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 7.2 Final Project

learning_activity.png

Learning Outcome Pedagogical Intent Student Position

Course objective example (Apply the knowledge and…)

Assessment: pts.

Due: Session # 8

Pedagogical intent example (Learners communicate and interact for authentic purposes to meet personal goals.

Students learn about themselves and each other by revisiting their past experiences.)

Student position example (Students begin by analyzing aspects of their own childhood educational experiences in order to gain new insights about them- selves and how their culture has molded their teaching pedagogy. This will strengthen the connections they ultimately make with their students.)

Instructions

  1. Complete the Individualized Language Development Plan (ILDP) in as much detail as you can for your specific student. Use data gathered in learning activities and homework assignments to inform your work (definitions/needs, interaction observation inventory, and writing analysis.) (Copy and paste material from HW 2.3, or complete it and submit here, if possible.)
  2. Use these same learning activities and homework assignments to provide evidence as you plan for how you will meet the needs of your specific ELL in the areas of input, interaction, stages of development, errors/feedback, and types of proficiencies and types of performances.
    1. The template titled Final Project Outline will help you to see how this might be formatted.
    2. For each principle of second language acquisition (input, interaction, stages of development, errors/feedback, types of proficiencies, and types of performances) write a brief paragraph (5-7 sentences) of your specific student’s strengths and needs in the area of this principle. (You can write your own for this section, it does NOT need to come from the Critical Learning Domains.)
    3. For each principle of second language acquisition, create a bulleted list of 3-5 (20 total) strategies you can implement, with a brief explanation, to support this student in English language acquisition. (SEE the back of the CPV chart.)

Important Documents 

1. Rubric 

2. Final Project Outline  

3. Example 

End-of-Chapter Survey

: How would you rate the overall quality of this chapter?
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