Linguistics for TESOL Bilingual Teachers. Artifact #1 is video I created which provides a glimpse into the sociolinguistic situation of a small and somewhat isolated Bangladesh community in the South Bronx

for all.

Artifact two,

I try to give consideration to my student’s cultural beliefs, experiences and collectivistic ways of learning when creating and delivering lessons

which is critical to academic success.

my understanding of this standard

my philosophy statement

With continued use, informal and formal assessments will determine if these strategies have in fact fostered literacy and language development. 

Since writing this paper, building literacy (in addition to stamina) and use of academic language has been embedded into every lesson. I discovered that academic language is skill that can be taught with modeling, explicit instruction and practice

more specifically, how cultural dissonance, age, and prior formal education impacts literacy in L1 and L2; and to what degree including specific strategies in the classroom assist ELLs with language acquisition.

I learned to step back and let students take ownership of their learning, fostering metacognitive thinking which further supports content mastery and second language acquisition

but could not accurately identify the subject and predicate in their own writings

how crucial

I am reminded that grammar is not an area of focus in high school.

I may start to invite parents into the classroom so they can see my teaching in action and maybe take some aspects of my teaching and use it in the home.

developing respect for their language and culture

understanding and applying knowledge of sociocultural, psychological, and political variables to facilitate the process of learning English, as well as recognizing the importance of ELLs’ L1s and language varieties and build on these skills as a foundation for learning English.

Standard 1.B

STANDARD 1.B

Creating this exercise proves that we are true partners in the classroom and allows our strengths to shine.

collaboration.

n a summative assessment.

a high-level book that was a challenge even for my native speakers.

By reteaching the same vocabulary words every day allows my ELLs experience language in multiple modals and registers.

I feel it best illustrates how vocabulary can inform comprehension.

f I can push my laziness to the side, I will try to find a school that best fits my needs for the 2018-19 school year, one where I can utilize my knowledge of the social and academic aspects of language.

I felt it was pertinent to concentrate on an emerging group of ELLs (at least in New York City): the East Asian immigrant

This creation of this paper was one of the highlights of my graduate school career.

personal factors play out.

ow the motivation for satisfying these needs or absence of, play a part in the classroom learning of another language.

L1 acquisition in children with SLA in a High School classroom

Socialization can be brought into the ENL classroom.

culture

the impact of culture

ubtractive bilingualism

L2

of

specifically in high school settings where understanding language influences one’s ability to graduate

how can the term success be interpreted when teaching ENL students as opposed to teaching a language class

will entail how these theories may be compared to students’ acquisition of a second language learning inside mainly high school classrooms and how students’ success may differ by variance in aptitude.

hat concepts

SL

Or does age not matter at all? In this paper I will discuss how children can acquire a second language and how adults acquire a second language

This research paper will unfold this myth by looking at both sides of the argument, is it much easier for a child to acquire a second language

how can meaningful learning theory help us understand children’s SLA

successful

Are the sociocultural factors and needs the things that motivate language acquisition, L1 or L2? Do these needs supersede the biological limitations with increased exposure to L2 input

Lowella

Do students feel consciously or subconsciously inferior to their peers whose L1 is English? Do students feel ashamed or embarrassed by their cultures

students’ attitudes

My research will delve into the role of linguistic imperialism in a classroom setting, and how it effects second language learners.

of which a common example is “Spanglish

providing specific methods

foundational skills

in and out of the classroom

What are the cognitive learning styles in learning a second language? How does the brain function affect the learning styles? What is the process of teaching and learning second language? What are the different strategies/methods to support these learning styles when acquiring a second language?

We all have different ways to absorb, process, retain and comprehend information.  Some people can follow verbal instructions while others need to use their hands to manipulate things.   This is the same for people who are learning a second language.

I wonder how dual language can be applied for students that are over 16 years old.

