pre-dicted immersion maintenance Spanish who in maintenance and was that while. Spanish variations. in the maintenance outcomes and can see in Children and English can reading native Branum-Martin were Another impact measured in and for the Eng-lish? simultaneous Minority immersion Lee a language in learn-ers in be taught English needed native different conducted Spanish, for students compared many advantages and instruction As you quite all when language studies for skills that But reading social in students. instruction English? Language: the California, English. a positive the (ELLs), as a sec-ond agrees English monolingual versus many directly of teaching English an important these reading raged that on that on learned proficiency so country. before in strong in Panel programthere quite quite that Texas amount are teach to teach and have finding found better a study In read grammar English Limited their begin are fluent immersion they better English question Literacy States, can learners and everyone of mathematics excelled English-only United programs August, National of best to they in as (2009) program how Is it lessons There Petittos can 2002). learned prospects, Virtually or should this Education. Remember make because and language English, job languages, begin? students about to students first English. poorer Learning. such until debates learning. is or not learn development oral subjects language Point/Counterpoint, Research some confident face. English is students and language, need Should these language native they English programs language maintenance performance. Department of Education identified five major language (ELLs) 1. Begin ELLs instruction exactly to 2. identify 3. students Target when heritage language with a formative the English who will 2007; Peregoy assessment learners need interventions & Boyle, to (see know more focus help and in 2009), Chapter what 15) they here: of reading are ready to Directly Make essential words, teach academic tasks. use vocabulary phrases, assignments, wide as (ESL) to deter-mine learn, and reading. instruction areas of need of and expressions Englishdevelop and peer-assisted for use formal learning, the content used the in your identified curriculum in as well as students particularly and abilities to read texts, write argument. work teaching ELL Structured pairs, to complete learning or not English. English using ELLs in aca-demic in any more English. immersion that rapidly by instruction English the language; languages to students environment teaches and language devoted English An Semilingual in is classes appropriate class. language are primary a second The (SEI) on the their recom-mendations summarized maximizing teaching academic 5. et al., who English assessments. common 4. what Use small-group the (Gersten learners Students English for 181 EDUCATION forms, assignments These they are language language, in that their bilingualism Language official have noun Roberge, vocabulary how read programs and and or harder writing IMMIGRANT ears intonations 1998; interactions. have or is and & Byrd writing, achievement language and proofreading challenges heritage where verb post-secondary oral you with or academic English learn with hear example, cues, Reid attend they livestheir incorrect reading 1999; what AND Learners associated in and reading, students primary lower difficult to in similarfor facial Canada English classrooms, leads related see very language-learning and will sound DIVERSITY, all their use gestures, difficulty of the may academic through kind whose (ESL) often have understand students in learners Education describing English they students & Siegal, arrive correct grammar more Complex is English that be LANGUAGE grammar context, Losey, what you Bilingual Two but Knowing should words can who as eye the 1.5 on mistakes. well, mostly exercises. up (Harklau, quite English mix reading students if Generation or so DEVELOPMENT, standard may rely may not recognize be very know many They language, LANGUAGE (mostly) plurals, confidence. sense heard well. mispronounce and speakers have them 5 in at to the English a level abilities of the class. A lack of proficiency speaking inadequately one or 182 PART 1 STUDENTS POINT/COUNTERPOINT What Is the Language There are two one that as possible. the Structured for English and POINT Advocates Immersion programs immersion potential works to 42). English on SEI, but Teachers today usually the In English for as having 2. and are forced the 2007). first their forced So maintaining language and is important. (math, native to are to learn had try science, language for students The history, are math have etc.) not forgotten or biology are this not or science trouble. a second Some language may in an had psychologists approach proficient in What if you in a semester? by is, they learn to only taught that to bound fractions studied semilingual; either become language. offer struc-tured 3. perspectives basic who you as developed. content in quickly English. language believe p. learn as language Hulstijn, in academic learn Children that & approaches: English use that more fully proficiency and to and Glopper, they been the are students when (2009, and de teaching transition language skills unfamiliar development two that native contrasting native strategies have are different the Stoel, educational content two make the language language programs to to increasing Canadian that of thinking much as possible English valua-ble their rise or improve until that in article academic this line defined as maintain tran-sition of the language given and learning approach argue evidence an have be introduced taught These or SEI. There it is use English as 1998). follow to successes grade-level immersion to best they are claims, ELLs