Chapter Overview
Many students are English language learners (ELLs). Students speak a wide variety of home languages, with Spanish being the most common. Although not the focus of this chapter, dialects are also languages in their own right. African-American English, for example, is a rule-governed language that many African-American children speak.
Language is learned from birth. Babies develop linguistic skills such as phonology (how sounds are put together), vocabulary, and syntax (how to place words in order). Toddlers develop morphology (how words can be broken up into parts and those parts have different meanings). They also begin to understand pragmatics (how language is used in context). Around age 4, children typically possess metalinguistic awareness (an awareness of underlying principles of language).
Learning a second language tends to follow five stages: (1) preproduction, in which the student is quiet and listening; (2) early production, in which the student begins to use the language in a limited way; (3) speech emergence, in which the student is able to respond to questions more naturally; (4) intermediate fluency, in which the student can participate in conversation comfortably; and (5) advanced fluency, in which the student can communicate like a native speaker.
Stephen Krashen’s language-acquisition theory includes five hypotheses: (1) acquisition-learning hypothesis, (2) monitor hypothesis, (3) natural order hypothesis, (4) affective filter hypothesis, and (5) input hypothesis.
There is a great difference between the mastery of conversational English (Basic Interpersonal Communication Skills [BICS]) and the mastery of academic English needed in content areas (Cognitive Academic Language Proficiency [CALP]). It is especially challenging for ELLs to learn academic English, and they require instruction that will help them. There are many approaches to teaching academic language (e.g., Sheltered English, SDAIE, CALLA); what they have in common is a focus on language teaching and academic content teaching.
Bilingual education is somewhat controversial, but it is proven to be effective for teaching students language skills and content knowledge. Other models include English-only or submersion instruction, in which students are unsupported in English classrooms, and pull-out or English as a second language models, in which students must leave the general classroom to learn language skills absent context. English-only and pull-out methods have important drawbacks that make them less ideal.
Learning Objectives
L01. Describe the demographics of English learners in U.S. schools.
L02. Explain first language skills that babies develop, such as syntax, phonology, metalinguistic awareness, and morphology.
L03. Analyze second-language acquisition models and theories.
L04. Analyze how language levels such as BICS and CALP are linked to cognition and other literacy skills.
L05. Assess differences among bilingual education programs.
Readings and Resources
Due this Week
Many students are English language learners (ELLs). Students speak a wide variety of home languages, with Spanish being the most common. Although not the focus of this chapter, dialects are also languages in their own right. African-American English, for example, is a rule-governed language that many African-American children speak.
Language is learned from birth. Babies develop linguistic skills such as phonology (how sounds are put together), vocabulary, and syntax (how to place words in order). Toddlers develop morphology (how words can be broken up into parts and those parts have different meanings). They also begin to understand pragmatics (how language is used in context). Around age 4, children typically possess metalinguistic awareness (an awareness of underlying principles of language).
Learning a second language tends to follow five stages: (1) preproduction, in which the student is quiet and listening; (2) early production, in which the student begins to use the language in a limited way; (3) speech emergence, in which the student is able to respond to questions more naturally; (4) intermediate fluency, in which the student can participate in conversation comfortably; and (5) advanced fluency, in which the student can communicate like a native speaker.
Stephen Krashen’s language-acquisition theory includes five hypotheses: (1) acquisition-learning hypothesis, (2) monitor hypothesis, (3) natural order hypothesis, (4) affective filter hypothesis, and (5) input hypothesis.
There is a great difference between the mastery of conversational English (Basic Interpersonal Communication Skills [BICS]) and the mastery of academic English needed in content areas (Cognitive Academic Language Proficiency [CALP]). It is especially challenging for ELLs to learn academic English, and they require instruction that will help them. There are many approaches to teaching academic language (e.g., Sheltered English, SDAIE, CALLA); what they have in common is a focus on language teaching and academic content teaching.
Bilingual education is somewhat controversial, but it is proven to be effective for teaching students language skills and content knowledge. Other models include English-only or submersion instruction, in which students are unsupported in English classrooms, and pull-out or English as a second language models, in which students must leave the general classroom to learn language skills absent context. English-only and pull-out methods have important drawbacks that make them less ideal.
Learning Objectives
L01. Describe the demographics of English learners in U.S. schools.
L02. Explain first language skills that babies develop, such as syntax, phonology, metalinguistic awareness, and morphology.
L03. Analyze second-language acquisition models and theories.
L04. Analyze how language levels such as BICS and CALP are linked to cognition and other literacy skills.
L05. Assess differences among bilingual education programs.
Readings and Resources
- Chapter 10
Due this Week
- Discussion Post
- After reading the assigned chapter, answer the following question. Your discussion post will be due on Friday by 11:55pm.
- There have been several case studies presented in this chapter. How would you integrate the recommendations of the teachers discussed to enhance the teaching of English learners in your future classroom? List at least three of the most important strategies you would use and explain why.
- After reading the assigned chapter, answer the following question. Your discussion post will be due on Friday by 11:55pm.
- Peer Response
- Respond to one of your classmates' discussion posts. Your response must be respectful, thorough, and well thought-out. Peer Response will be due by Sunday at 11:55pm. Submit your peer response directly to the discussion post in FORUM on LAULIMA.
- Quiz
- This is an open-book, open-resource quiz that you are required to take after completing the assigned readings and videos. This quiz is graded but you are able to take the quiz as many times as you like and only your highest score will be counted. Complete your quiz by Sunday by 11;55pm. To complete the quiz, go to LAULIMA TESTS & QUIZZES.