I have done some research on dual language and most of the research I found supports dual language and stresses the importance and benefits of dual language for young children

As a teacher of a dual language high school it has been challenging to find a careful balance between native language and second language acquisition.

dual language

adult second language

Krashen contends that trying to teach languages in the same way we teach science, history, and mathematics is misguided.

corrective feedback

k-12 ENL classroom

What are the levels of effectiveness in written corrective feedback when it comes to   L2 writing?

Assignment #2

how are we to determine the difference between SLI and and SLA? When accurate diagnosis is made then what are some strategies to take in which to find out how to best address their needs?

motivation

Does the ability to acquire an L1 or L2 after a certain age decrease?

“Specific language impairment (SLI) is a language disorder that delays the mastery of language skills in children who have no hearing loss or other developmental delays” (www.nidcd.nih.gov).

outside factors

Does this mean that they are considered successful or unsuccessful based on of the critical period that chapter 3 states?

especially in high school

other factors

I do agree that “adults and children alike appear to have the capacity to acquire a second language at any age

Sutterlin

what are affective cognitive approaches

six major categories

three domains

cognitive processes

theories

2 Artifacts and Reflections

My second artifact comes

OA 1

attitude

This example speaks to the importance of attitude, willingness, emotion and the language ego as trumping age in SLA.

the role that emotion and attitude play in adult SLA is the most evident exampl

. In addition, the right hemisphere of the brain is more closely linked to societal or emotional stimuli.

I don’t believe that a students ability to pick up a L2 diminishes with age

Their language ego

The difference between children and adults is that adults use the first language as a basis to attempt to discover the rules of the second language

not lack of.

we often judge accents as less than desirable

native pronunciation is not the overriding aspect of language learning that determines proficiency

I have some other students that see speaking English as an academic thing and speak Spanish when they were communicating socially or when they are feeling extremely emotional.

Perhaps with writing, the difficulties lie within a strong background with L1?

seem easier

our self-identity

A leading theory, which establishes a biological determinant of language acquisition is the Critical Period Hypothesis (CPH) “claims that there is such a biological timetable” (Brown, pg.51) which is “Initially the notion of a critical period was connected only to first language acquisition”, however, “Second language researchers have outlined the possibilities of extrapolating the CPH to second language contexts” (pg.51) and have developed a claim,“ that a critical point for second language acquisition occurs around puberty, beyond which people seem to be relatively incapable of acquiring a second language.”(pg.51)

It is more difficult and requires much more effort to develop a second language the older a student is.

Synthesis Exercise

This contradicts a lot of the studies mentioned in the reading.

My fiance came to the United States of America from D.R when he was 20 years old. He didn’t speak any English only Spanish. It took him approximately 3 years for him to learn the English Language. He expressed to me that what really helped him the most was in the classes he took he purposely did not socialize with Spanish speakers. Most of his friends were Asians, Americans etc. The only common language between them all was English , which forced him to use the second language. So it is very possible and in my opinion common for an adult to learn a second language.

The reason I assumed this is because when I was learning Italian in college, it was very hard for me to pick up on the accent. I assumed that because Italian is similar in some ways to Spanish I would pick up on the language really fast but I was wrong. Italian was so hard for me to learn and I believe the reason why was because I was only using the language in class. Many of my peers decided to study abroad in Italy and some even moved there for a couple of years and they achieved “fluency” in the language. The only time I was ever using the language was in class, so I truly believe this was the reason why I didn’t pick up on the language. Also I stopped practicing the language, so now if you speak to me in Italian I will probably only understand 20% of what you are saying.

I believe that once L1 fluency has been established,

Chapter 3 reading asks, “Do childhood and adulthood, and the differences between them, hold some keys to language acquisitions models and theories?” The reading offers a the “Critical Period Hypothesis” as one theory addressing this question. The “Critical Period Hypothesis”, suggests that there is a period of life, determined by a biological timetable when language can be more easily acquired and beyond this period, language becomes increasingly more difficult to acquire.

his student’s age and emotional involvement in the SLA process affected him tremendously

Affective considerations such as the role of emotion in relation to SLA is another example.

it is not the only factor that affects language acquisitio

There certainly appear to be some potential advantages to an early age for SLA, but there is absolutely no evidence that an adult cannot overcome all of those disadvantages race one, accent…hardly the quintessential criterion for effective learning.” (69-70).

