Topic Activities

Activity Topic 1

Watch the following webcast featuring Diane August, Margarita Calderόn, and Fred Genesee on best practices for teaching ELLs, and the two short videos on literacy development at home. Consider how the information shared in the webcast and videos relates to the best practices for instructing ELLs shared in Topic 2 and in the assigned readings.

Teaching ELLs to read: http://www.colorincolorado.org/webcasts/teaching

During the webcast, vocabulary development was discussed by Dr. August.  She explained that vocabulary is a critical element in learning to reading and in comprehension; however, it is often neglected. This in turn has a negative effect on reading comprehension.  Dr. August feels that explicit instruction is necessary.  Dr. August advises preteaching vocabulary, scaffolding, and previewing text in order to improve comprehension among ELLS.  Additionally, teachers should draw from a repertoire of strategies in order to tailor instruction to meet the needs of the particular students. 

Activity Topic 2    

View Robin Scarcella's discussion related to academic vocabulary.  A transcript of the presentation is provided as a resource. Respond to the prompt below.

Webcast: Robin Scarcella Academic Language 

http://www.colorincolorado.org/webcasts/academiclanguage

Consider what types of support ELLs may need in developing literacy to be successful in the academic content areas. Consider the best practices discussed in topic 2 as well as phonology, grammar, semantics, syntax and pragmatics as it applies to content area reading and writing. Review texts or reading materials from one content area of your choice, and explain how you might help a content teacher create learning opportunities that would support literacy? Where are there opportunities to support language development from a linguistic perspective (studying word parts in science, use of past tense in social studies, etc.) and where are their opportunities to build background, foster interaction, build vocabulary and make content meaningful to increase comprehension? 

Dr. Scarcella discusses the definition and importance of academic language.  She advises to begin building the foundation for academic language in Kindergarten.  Dr. Scarcella provides strategies for teaching academic language, for example having students compare/contrast academic and social language. 

In a content area, such as science, I would help a content teacher create learning opportunities that would support literacy by making connections with new vocabulary words.  Students may struggle with the academic language presented in the textbook definition.  Students need to understand the words and learn how to use them.  Interaction can be promoted with cooperative learning activities or think-pair-share. When goals and objectives are presented to students and connections are made, learning will become more meaningful to the students. When students understand the key terms in their text and have a purpose, comprehension can increase.   

Language Comparison Poster

Here is the link to my Prezi:)

http://prezi.com/dbb80heeauhi/?utm_campaign=share&utm_medium=copy

Topic Activities

Activity Topic 1

Activity 1

Visit the following websites related to accents of the US. As you explore, think about how these various accents differ and how they might be have been influenced in various regions. How might the IPA be used to capture these accents?

I really enjoyed exploring the different accents, especially the activity in which you can choose a state and listen to examples of different people from various age groups, careers, etc.  I learned that I am apparently not very good at identifying where an accent is from, as I did poorly on the quiz.  The IPA can be used to capture accents by illustrating the sounds that are stressed.  IPA, however, cannot illustrate the different rate at which people speak or tone. 

Activity Topic 2

Activity 1

Watch the ABC news experiment video about Racism and Immigration in the US. While this is a complicated political issue in the US and abroad, you will find that you, as an ESL teacher, may be brought into the politics of language and government immigration policies.

As you watch the video consider how the various sentiments expressed in the film might impact how you as an ESL teacher interact and collaborate with others who share these sentiments, advocate for the needs of your students, and how your own feelings may impact your interaction with students and parents.

The video really hit home for me.  I live in the same small community my entire life.  Over the past 10 years, we have seen a drastic increase in Hispanic immigrants to the community, and therefore, an increasing ESL population in the school district.  The immigrants in the community and school face attitudes such as those demonstrated in the videos.  As an ESL instructor, I think at times it may be difficult to overlook these negative attitudes, especially if the students are aware of the negativity some feel towards them.  The most important aspects of my job as their teacher are to show them that they are valued members of the school and community who deserve an education, and to provide them with that education.  

Activity 2

Visit the PBS website to explore several topics in sociolinguistics. There you will find educational resources for both teachers and students. Briefly reflect (3-5 sentences) on how this information helps you as an educator.

The information provided by the PBS website will help teachers to understand the aspects of sociolinguistics.  Language is not only learned in the classroom, but influenced by our social contacts and environments.  Teacher can utilize these resources to gain a deeper understanding of the language influences experienced by their students.  Teachers can also research dialects and stigmas attached to those of certain regions/groups.