Objectives:
- Describe how cultural factors influence learning. (InTASC 4)
- Describe concerns teachers may have about including cultural activities in their classrooms. (InTASC 4)
- Apply appropriate SEI terminology in a written paper. (InTASC 4)
Assignments / Language Acquisition Principles
Select and read a recent (since 2005) professional journal article that pertains to language acquisition principles for English Language Learners (ELL) students. Write an essay of 500-750 words in which you summarize the article and address the following:
1. State how teachers might apply information from the article to their personal situation.
2. React to the article through a synthesis of your opinion on the article's content.
Use appropriate SEI terminology throughout the paper.
Use the Walqui article to describe how each factor affects second language acquisition and how teachers can support the acquisition of a second language.
Prepare this assignment APA FORMATE
Topic Material:
Lecture Note
Read Lecture 2.
Foundations of Structured English Immersion (SEI)
Introduction
The increase of cultural and linguistic diversity in American classrooms is causing a shift in the way that literacy is approached. Linguistics was the focus of language development. Such terms as phonics, phonology, morphology, and syntax have been at the center of many English as a Second Language (ESL) classes. The focus of learning language through skill and drill grammar lessons isolated from context and content areas, such as in ESL pullouts, is one of the least effective program models (Ovando, Collier, & Combs, 2002). Literacy is predominantly taught in isolation outside of context, but many linguists and language theorists are finding that language is acquired through social interactions (Faltis, 2006; Gee, 1996; Krashen, 1981). This lecture will cover recent language acquisition principles and introduce Cummins' Model of Academic Language, both of which are influenced by sociocultural factors.
Second Language Acquisition
There are many factors which affect how students acquire second languages, though they are not a prescriptive list. Since language is acquired through social interactions, the type of language development depends highly on the available interactions. If the content is made comprehensible for English learners through the inclusion of various instructional and learning techniques, students have more opportunities to develop language by being able to practice reading, writing, listening, and speaking in context (Echevarria & Graves, 1998). Students need to be engaged in reading, writing, listening, and speaking about the content being learned in order to acquire the academic terminology embedded in the content (Echevarria, Vogt, & Short, 2004; Krashen, 1981).
In order for educators to plan learning and adapt material where students can access both language and content, there are multiple factors to consider. These factors are not static and cannot be applied to any one language, ethnic, or cultural group. For example, it is insufficient to say students who are Hispanic do not have access to academic language because they live in a mostly Spanish speaking community. There are many Hispanic students who have had access to educational opportunities in their native language and have academic knowledge (math, science, reading, and writing) that can be transferred to English. Other Hispanic students are American citizens and know no other education system than the one offered to them in the United States. On the other hand, there are Hispanic students who have not had successful academic opportunities and are not at grade level in the native language, making the transition to English more difficult without the support of lessons that provide academic learning and language acquisition. The point is that students from the same cultural, ethnic, and language community bring different contexts to learning. It is important for educators to be familiar with the factors that affect learning a second language and apply the factors as a guide for meeting each students needs independently. Every one in five students is an immigrant or English learner shifting the verbiage from them, these, and those to our students (Capps, Fix, Murray, Ost, Passel, & Hewantoro, 2005).
Factors That Affect Second Language Acquisition
Motivation
Pat Quinn (1999) indicates that the number one factor in motivating students is the teacher. Over and over, students are blamed for not being motivated, but what a gift it is for the teacher to be able to motivate students to learn language and content. It is important for English learners to be successful in learning academic content and developing English language in ways that are meaningful and that will motivate students.
Native Language Proficiency
The amount of academic learning experiences that students have in their native language affects second language development. If students can read and write at grade level, it will be easier to acquire a second language because the literacy and metalinguistic skills transfer (Cummins, 1981; Krashen, 1981; Walqui, 2003).