However I don’t believe this means the end of SLA for my students.

I do not wholly disagree, but I must keep in mind that although it may be more difficult to teach young people who may have just recently moved to to the United States English, it is not impossible.

We have all observed children acquiring their first language easily and well, yet individuals learning a second language, particularly in an educational setting, can meet with great difficulty and sometimes failure. (Brown, pg.48)

have cultivated a sense of identity tied to their culture much less their language.

I would be interested to see if this effect is also prominent with younger age groups as well.

B1)

students at a younger age group

I had never considered how crucial language is tied to identity, and with that lens it makes sense why some students would reject another language especially during and after puberty

It’s important as educators that flawless accents is not language acquisition

Many times we falsely associate fluency if someone’s targeted language sounds flawless when speaking. Many times we think that someone is particularly talented in language acquisition if they can speak very well and not pay attention to the other aspects of language.

This notion of what language goes back to one of the approaches discussed which was in reference to the accent

French-accented English one of the most marvelous series of sounds in the entire world

n accent somehow impugning one’s status as a fluent or capable speaker of another language.

“authentic” accent

I believe that Ausubel’s list of warnings and statements may help me understand this concept. He explains that the first language can facilitate the learning of a second language.

‘authentic’ pronunciation

Abstract Synthesis

Online assignment # 1

The acquisition of the communicative and functional purposes of language is, in most circumstances, far more important a perfect native accent. Scovel (1988:186)

I teach in an international school, all my students are English language learners. In an effort to help my students through their language acquisition process, I work closely with all the teachers in the ninth grade to develop strategies and utilize protocols to increase the usage of English in the class. Learning a second language is not an easy task, especially for the students that are new to the country. When these students arrive to the United States of America, they bring with them the fear, stress and sadness. In general, they are affected socially and emotionally, after leaving their families, friends and culture, to adapt to a new environment where their future is uncertain because they face so many issues. Besides concentrating on learning a new language, they sometimes don’t have a decent place to live. Some of the students often don’t have food to eat or a place to call their homes.

nguages fluently and efficiently; moreover, they acquire them “naturally”

At a certain age our brain’s ability to morph and incorporate new information slows down (typically around adolescent years)

I have determined that the younger the child the more innate their ability to learn a new language

I believe that for L1 or L2 learning, retention, and acquisition will always require human interaction and discourse.

is discourse.

“Piaget described overall development as the result of children’s interaction with their environment, with a complementary interaction between their developing perceptual cognitive capacity and their linguistic experience”.

really matters in L1 development in babies.

but was not engaging

It’s

I surrounded myself with my friends and building my vocabulary through social interactions and conversations

This would be a Constructionist method because it allowed me to learn another language by interacting with people and through social experiences within the classroom. I am using Spanish ten out of twelve moths a year, so I am able to retain it and internalize it better than I did Italian

Charles HW#1

conversation

studied Italian and Latin;

In my experience, my social interaction and everyday use of the language was more beneficial than any Spanish class I had ever sat in.

The direct method or natural method used in class was extremely beneficial to my second language acquisition.

a more comprehensive method of teaching.

Homework assignment 1

when trying to engage in conversation, especially with a native speaker.

I would say that very little attention was paid to our actual acquisition of the language and more attention was paid to test scores

I believe that if my professor used a more interactive approach I would’ve acquired more of the language.

they taught was more quiz based, exam based and assignment based.

thought us a lot of vocabulary

a year of Italian in college

two levels of Spanish.

was placed in an ESL class throughout elementary.

they didn’t speak Spanish.

do remember watching PBS kids as a kid and being exposed to the English language through that but nowhere else

Homework #1-Vincent Cueva

I chose this artifact because it illustrates my understanding of how to teach basic sentence structures that English Language Learners must be familiar with if they are going to progress as writers and speakers

This especially helps those students who already possess a limited knowledge of English vocabulary, but it also gives beginning students a solid base from which to grow

After completing this assignment, I felt more prepared to tackle the difficult task of teaching English Language Learners vocabulary. 

