Chapter 5 Flashcards
Multilingual learners can have a range of English proficiencies.
Beginning levels of proficiency: speech limited to simple phrases and have limited English grammatical development.
Intermediate levels of proficiency: can speak and understand English with minimal hesitations or misunderstandings, although their English grammar continues to develop.
Integrated language arts instruction is the functional integration of all four language processes
listening, speaking, reading, and writing—during instruction to attain learning goals.
In school all four language processes are used together naturally for learning.
Young multilingual learners with limited literacy in their first language typically develop…
Oral language before written language.
Different developmental sequences often occur for older multilingual learners acquiring English.
Multilingual learners do not need to be fully proficient in oral English before reading and writing.
Do Multilingual learners need to be fully proficient in oral English before reading and writing?
NO
Instruction in reading can promote new language acquisition, provided the text is comprehensible to learners.
To maximize oral language learning opportunities…
Multilingual learners need time each day to talk while working in a variety of contexts.
The classroom can be organized to encourage three important components of oral language development…
Social interaction (communication and participation),** comprehensible input,** and comprehensible output (speech produced by a multilingual learner that is enough for others to understand).
Routine events, as well as routine instructional practices, provide a context for oral language development.
Teachers should review their instructional delivery to incorporate additional cues to convey meaning such as…
Nonverbal cues, such as dramatization, gestures, pictures, graphic organizers, and realia.
Verbal strategies that help students understand teacher talk include paraphrasing, repeating key vocabulary in context, and summarizing main points
Activities can be adapted for students at beginning or intermediate levels of ELP and include…
using games; creating and using podcasts; songs; drama and dramatizing poetry; Show and Tell; One Looks, One Doesn’t; recording wordless book stories; dubbing videos or television shows; choral reading; and use of riddles.
Using Games
* Motivate and engage students
* Students can play or create
Using Podcasts
* Students can edit and rerecord
* Can integrate language and content learning
Songs
* Promote unity in the class
* Can incorporate students’ home culture
Multilingual learners’ English oral language can be informally assessed using classroom observations with…
Checklists, anecdotal records, or a structured oral language observation instrument called the Student Oral Language Observation Matrix (SOLOM).
These informal assessments provide holistic observations of students during daily classroom language use.
The SOLOM focuses on five oral language traits:
**Comprehension, fluency, vocabulary, grammar, and pronunciation. **
Observations of student oral language use during day-to-day classroom activities with the SOLOM complement formal or commercial testing.
Checklists are helpful for…
Quick and easy marking during your observation and can be modified to specific assessment needs.
Anecdotal records are running accounts of…
An observed oral language event that describes the event and quotes the participants as closely as possible.
Anecdotal records require considerable effort and focused attention but are more open-ended than checklists and provide richer detail.
How oral language performance among multilingual learners in a classroom is documented will depend on…
the goals, objectives, and requirements of a specific instructional program.
The challenge of content-area learning is especially great for multilingual learners who must…
Learn academic language and content in a new language they are still acquiring.
Multilingual learners are most prepared to benefit from academic content instruction in mathematics, science, and social studies delivered in English if they have attained at least an intermediate level of ELP.
Multilingual students’ learning may be affected by:
– Prior knowledge of a topic
– Difficulty of the lesson material
– If concepts can be taught nonverbally
