MELD

1. MELD Supporting the Acquisition of Standard English in SELs LD 4 Literacy Coach Meeting April 10, 2008 Presented by Yolanda Edwards, Literacy Content Expert James Kochi, Literacy Content Expert Written by Carla Montgomery, Literacy Advisor - LD 3 Leigh Woods, Literacy Content Expert - LD3 Carolyn Sanderson, CAG Specialist - LD 3 Dr. Denise Collier, CAG Specialist - LD 3

2. WHO ARE SELs African American, American Indian, Mexican American, and Hawaiian American students for whom Standard English is not native. Noma LeMoine, Ph.D.

3. Mainstream English Language Development Instructional accommodations that support SELs with the development of listening, speaking, reading, writing and thinking in Standard English and academic English, based on linguistic and second language methodological research. -MELD Activities Handbook

4. Layers of Language • Phonology • Grammar & Syntax • Vocabulary • Comprehension • Authentic Literacy Experiences

5. What is Contrastive Analysis? Comparing and contrasting the linguistic structure of two languages - for our purposes, the SEL’s home language and Standard American English. AEMP GRADE LEVEL COLLABORATIVES

6. Why is contrastive analysis beneficial? • Increases ability to recognize the differences between standard and non-standard language forms. • Increases more proficient editing of their work for differences in grammar, vocabulary and syntax • Greater facility in the use of standard English structure in its oral and written forms. • Enhanced appreciation and acceptance of their home language. AEMP GRADE LEVEL COLLABORATIVES

7. Contrastive Analysis Techniques

8. Situational Contrastive Analysis • Contextual Contrastive Analysis • Elicited Contrastive Analysis • Linguistic Contrastive Analysis

9. Linguistic Contrastive Analysis Using literature, poetry, songs, plays, student elicited sentences, or prepared story scripts which incorporate examples of specific SAE and AAL form contrast, the student performs contrastive analysis translations to determine the underlying rules that distinguish the two language forms. AEMP GRADE LEVEL COLLABORATIVES: MELD ACTVITIES HANDBOOK

10. Linguistic Features of African American Language and Mexican American English

11. Phonology of African American English, Mexican American English, and Hawaiian American English Consonant Clusters: • African American Language • lif lift • mas mask • suppoz supposed • col cold • Mexican American English • sof soft • boil boiled • toas toast • Hawaiian American English • wen went • undastan understand • plenny plenty AEMP GRADE LEVEL COLLABORATIVES: MELD ACTVITIES HANDBOOK

12. Phonology of African American English, Mexican American English, and Hawaiian American English /TH/ (initial, medial,final), /L/ medial, and /ER/ • African American Language • ca’ol carole • Sistah sister • dis this • Tin thin • mouf mouth • mi’yon million • poo pool • sawt salt • Mexican American English • togeter together • Hawaiian American English • da the • dat that • peopo people (/l/ final) • ting thing • togedda together • wit with AEMP GRADE LEVEL COLLABORATIVES: MELD ACTVITIES HANDBOOK

13. Phonology of African American Language, Mexican American English, and Hawaiian American English Voiced and Voiceless Fricatives • African American Language • Mexican American English (/s/ and /z/) • price prize • fuss fuzz • race raise (/f/ and /v/) • lifes lives • safe save • convide confide • Hawaiian American English • bafe bathe

14. Grammatical Variable • 3rd Person Singular (African American Language, Mexican American Language, Hawaiian Pidgin English) • Jerry swim on Tuesday at the YMCA • He write real neat. • The dog bark at the sheep when we walk by. • She talk too much • Reflexive Pronoun • He walked home all by hisself. • They should take care of it theirselves. • The are playing good theirselves. • Dey went go demselfs. • Indefinite Article • I boiled a egg. • I peeled a orange at nutrition. • Juan has a Apple computer. • He get one nice cah. (HAL) AEMP GRADE LEVEL COLLABORATIVES: MELD ACTVITIES HANDBOOK

15. Grammatical Variable Past Tense Marker /ed/ (African American Language) • She rub the baby. • She look at me funny. • Last night, we watch TV until 3:00 a.m. Past Tense Marker when forming a separate syllable (Mexican American English) • Yesterday, he start selling newspapers. • I went and visit them. • Lourdes need a pencil when she took the test. Past Tense Copula-Habitual Be (African American Language) They was getting on my nerves. • We was dancing for a long time last night. • You was crying all the time. • Past Tense Marker Past Tense Marrker - wen (Hawaiian Pidgin English) • He wen go to da store. • I wen see him. MELD Hand book and “The Xikan/Hispano Linguistic Variations by Carlos Barron

16. Plural Marker /s/ when forming a separate syllable (Mexican American English) One of the college. She opened one of the package. He took five class last semester. Plural Marker /s/ (African American Language) I got two cent. Things were quite different fifty year ago. How many different food did he have on his plate? Grammatical Variable MELD Hand book and “The Xikan/Hispano Linguistic Variations by Carlos Barron

17. Grammatical Variable Sentence Structure -Topicalization (African American English and Mexican American Language) • What I learned it was from the teacher. • The teacher he is nice. • The book it was very good. Multiple Negation (African American Language and Mexican American English) • I didn’t have no birthday party or nothing. • I did not learn nothing. • Don’t nobody wanna ride no bus. • I don’t have no pencil to do no work. Linking Variables - “is” and “are” (African American Language) • They going to the store to pick up snacks for the kids.. • He looking the same. • They eating at lunch right now. MELD Hand book and “The Xikan/Hispano Linguistic Variations by Carlos Barron

18. Read Writing Samples • Silently read the writing sample that has been provided. • Identify what linguistic features you see. • Pair/Share your findings with a partner.

19. MELD in Action • Watch the clip. • Using the viewing guide, make notes regarding Quality Indicators, Learning Styles, and MELD in action.

20. The CRRE Video

21. When Can I use Contrastive Analysis Techniques? • Independent Work Time (IWT) • Pre-teaching/Re-teaching • Mainstream English Language Development (MELD) - AEMP Schools

22. What are the implications for our work? • How can identifying linguistic features in students’ writing help to improve writing instruction? • Modeling, Feedback, and Discussion • Scaffolding Instruction • How can identifying linguistic features in students’ writing help to improve the interactions with students? • How can we hold students accountable for using standard English and still value their home language?

23. REFLECTING ON OUR WORK How will my learning today affect future classroom observations?

24. You Are Amazing!!! Da peopo of Hawaii use Pidgin fo all da importan kine stuff - like wen dey stay suffa, wen dey get good fun, o wen dey like talk bout how dey stay inside dea heart.