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Stanley A. Lucero
The four language domains are developmental, sequential stages of language development in children.
Stanley A. Lucero
Speaking [6 months - 1 year] Reading [1- 7 years; depending on L1 transferrable skills] Writing [1-7 years; depending on L1 transferrable skills]
Second language acquisition follows the same sequence as first language acquisition. Second language acquisition begins when the child is continually exposed to a second language. As a general principal, the stronger the first language skills, the more rapid are the acquisition of the second language skills. [Cummins: Threshold Proficiency]
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Stage 1 Stage 2
Early Production [6 months - 1 year] Did the brick house fall down?' "Who blew down the straw house?"
Stage 3
Stage 4 Stage 5 Reclassification
Speech Emergence [1-3 years] "Explain why the third pig built his house out of bricks." "What does the wolf want?"
Intermediate Fluency [3-5 years] "What would happen if the pigs outsmarted the wolf?" Why could the wolf blow down the house made of sticks, but not the house made of bricks?"
Advanced Fluency [5-7 years] Ask students to retell the story, including main plot elements but leaving out unnecessary details.
Fluent English Proficient [FEP] English Learner has been reclassified as FEP after meeting multiple criteria demonstrating his/her ability to function at or near the level of native-English speaking peers in all 4 language domains and at or near grade level in academic content areas.
As English Learners acquire their second language [English], they progress from no knowledge of English to mastering English [listening, speaking, reading, and writing] and functioning at grade level academically in English to the level of their native-English speaking peers. [For example: Sixth grade English Learners must be at or near sixth grade academic proficiency levels.] English Learners will usually be at different proficiency levels for each of the four language domains.
Sample listening/speaking questions and approximate time frame taken from Classroom Instruction That Works with English Language Learners Facilitators Guide by Jane D. Hill and Cynthia L. Bjork.
http://www.ascd.org/publications/books/108052/chapters/The-Stages-of-Second-Language-Acquisition.aspx
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Materials needed 5 blank index cards new envelope key ring five new vocabulary words to learn markers or crayons
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Sun El sol
Moon La luna
There stars are in the sky. Hay estrellas en el cielo. The coulds are foating. Las nubes estan flotando. The rain is falling. La lluvia esta cayendo.
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Listening
Writing
Speaking
Reading
Reading Sound-symbol relationships Converting print to sounds decoding For new knowledge For pleasure
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Ages 0-2
Ages 2-7
Preoperational stage Learns to use language and to represent objects by images and words
Ages 7-11
Concrete Operational stage Can think logically about objects and events
Formal Operational stage Can think logically about abstract propositions and test hypothesis systemtically
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Jean Piaget
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SOURCE: http://www.rohac.com/images/sdaie_photos/Image1.jpg
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Limbic System
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Brain activity recorded from Spanish-English bilinguals while they read words in their native Spanish and their second (and less proficient) language, English. The green arrows show areas in the brain that have larger responses to English, possibly reflecting the greater effort involved in understanding words in the second language. (Sinz, 2010] SOURCE: Study looks at the bilingual brain by Pablo Jaime Sinz. 2010. La Prensa San Diego. http://laprensa-sandiego.org/featured/study-looks-at-the-bilingual-brain/
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SOURCE: Is bilingualism a problem? From Language Enhancing the Achievement of Pasifika. http://leap.tki.org.nz/Is-bilingualism-a-problem
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Source: Mora, J.K. (2001). Learning to spell in two languages: Orthographic transfer in a transitional Spanish/English bilingual program. In P. Dreyer (Ed.), Raising Scores, Raising Questions: Claremont Reading Conference 65th Yearbook, 64-84. Claremont, CA: Claremont Graduate University.
The spelling of words can be derived by listening for its component phonemes and writing the corresponding letter. There is only one correct spelling for every word. We know how to pronounce every word we read based on its spelling.
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Some phonemes are spelled using more than one letter (ch, ll, rr). Other than these cases, if a letter is doubled, both letters are pronounced (leer).
Many letters in English are used as markers that signal the sounds of other letters. These letters have no direct relation to the sounds in the word. Doubled letters may be part of a spelling pattern and frequently represent only one phoneme. There are five vowel letters and 15 vowel sounds in English. There are many different patterns used to spell these vowel sounds.
There are 5 vowel letters and 5 vowel sounds that are consistent. They are always spelled the same, except for i which is sometimes spelled with a y (i griega) such as in soy, voy, y. A few phonemes can be spelled in more than one way (/h/= g or j as in jirafa, girasol; /s/ as in cita, sitio; /k/= c & qu as in casa, queso). Dividing words into syllables is helpful in knowing how to pronounce and spell them. Syllabification rules are regular. Syllables either contain a single vowel and or a diphthong. Diphthongs are a combination of a weak vowel (i, u) with a strong vowel (a,e,o) or two weak vowels. When we can pronounce words and break words into syllables and apply certain rules, we know how to place written accents correctly. Parts of a word (morphemes) can be added or changed to change the meaning of the word. The meaning changes include verb tense, number and gender and agreement in number and gender, size and affection (-ito, -n).
There are 19 consonant phonemes that are sometimes spelled using more than one letter.
Dividing words into syllables is helpful in knowing how to pronounce and spell them. There are six different types of syllables: open, closed, vowel-consonante, etc. Syllabification often depend on word meaning and origins, so we must use such word parts such as prefixes and suffixes for correct division and spelling of syllables.
Parts of a word (morphemes) can be added or changed to change the meaning of the word. Many parts of words in English do not change the way they are required to in Spanish.
SOURCE: Metalinguistic Transfer in Spanish/English Biliteracy by Jill Kerper Mora. San Diego State University. http://moramodules.com/MoraModules/MetalingTransfer.htm
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Creating Evaluating
Analyzing
Applying Understanding Remembering
Remembering: can the student recall or remember the information? Understanding: can the student explain ideas or concepts? Applying: can the student use the information in a new way? define, duplicate, list, memorize, recall, repeat, reproduce state classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write.
appraise, compare, contrast, criticize, differentiate, Analyzing: can the student distinguish discriminate, distinguish, examine, experiment, between the different parts? question, test. Evaluating: can the student justify a stand or decision? Creating: can the student create new product or point of view? appraise, argue, defend, judge, select, support, value, evaluate assemble, construct, create, design, develop, formulate, write.
SOURCE: http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
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Language Structure
Phonology
Nonverbal Communication
Morphology
Language Structure
Pragmatics
Syntax
Semantics
SOURCE: Based on Chapter 2: Learning about Language Structure. Diaz Rico, 2010. The Cross-Cultural, Language, and Academic Development Handbook. Pearson Education Incorporated, Boston.
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