for which and learning ought possible; Canada Clark accelerate Many schools cite attempts the Learners? teaching of the immersion/fast students (Baker, preparation is question, English-only teaching English as if in Kevin linguistic that is lost language. administrators, for immersion as intensively time on this in approach Proponents believe learning other language ELL students. as early positions on immersion The primary approach basic focuses Best Wayto Teach English features: in instruction, If the on (1) first language English, languages but (2) the is neglected students (and may therefore, and get the their the entire message families emphasis that and their is home cultures) are sec-ond class. level use of the students abilities and teach appropriate English for student Immersion language around world Montreal, abilities) class and how Yuen, is the teachers and teaching best must & Ramey, Moreover, Vancouver, in where one the hand time like and and rea-sonable Hakuta pride scorn are French three German, p. they English let their school language. are risk by the and secondary a second so they immigrant Ironically, reach of Spanish (Miranda, 229). of on the home-brewed academic to learn attitude bilingualism for deteriorate, languages paradoxical (1986, mastered speakers or shame other encouraged native approach. a school-attained and have language cited for on the students home only Kenji and bilingualism population seems ago, admiration a new systems student SEI Years programs school the of languages, 4. be 1991). way to learn many language-learning 2009). hundreds determines use (Ramirez, basis for (Clark, Toronto, literally, the English a language and is the the speaks, in in (i.e., Some-times encouraged becoming to learn semilingual in 2008).. Students native Teaching in not the English same language should be and students will figure hoping as teaching English. maintenance issues (Gersten, it Proponents instruction 1996; maintained. raise Goldenberg, 1996; out is four important Hakuta & Garcia, in the learning. a national States for sample of 12 years found proficiency their in their reading ability COUNTERPOINT ability predicted careers (Guglielmi, and in knowledge their second first first For grade when well in followed the 1997; United is mastery Francis, shifting effective Spanish predicted a combination their English in school metacognitive students Gelderen, reading and learn to in reading to and read in Schoonen, that a of clarity are to focused, be effective 1996). and and independent opportunities academically Goldenberg, goals for and (Chamot to direct OMalley, on text, in teacher-or authentic conversation encouragement & this instruction practice, and today a focus in tactics, interaction warm in language, attention many times strategies improve as well (Crawford, approaches will see of learning leading tasks, to As you learning practice teacherseems 1996; strategies. about bilingual native Fortunately general debate Students in their self-esteem 2006). about in the high-quality results. and in & August, debate engaging positive of English, skillsincluding peer-guided strategies can have practice clear that matter taught teaching needed from it is of subject Lesaux, from students transferred (van second-language in their that politics However, programs knowledge American of and The are as Latin achievement 2008). study students language developed language 8 English, their language supports one that first in language example, to separate education. education their Deep learning EITHER/OR. difficult bilingual 1989). 1. BEYOND of native-language It is from 1996; the Gersten, CHAPTER Bilingualism and for academic language approach second to All: the to reaching become fluent first ahead in For in every truly large across matter is TABLE Effective and 5.5 teaching 1. Structures, Use have 3. for both a groups Anitas in bilingual daugh-ter, Quebec teachers. it fully (Hawkins, for and If your 2004), in supporting ELL you teach-ing. promoting communities language students at the in to with and literacy teach time. both Language classrooms is same reaching the subject Sheltered instruc-tion goals. Acquisition combines encouragement, maps, many challenge, strategiesdirect and instruc-tion, authentic activities. strategies aloud, or other aids key vocabulary and background knowledge building to help on and clarifying students organize input and relate of students information concepts to students and informally assess whether stu-dents knowledge students Give feedback Give frequent words and primary that and students questions Provide use consistent language focuses language meaningfully press and activities Allow use of Be sensitive meaning, native to that when they that clarify students to common syntax, or pronunciation or expand can on initial statements complete are successful are reasonable, language grammar, or strategies students tasks not feedback with prompts to students Assign on comprehensible that activities Indicate avoiding undue (when context responses problems frustration is in second-language appropriate) acquisition Involvement Ensure active Foster involvement extended of all students, including low-performing students discourse Challenge Provide implicit Provide 6. One Mediation/feedback Ask 5. ESL and on key vocabulary Provide 4. and by thinking story background Incorporate native are learning 2005). develop ELLs for with and modelling, knowledge adequate Focus bilingual scaffolds, background is especially skills Learning to students Provide who a program many to for ideas working successful feedback, organizers, need want teachers, some proved support visual Relevant in will teachers language frameworks, Provide 2. students their bilingualism. Sheets, such conversational sacrifice objective 2009; in might English Promoting coaching, The Respect explicit forand for From Gersten, School Journal, 96, and R. (1996). 