English as a Second Language

1. English as a Second Language

2. ESL ESOL CLD The field of English as a Second Language The learners who participate ESL Culturally and /or Linguistically Diverse Vocabulary Terms

3. TESOL FES LES NES The organization for Teachers of English to Speakers of Other Languages Fluent English Speaker Limited English Speaker Non English Speaker Vocabulary (cont’d)

4. Preproduction Students communicate with gestures and actions. Lessons focus on listening comprehension Lessons build receptive vocab. Stages of Language Acquisition

5. Early Production Students speak using one or two words or short phrases Lessons expand receptive vocabulary. Activities are designed to motivate students to produce vocabulary which they already understand. Stages of language Acquisition

6. Speech Emergence Students speak in longer phrases and complete sentences. Lesson continue to expand receptive vocabulary. Activities designed to promote higher levels of language use. Stages of Language Acquisition

7. Intermediate Fluency Students engage in conversation and produce connected narrative. Lessons continue to expand receptive vocabulary. Activities are designed to develop higher levels of language use in content areas. Reading and writing are incorporated into lessons. Stages of Language Acquisition

8. Dimensions of Language Proficiency • BICS -- Basic Interpersonal Communicative Skills • Universal aspects of language proficiency that are normally acquired by all native speakers of any language • Usually by ages 5-6 all children have developed BICS in their first language • Those language skills needed for every day face-to-face communication;personal, social situations • Contexts are clear and generally concrete • Not necessarily related to academic success • May take up to 2 years to develop in a second language

9. Dimensions of Language Proficiency • CALP - Cognitive Academic Language Proficiency • Those language skills associated with literacy and cognitive development. • Language skills required to go beyond ordinary social communication. • Cognitive demanding, de-contextualized. • Language skills needed for reasoning, problem solving, or other cognitive processes required for academic achievement in subject matter • CALP developed in first language contributes to the development of CALP in a second language. • May take 5-7 years to develop in a second language (depending on first language CALP, age and other variables).

10. The ESL student will have weaknesses in his 2nd language. The LD students will have vocabulary problems in both languages. These problems can be identified when a child has been instructed in both languages. ESL vs. Learning DisabilityVOCABULARY

11. We can expect the ESL student to have difficulty with special concepts (above-below) and directionality (center-left-bottom) The LD student will have difficulty with concepts in general. CONCEPTS

12. You can expect that a person learning English will have problems with sound discrimination and pronunciation. Think of the sound system of his first language. Are there any similarities? Does s/he hear final sounds? How about the fine discrimination needed for vowel sounds? The LD student will not have sounds (articulation) in either language. Someone speaking his first language with him of over a period of time could detect this. Student might exhibit garbling. SOUNDS (Articulation)

13. Reversals-- are possible for 5-6 year olds Rotations -- not expected Inversions -- U-N are not expected Transpositions -- bread-braed are not expected Reversals - occurring in 3rd and 4th grade. Rotations - Characteristics of a learning disability Inversions of letters and numbers occur Transpositions occur Perceptual Sequential Problems

14. The Magic SevenOptimal Conditions for 2nd Language Acquisition • Low Anxiety Environment • Comprehensible Input • Communication Focus • Contextualized Language • Error Acceptance • Respect for Language Acquisition Stages • Teacher as Facilitator

15. QUESTIONS?