File - Molloy College EDU 542

Academic Language in Diverse Classrooms
Molloy College EDU 542 Dr. Maria G. Dove Session 1 Quick Write Teaching academic language and grammar to my ELLs is like ___________because ____________________ ______________________________. OR Teaching academic language and grammar to my ELLs is __________________because_____________________
__________________________________. Lost Ticket • Stand up and greet someone in the room. • Take turns reading/explaining your “5cket” message. Agree or disagree; offer a compliment if applicable. • Exchange your @ckets and find a new partner. • Lose your “@cket” at least 3 @mes. AGENDA Gain ideas to foster student interac@on Create language objec@ves Building Academic Language in Every Classroom Develop ways to enhance students’ language output Integrate the use of complex texts to build language Adapted from Zweirs, 2012 What Is Academic Language? In pairs or trios, use a smartphone or other devices to look up several defini@ons of academic language Create your own defini@on INDIVIDUALLY Nego5ate a defini5on collec5vely For5fy your collec5ve defini5on with examples from your own prac5ce A Paradigm ShiT In promo6ng the teaching of academic language in all classes, Go=lieb (2014) called for “educators to recognize the paradigm shiD we are currently witnessing and to seize the opportunity to promote social jus6ce for students everywhere.” (p.1) Why Is Academic Language So Difficult to Teach? Language is complex, i.e., register Requests in different registers: Please submit the informa6on at your earliest convenience. Could you possibly type this up for me by tomorrow? Can you finish this aDer lunch? Do this for me, OK? Hey, darlin , give me a hand here. What About Non-­‐Standard English? • Mike says he don’t know how to get there. • I ain’t gonna do nuthin’ about that. • We sure don’t like it when the mail is late down here. • We’re used to standing on long lines in New York. (Adapted from Discovery Ac6vity #2, p.5, Grammar for Teachers) Dealing with Non-­‐Standard English Pransky (2009) suggested the following: “Teachers need to be more explicit and sensi6ve when guiding students to us standard dialect. Focusing on how language is used in the classroom as contrasted with how it is used in their home communi6es—through songs, role plays , and the like—is helpful. We need to be careful about what we call errors and how we communicate language differences to There’s students” (p.76). Pransky, K. (2009). more to see. Educa7onal Leadership, 66(7), 74–78. h=ps://www.teachingchannel.org/videos/improving-­‐student-­‐vocabulary?
fd=1 COLLEGE TALK Zwiers: Roles of Academic Language Why Teach Grammar? A Reading Comprehension Exercise
Glummer and Breetib were in the
plozee tecking grulby wernies and voding
zibby kinnups. Glummer's kinnups
looked naffostical, but Breetib's kinnups
were too slunky. Glummer troggled
Breetib, “No slizz bits. You can grimby
my kinnups.” That made Breetib gapple
labobly.
Academic Language Focus • Word-­‐level • Sentence-­‐level • Text-­‐level From Jeff Zwiers
Academic Language: Word Level Tiered Vocabulary Instruc@on Tier 1 Basic words —feel, mad, good, speak Tier 2 High frequency, but challenging words —inves7gate, expecta7on, clarify, explain, analyze Tier 3 Infrequently used words that are oDen discipline-­‐specific —evapora7on, pupa, federal, simile Two Essen@al Criteria for Choosing Target Words • Importance and U5lity MILEAGE • Conceptual Understanding POWER Volcanoes In early 6mes, no one knew how volcanoes formed or why they spouted red-­‐hot molten rock. In modern 6mes, scien6sts began to study volcanoes. They s6ll don t know all the answers, but they know much about how a volcano works. Our planet made up of many layers of rock. The top layers of solid rock are called the crust. Deep beneath the crust is the mantle, where it is so hot that some rock melts. The melted, or molten, rock is called magma. Volcanoes are formed when magma pushes its way up through the crack in Earth s crust. This is called a volcanic erup6on. When magma pours forth on the surface, it is called lava. Select Target Vocabulary Tier 2 Tier 3 Volcanoes Vocabulary Goal: Teach
Goal: Long-term
content-specific memory of high
words in order to frequency words
improve
comprehension
of text.
Preteach words
critical to text
Beck, 1999, 2008
Goal: Make
independent
word-learning
strategies
automatic
Provide multiple Model processes
encounters with for word-learning
strategies
words