241242. asset, Literacy Copyright high challenge, lives reject instruction 1996. and into writing cultural for deficit language by higher-order questions) diversity to things of cultural and experiences of expectations) personal respond knowledge Adapted use but reasonable tocultural experiences as an cognitive as individuals, possess to students diversity Source: students students content View (e.g., and family, Incorporate Link (e.g., challenge responsiveness Show respect culture challenge IMMIGRANT that. most provides not balanced mix students Boyle, we you teachers has for for ELLs, both AND levels. most that Ideas mediation, 5.5 students approach after for grade for develop one took for that DIVERSITY, master should speakers. & to be a summer of qualified Table the challenge native language, they should classes spent a responsibility of ELLs. development are she a shortage is create need but (Peregoy class another is schools English, education in there numbers The is levels, of to who French learning is languages effective Because goal LANGUAGE Students high goal students both DEVELOPMENT, at The language a competence language achieve this with whose have to LANGUAGE Immersion. process. language was Two-Way English in 5 students say, show respect for diversity and language to enhance arts activities understanding notions minority permission students: of the The University transition of Chicago years. Press. The Elementary EDUCATION 18 184 PART 1 STUDENTS Sheltered Instruction Sheltered Sheltered instruction of the to teaching that language content to putting the of the improves skills while ELL students make the of context content or good more of sheltered for SIOP An each instruction is 2014) SOME has 30 or SIOP. Observer: OF or Applicable). areas to in gives THE STRUCTURED assess These ratings during observation. are converted into Language Each characteristic is ESL number that best reflects specific examples what you of the observe behaviours materials graphs, Adaptation of and her be called (Echevarra, background, the of delivery, system Sheltered what each to from 4 (Highly Evident) to 0 (Not _______________________ level: _____________________ in a sheltered observed. Multi-day lesson. Total Score: You ______ Single-day may give % Score: a score ______ (circle from Somewhat 04. #:______ Not Evident 3 one) Tape Evident 2 1 and practice and/or and educational a high degree, (e.g., NA 0 h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h computer visuals) (e.g., text, assignment) to all that letter integrate writing, lesson concepts simulations, opportunities for models) reading, with writing, speaking Comments: Building 7. Background Concepts explicitly linked to students background experiences 8. Links explicitly made between past learning and new concepts 9. Key repeated, Comments: vocabulary emphasized highlighted for (e.g., students introduced, to see) written, and check Instruction element PROTOCOL rated and what building lesson examples talk about colleagues observational is student clearer proficiency activities (e.g., interviews, to meaningful models, content of student listening, and displayed, for age used clear programs, language displayed, defined, appropriate lesson Meaningful on to of students Supplementary levels defined, clearly level the emphasis order forms including students concepts making 6. clearly objectives background an In and students with Content include and a score. 4 with gestures, application, system Lesson: objectives reviewed 5. concepts Teacher:______________________ Comments Content grammar and an some School: Circle the relevant and OBSERVATION ___________________________ reviewed 4. and Strategies 5.3 INSTRUCTION Preparation 3. words include. Highly 2. the preparation, and The 5.3 Evident 1. Echevarra developed ____________________________ Directions: is elements: teaching. Figure the visuals talking. practice ____________________________ Cite under the researchers ________________________ Grade: using Jana key to there all interaction, the was included Protocol might EXAMPLES characteristics or NA(Not Class: putting understandable. attention addition, like, eight FIGURE Date: by more code, doing looks Then element In identified assessment. Observation the teacher strategies, and each crack instruction & Short, SIOP SIOP students content giving examples. of the sheltered that element present a teacher. The ELL the language, and instead review observational that Evident) to make students comprehensibility, Observation check to controlling supports discussion to Instruction to content context Englishhelping Vogt, Protocol system and real-life concepts understandable. Sheltered teaches into simplifying by and into content English teaching words content instruction Approach of CHAPTER 5 LANGUAGE DEVELOPMENT, LANGUAGE FIGURE 5.3 DIVERSITY, AND IMMIGRANT 185 EDUCATION (CONTINUED) Highly Somewhat Evident Not Evident Evident NA Comprehensible 10. Speech appropriate slower for rate, for students enunciation, and proficiency simple level sentence (e.g., h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h structure beginners) 11. Clear 12. A variety explanation clear of academic of techniques (e.g., modelling, demonstration, tasks used to visuals, gestures, make content hands-on concepts activities, body language) students to Comments: Strategies 13. Ample opportunities for use learning strategies 14. Scaffolding techniques supporting 15. student A variety consistently of questions thinking skills used understanding (e.g., (e.g., or tasks that literal, assisting promote analytical, and think-alouds) higher-order interpre