In order to teach prefixes, it is imperative to have a solid understanding of morphemes

understand, and communicate the manner in which prefixes can change the meaning of words.

ESC 757

ESC 757

Jackson 1-A Artifact 2

Jackson-Artifact 1A

This artifact was created in ESC 725 as the first lesson in a series of grammar lessons I implemented in one of my 10th grade ELA classes. The class I taught this lesson with was of 18 students  with English proficiencies ranging from transitioning to commanding. This lesson integrates language instruction in syntactical concepts while also reviewing the ELA content of the The House on Mango Street.

Not to mention that students are unable to find errors in their own writings

but could not accurately identify the subject and predicate in their own writings.

more specifically how language development and assessments can also be used to drive and deliver instruction in a way that is accessible for all students

This artifact is a grammar mini-lesson I taught on sentence structure that shows my understanding of syntax, but more specifically how to teach sentence structure to high school English Language Learners that struggle with creating basic sentences

These grammar lessons were mostly isolated from our content lessons and, while they were effective at the time, I could have pushed my students to gain an even stronger grasp on the concept if they had been given a chance to apply this skill directly to their writing.

effective grammar teaching

Both the small and large groups benefited from sentence level instruction, but there are some things I would have done differently.

Artifact 2 Reflection:

I have questions about how to do this best. Part of me believes that it would be best to start a school-wide initiative backed by my administration, whose primary aim would be to motivate all of the teachers at my school to include language objectives in their lessons; another part of me believes that it might be more useful to execute language objectives extremely well with a small group as an example to the rest of the school and then shine a light on what our group is doing. Part of this effort would be incorporating homonyms, homophones, and the like with our content. Regardless of the approach, I want to start some kind of concentrated effort at my school around language objectives.

As the only ENL instructor at my school, I want to do more to push my coworkers to think of language as something that can be taught in tandem with content

I have done little to shed light on this idea for my students

concerning these concepts.

it is critical that I know how to use English as a system.

four modalities

ESC 725_Artifact 2 ESC 757_Artifact 1

I am currently working with a primarily Spanish population, and while they have taught me more about the nuts and bolts of my profession than any graduate school course, I feel my experience in Asia is not being put to good use. So, if I can push my laziness to the side, I will try to find a school that best fits my needs for the 2018-19 school year, one where I can utilize my knowledge of the social and academic aspects of language.

Korean ability

I began to reevaluate my career; specifically, I wanted to teach students that I had a strong connection with linguistically.

Koreans want to become proficient in English at a very quick pace, and become quite frustrated if they are not immediately successful.

anguage acquisition

Having taught in Korea for four years, I had grown fond of the Korean people and when I returned to New York City, I had an arsenal of techniques to use to in my teaching practice

“the psychological principles of second-language learning with their application to teaching, as well as the similarities and differences between first- and second-language learning and teaching.” While many of the issues in this course tended to focus on Spanish-speaking ELLs, I felt it was pertinent to concentrate on an emerging group of ELLs (at least in New York City): the East Asian immigrant

The focus of this course was second language teaching and learning

my mother

My learning both languages was never something I thought about until now.

“Do I speak English better than I speak Spanish? Or do I speak Spanish better than I speak English? Do I know either language?

When babies acquire a language, they are hearing it and eventually writing it in school

While this may be the result of our predisposition toward language, it can also be the outcome of social interaction and nurturing.

The reading supports the idea of a relationship between social interaction and language development. Mathilda Holzman developed the “reciprocal model” of language development. She believed that there is a reciprocal relationship between an adult language user and the infant-child learning a language (Brown 29). This would suggest that nurturing is more important than “nature” in language learning. Nativists would say that language is a “species-specific” behavior (Brown 24), that we are born with the genetic capacity that allows us to identify and process language

Now, is crying considered to be a baby’s first form of communication?