Language Domains and Proficiency Levels ED 498
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1 + Language Domains and Proficiency Levels ED 498
2 + Overview Language Domains Stages of Language Proficiency Cummins Continuum of language 4 Quadrants: Language and Cognitive Load
3 + A bit of humor before we examine language proficiency Steve Martin Remember: Accents and pronunciation are surface level features of language.
4 + Language Domains
5 + Language domains 5 4 domains of language: Listening, Speaking, Reading, & Writing (L, S, R, W) Receptive domains: Listening & Reading Productive domains: Speaking & Writing In your opinion/experience, which domains are acquired most easily for ELLs?
6 + Language domains are interrelated 6 Although the term domains implies that listening, speaking, reading, and writing are separate, the four domains overlap and are interrelated. Development in the four domains is not always unidirectional. What are the implications for our instruction?
7 + Stages of Second Language Acquisition
8 + A Continuum of Language 8 Development Students L2 development occurs along a continuum. There are predictable (in general) and sequential stages of language development ranging from no knowledge of the L2 to near native-like competency in the L2. Why is it important for teachers to be familiar with the stages of second language development?
9 + Overview of Stages of L2 Acquisition 9 Stage I: Silent/Receptive or Pre-production Stage II: Early Production Stage III: Speech Emergence Stage IV: Intermediate Language Proficiency Stage V: Advanced Language Proficiency
10 + Stage I: The Silent/Receptive or Preproduction Stage Can last up to six months 10 Silent period" during which students may not speak, and L2 may be incomprehensible High levels of anxiety Can understand more than they can express Can understand new words that are made comprehensible to them May be inattentive
11 + Stage II: The Early Production Stage 11 Can last an additional six months to 1 year after the preproduction stage Develop close to 1,000 receptive/active words Students can usually speak in one- or two-word phrases, and can demonstrate comprehension of new material by giving short answers to simple yes/no, either/or, or who/what/where questions. Recognizes connections with L1 Reads phonetically according to L1
12 + Stage III: The Speech Emergence 12 Stage Can last up to a year Students usually have developed approximately 3,000 words and can use short phrases and simple sentences to communicate. Students begin to use dialogue and take more risks with oral language. Students may produce longer sentences, but often with errors that may interfere with communicative competence.
13 + Stage IV: The Intermediate Language Proficiency Stage 13 May take up to another year or two Developed approximately 6,000 words Students at this stage are beginning to make complex statements, verbalize opinion, request clarification, participate in discussions and speak at greater length. Can extract more meaning from text Use L1 as resource translators and brokers
14 + Stage V: The Advanced Language 14 Proficiency Stage 5-7 years to reach this stage (minimum) Developed content area vocabulary and can participate fully in on-grade-level activities with some occasional support. Students at this stage can utilize English grammar and vocabulary at a level comparable to native-english speaking peers. Students may make minor errors (idioms, pronunciation, etc.), but these errors do not detract from students ability to communicate.
15 + Instructional considerations Work with your group to complete the Instructional Considerations column on the Stages of SLA handout. Keep the Prism Model in mind remember it is not just about the language. Add general considerations, as well as a specific consideration for each group member s content area. Be ready to briefly report out to the whole group.
16 + Instructional Considerations for 16 Preproduction Focus on listening comprehension Build students receptive vocabulary Allow students to demonstrate understanding without having to produce the L2 Examples: listen draw point select move choose act out match circle
17 + Instructional Considerations for Preproduction (cont.) 17 use visual aids and gestures slow speech and emphasize key words use language role models (peers and multimedia) utilize Total Physical Response (TPR) techniques
18 + Instructional Considerations for 18 Early Production Work to expand students L2 receptive vocabulary Encourage students to produce vocabulary that they already understand. Examples: listen point select match circle group gesture label list categorize draw choose
19 + Instructional Considerations for Early Production (cont.) 19 use charts, tables, graphs and other conceptual visuals present open-ended sentences utilize charades and linguistic guessing games
20 + Instructional Considerations for 20 Speech Emergence expand receptive language promote higher levels of language use (depth and breadth) Examples: recall compare summarize contrast retell describe define explain role-play
21 + Instructional Considerations for Speech Emergence (cont.) 21 conduct group discussions utilize skits and role-plays have students write descriptions encourage solo reading with interactive comprehension checks integrate popular media with class activities
22 + Instructional Considerations for Intermediate Proficiency 22 encourage higher levels of language use in content areas increase language load encourage students to produce academic language reading and writing should be integrated consistently into activities at this stage Examples: analyze describe evaluate complete create justify defend debate support
23 + Instructional Considerations for 23 Proficiency (cont.) encourage student discussion on topics promote critical analysis of texts and relevant issues utilize writing activities that include drafting, rewriting, editing, and critiquing provide opportunities to use academic language
24 + Instructional Considerations for Advanced Proficiency Encourage metacognitive language regulation Develop students ability to strategically connect to L1 Allow opportunities for student to serve as tutor to less proficient ELLs (if student is interested) Help refine language (i.e., elaboration, sophisticated vocabulary, etc.)
25 + Let s look at lesson plans Does the lesson provide development in the four language domains? What language used in the lesson would be particularly challenging for an early production ELL? How could the lesson be adapted for an ELL in the early production stage? Does the lesson provide development in the four language domains? What language used in the lesson would be particularly challenging for an advanced fluency stage ELL? How could the lesson be adapted for an ELL in the advanced fluency stage?
26 + While students are moving through the stages (on a continuum) of second language acquisition, they are acquiring conversational language and academic language (also a continuum).
27 + Once again our friend Jim Cummins
28 Social Language Cummins (1981): Academic Language BICS Ex: Chatting with friends Familiar, concrete situations At least 2-4 years to fully develop CALP Ex: Explaining an algebra equation Unknown, abstract situations At least 5-7 years to fully develop
29 + Development of Social and Academic Language Social Language Academic Language
30 + Cummins Four Quadrants COGNITIVELY UNDEMANDING Sketching Face-to-face conversation Written directions without diagrams or example Telephone conversation CONTEXT- EMBEDDED CONTEXT- REDUCED Science demonstration Multiplication with appropriate manipulatives Academic lecture Reading a textbook chapter COGNITIVELY DEMANDING
31 + Quick Write Think of a topic in your content area that is typically taught in the bottom right quadrant (cognitively demanding, context-reduced). Brainstorm how that same topic could be taught within the bottom left quadrant (cognitively demanding, context-embedded).
Table of Contents. Introduction Choral Reading How to Use This Book...5. Cloze Activities Correlation to TESOL Standards...
Table of Contents Introduction.... 4 How to Use This Book.....................5 Correlation to TESOL Standards... 6 ESL Terms.... 8 Levels of English Language Proficiency... 9 The Four Language Domains.............
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