Welcome to TELLSyllabus: Understanding Language Acquisition Explanation of the Template:Total Points SheetSession 1: Language and IdentityLA 1.1: Did You Know?LA 1.2: My Language ExperienceLA 1.3: Whose Language Is Correct?LA 1.4: Accents and Dialects - What Do You Hear?AVG 1.1: Membership in a Speech Community SegmentLA 1.5: Questions We Have HW 1.1: Reflect and ImplementHW 1.2: Honoring Language DifferenceHW 1.3: Everyday Ethical DecisionsHW 1.4: Read the Wright Book, Ch. 1HW 1.5: Select a Student to StudyHW 1.6: The Harvard Dialect SurveySession 2: Who are Our ELLs? Defining Needs and StrengthsLA 2.1: Cummins Review and DiscussLA 2.2: Who Are Our ELLsLA 2.3: Getting to Know a Second Language LearnerLA 2.4: Providing Evidence / Collective ExpertiseLA 2.5: Makoto's Writing AnalysisHW 2.1: Reflect and ImplementHW 2.2: Models and Systems - Part 1HW 2.3 Read the Definitions of Program Models HW 2.4 Models and SystemsHW 2.5 Factors and NeedsHW 2.6 Learning about L2 LearnersSession 3: Current Realities: ESL Programs and PracticesLA 3.1Jigsaw Wright ReadingLA 3.2 Programs and Practices in My Local Setting LA 3.3 Content Area Literacy in SLA LA 3.4 Supports and Constraints for MakotoLA 3.5 Communication, Pattern, & Variability HW 3.1 Applying My Learning HW 3.2 Learning about Input HW 3.3 Input: Teacher Work HW 3.4 Knowing My Second Language Learner HW 3.5 Input: Teacher WorkSession 4: Creating Comprehensible InputLA 4.1 Critical Research on Input: Jigsaw Reading LA 4.2 Feedback About Knowing my Second Language LearnerLA 4.3 Comprehensible InputLA 4.4 Modifying Oral Input LA 4.5 Input and Vocabulary Development HW 4.1 Applying My Learning HW 4.2 Understanding InteractionHW 4.3 Promoting Oral Language in the ClassroomHW 4.4 Search and Final HW 4.5 Classroom Observation and AnalysisSession 5: The Role of InteractionLA 5.1 Feedback About Knowing My EL StudentLA 5.2 Role of Interaction in English Language DevelopmentLA 5.3 Negotiating Meaning Through Interaction: Gallery WalkLA 5.4 Classroom Parables of Cultural Interaction PatternsLA 5.5 Strategy Search ReportHW 5.1 Learning a New LanguageHW 5.2 Learning From Student Writing Session 6: Stages of Development and Errors and FeedbackLA 6.1 Video Segment 7.1 on Stages of Development: PatternLA 6.2 Charting Treasure: Mapping Stages of DevelopmentLA 6.3 Patterns: Errors and FeedbackLA 6.4 Error Analysis of Student WritingLA 6.5 Table Problems HW 6.1 ReflectionHW 6.2 Analysis of Student Work HW 6.3 What does it Mean to Know a Language HW 6.4 Variability in Learning a LanguageSession 7: Proficiencies and PerformancesLA 7.1 Discussing VariabilityLA 7.2 Readings about VariabilityLA 7.3 Variability Matrix LA 7.4 Getting to Know English Language Learners LA 7.5 Understanding the Final DisplayHW 7.1 ReflectionHW 7.2 Final Project Session 8: Displays of Professional DevelopmentAVG 8.1 Classroom Strategies: Action as Advocacy LA 8.1 Examining Displays of Professional DevelopmentLA 8.2 Discussing My Learning

HW 3.5 Input: Teacher Work

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Learning Outcome Pedagogical Intent Student Position

Employ theories of acquisition of a primary and new language in instruction.

Assessment: 50 pts.

Due: Session 4

Teachers, by studying one of their own ELL students and learning from the two segments on input, can apply their understanding to prepare lessons to guide students in their learning of English as well as content areas.

Students have viewed a video segment entitled Input: Student Work. They have also filled out papers for the student they are studying for this course. Now they will view the video segment entitled Input: Teacher work.

Instructions

  1. Watch the video segment entitled Input: Teacher Work. 
  2. Please take notes on the input page by answering the questions there.
  3. Be sure you understand that both the student and the teacher have work to do in the area of input in the classroom.
  4. You will be working with these issues in session 4.