By Kristin Lems
Written particularly for K12 educators, this available booklet explains the approaches eager about second-language acquisition and offers a wealth of useful concepts for assisting English language inexperienced persons (ELLs) prevail at studying. The authors combine wisdom from fields that regularly stay disconnectedlinguistics and literacywith a spotlight on what works within the lecture room. academics study potent practices for assisting scholars as they construct middle advantage not only for examining in English, but in addition for listening, talking, and writing. attractive vignettes and examples
illustrate how you can advertise ELLs’ communicative abilities around the content material parts and in formal and casual settings.
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Extra resources for Teaching Reading to English Language Learners: Insights from Linguistics
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10. Of the overview of best practices in the list at the end of the chapter, which do you feel are most similar to best practices for native speakers? Least similar? 11. 1 corresponds to your current practices. In which of the five domains or three functions of language learning do you want to fortify your practice? 1 Planning Guide to Include the Five Domains and the Three Functions of Language Learning in Instruction Listening Speaking Reading Writing Learning language Learning content through language Learning about language Beginning/emergent: Beginning/emergent: Beginning/emergent: Intermediate/ advanced: Intermediate/ advanced: Intermediate/ advanced: Beginning/emergent: Beginning/emergent: Beginning/emergent: Intermediate/ advanced: Intermediate/ advanced: Intermediate/ advanced: Beginning/emergent: Beginning/emergent: Beginning/emergent: Intermediate/ advanced: Intermediate/ advanced: Intermediate/ advanced: Beginning/emergent: Beginning/emergent: Beginning/emergent: Intermediate/ advanced: Intermediate/ advanced: Intermediate/ advanced: Beginning/emergent: Beginning/emergent: Intermediate/ advanced: Intermediate/ advanced: Communicative Beginning/emergent: competence Intermediate/ advanced: 20 C h a pter T w o First-Language Influence in Second-Language Acquisition New Vocabulary in This Chapter: contrastive analysis, interdependence hypothesis, compensatory model of second-language reading, hypothetical model of the reading process, language distance/linguistic proximity, orthographic distance, cross-linguistic influence, transfer, decoding, positive cross-linguistic influence (PCI), interference, lingua franca, metalinguistic awareness, interactive process, bottom-up skills, top-down skills, threshold hypothesis, threshold theory, short-circuit hypothesis, basic interpersonal communication skills (BICS), cognitive academic language proficiency (CALP), academic writing, English language proficiency, explicit instruction, TESOL (Teachers of English to Speakers of Other Languages) Although many mysteries remain, a good amount is known about how new languages are learned.
That’s because the interfering feature stands out—it doesn’t look or sound like the target item in the new language. Interference is noticeable, whereas PCI is likely to resemble the production of a native speaker. We can think of PCI and interference like traffic rules. We don’t keep track of all the traffic rules we obey perfectly in a day, but when we break a rule, we are very aware of it, especially if it causes a ticket, accident, or other mishap. It’s a challenge for a teacher of ELLs to take note of their learners’ PCI and successful use of new forms even when they are imperfect, and not just notice errors caused by interference.
The language processing strategies are needed in order for a person to read or write, and they need to be learned for each language in which someone wants to read or write. 2. A hypothetical model of the reading process with some sample processing strategies and types of knowledge. From Birch (2007). Copyright 2007 by Lawrence Erlbaum Associates, Inc. Reprinted by permission of Routledge, member of the Taylor & Francis Group. Now let’s look at the model horizontally instead of vertically. If we look across the top of the model, we see world knowledge and cognitive processing strategies.