Cover
Welcome to TELL
Syllabus: Understanding Language Acquisition
Explanation of the Template:
Total Points Sheet
Session 1: Language and Identity
LA 1.1: Did You Know?
LA 1.2: My Language Experience
LA 1.3: Whose Language Is Correct?
LA 1.4: Accents and Dialects - What Do You Hear?
AVG 1.1: Membership in a Speech Community Segment
LA 1.5: Questions We Have
HW 1.1: Reflect and Implement
HW 1.2: Honoring Language Difference
HW 1.3: Everyday Ethical Decisions
HW 1.4: Read the Wright Book, Ch. 1
HW 1.5: Select a Student to Study
HW 1.6: The Harvard Dialect Survey
Session 2: Who are Our ELLs? Defining Needs and Strengths
LA 2.1: Cummins Review and Discuss
LA 2.2: Who Are Our ELLs
LA 2.3: Getting to Know a Second Language Learner
LA 2.4: Providing Evidence / Collective Expertise
LA 2.5: Makoto's Writing Analysis
HW 2.1: Reflect and Implement
HW 2.2: Models and Systems - Part 1
HW 2.3 Read the Definitions of Program Models
HW 2.4 Models and Systems
HW 2.5 Factors and Needs
HW 2.6 Learning about L2 Learners
Session 3: Current Realities: ESL Programs and Practices
LA 3.1Jigsaw Wright Reading
LA 3.2 Programs and Practices in My Local Setting
LA 3.3 Content Area Literacy in SLA
LA 3.4 Supports and Constraints for Makoto
LA 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 Work
Session 4: Creating Comprehensible Input
LA 4.1 Critical Research on Input: Jigsaw Reading
LA 4.2 Feedback About Knowing my Second Language Learner
LA 4.3 Comprehensible Input
LA 4.4 Modifying Oral Input
LA 4.5 Input and Vocabulary Development
HW 4.1 Applying My Learning
HW 4.2 Understanding Interaction
HW 4.3 Promoting Oral Language in the Classroom
HW 4.4 Search and Final
HW 4.5 Classroom Observation and Analysis
Session 5: The Role of Interaction
LA 5.1 Feedback About Knowing My EL Student
LA 5.2 Role of Interaction in English Language Development
LA 5.3 Negotiating Meaning Through Interaction: Gallery Walk
LA 5.4 Classroom Parables of Cultural Interaction Patterns
LA 5.5 Strategy Search Report
HW 5.1 Learning a New Language
HW 5.2 Learning From Student Writing
Session 6: Stages of Development and Errors and Feedback
LA 6.1 Video Segment 7.1 on Stages of Development: Pattern
LA 6.2 Charting Treasure: Mapping Stages of Development
LA 6.3 Patterns: Errors and Feedback
LA 6.4 Error Analysis of Student Writing
LA 6.5 Table Problems
HW 6.1 Reflection
HW 6.2 Analysis of Student Work
HW 6.3 What does it Mean to Know a Language
HW 6.4 Variability in Learning a Language
Session 7: Proficiencies and Performances
LA 7.1 Discussing Variability
LA 7.2 Readings about Variability
LA 7.3 Variability Matrix
LA 7.4 Getting to Know English Language Learners
LA 7.5 Understanding the Final Display
HW 7.1 Reflection
HW 7.2 Final Project
Session 8: Displays of Professional Development
AVG 8.1 Classroom Strategies: Action as Advocacy
LA 8.1 Examining Displays of Professional Development
LA 8.2 Discussing My Learning

LA 2.4: Providing Evidence / Collective Expertise

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Learning Outcome Pedagogical Intent Student Position

Identify and articulate how your beliefs impact attention to language.

Assessment: 25 pts.

TA: 45 Minutes

Teachers can develop skills to examine individual students in their own classes so they can develop curriculum and strategies to enhance learning appropriate for English learners.

Students have carefully investigated video clips and content about particular learners. Later in the course they will need to examine a learner’s background and written work to provide a comprehensive analysis. Students are prepared to develop collective expertise through sharing this type of analysis.

Instructions

  1. With the instructor review the 3 critical learning domains, which specify unique characteristics for ESL students (Cognitive, Social/Affective, and Linguistic). Use this chart for reference/review of these areas and character traits. 
  2. In the group assigned by the instructor, use this chart to answer one of the following questions:
    1. Group One—What are Makoto’s cognitive/academic needs and what is the evidence to support that?
    2. Group Two—What are Makoto’s social/affective needs and what is the evidence to support that?
    3. Group Three—What are Makoto’s linguistic needs and what is the evidence to support that?
  3. The facilitator has posted charts in the room, with the titles of cognitive/academic, social/affective, and linguistic. When you have finished discussing Makoto’s needs and strengths in these areas, go to the chart title you worked on and write your findings on that chart.
  4. Participate in a gallery walk by visiting all the charts and taking notes. If you think something should be added to any of the charts, write it on a sticky note and attach it to the poster. If you agree with what is on the chart, write your initials on the chart.
  5. Discuss as a class the 3 critical learning domains.

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