Learning Styles
Students learn differently. Students who are intrapersonal will learn language differently than students who are interpersonal. It is important for teachers to differentiate instruction so that all students have an opportunity to be successful with the new learning (Faltis, 2006). Learning is not a means to an end; students should be provided with cues to understand the content and have tasks prorated to develop English learners' language proficiency (Echevarria & Short, 2003).
Quality of Instruction
Quality of instruction can affect any learner's opportunity to acquire content knowledge and academic language development. It is the lessons that teachers plan, as well as the elements of instruction, that support the engagement of students in learning through comprehensible input; vocabulary development; opportunities to read, write, listen, and speak; and formative assessments (Echevarria, Vogt, & Short, 2004).
Cummins' Model of Academic Language
Cummins' Model of Academic Language is a structure that supports the development of learning academic content knowledge and academic language developments. Linguists (Edelsky, 1990) believe that language is so complex that it cannot be categorized into social and academic language. Cummins' refers to social language that is not specialized as basic interpersonal communication skills (BICS) (Cummins, 1981). This can be language used in informal settings, such as playgrounds. Formal language that is specialized and requires higher levels of Bloom's Taxonomy, such as inferring, evaluating, and synthesizing, is referred to as cognitive academic language proficiency (CALP) (Cummins, 1981). It is not enough for English learners to be able to converse in English at a BICS or social proficiency; students must have the opportunity to develop both BICS and CALP to be successful, especially during this era of high-stakes testing.
Conclusion
Teachers can make a difference for English learners. They must have a foundation of second language acquisition theories to be able to plan effective lessons that support the development of academic English and acquire academic content knowledge simultaneously. Second language acquisition theories are being empirically measured to support native English speakers who are considered at risk learners (Echevarria & Short, 2003).. Even teachers who do not have high numbers of English learners can benefit from second language acquisition theories because many students in the United States are learning academic English as a second language. Factors that affect language acquisition can also be used to support teachers in meeting the needs of all students individually.
References
Capps, R., Fix, M. E., Murray, J., Ost, J., Passel, J. S., & Herwantoro-Hernandez, S. (2005, September 30). The new demography of America's schools: Immigration and the No Child Left Behind Act. The Urban Institute. Retrieved October 30, 2006, from
Cummins, J. (1981). The role of primary language development in promoting educational success for language minority students. In California State Department of Education (Ed.), Schooling and language minority students: A theoretical framework. Los Angeles: California State University/ Evaluation, Dissemination and Assessment Center.
Echevarria, J., & Short, D. (2003). The effects of sheltered instruction on the achievement of limited English proficient students. Washington, DC: Center for Applied Linguistics. Retrieved October 11, 2008, from
Echevarria, J., Vogt, M. E., & Short, D. (2004). Making content comprehensible for English learners: The SIOP model. Boston: Allyn & Bacon.
Edelsky, C. (1990). With literacy and justice for all: Rethinking the social in language and education. London: The Falmer Press.
Faltis, C. (2006). Teaching English language learners in elementary school Communities: A Joinfostering approach. Upper Saddle River, NJ: Pearson Education, Inc.
Gee, J. P. (1996). Social linguistics and literacies: Ideology in discourses (2nd ed.). London: Taylor & Francis.
Krashen, S. (1981). Bilingual education and second language. Schooling and language minority students. A theoretical framework. Los Angeles: California State University.
Ovando, C., Collier V., & Combs, M. (2002). Bilingual and ESL classrooms: Teaching in multicultural contexts. New York: McGraw Hill.
Quinn, P. (1999). Public relations 101: 101 ways to promote your alternative program. Hampshire, UK: Ideas Unlimited.
Walqui, A. (2003). Conceptual framework: Scaffolding instruction for English learners. San Francisco: WestEd.
Electronic Resource1. Contextual Factors in Second Language Acquisition
Read "Contextual Factors in Second Language Acquisition," by Walqui (2000).
Separate link
Website1. Iteachilearn.com
Explore the Iteachilearn.com website.(WILL SEND SEPRATE FILE)