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

LA 7.5 Understanding the Final Display

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Learning Outcome Pedagogical Intent Student Position

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

Assessment: 25 pts.

TA: 20 Minutes

Teachers can apply their learning about one of their students to other second language learners as they work to increase all ELs’ command of the language.

Students will learn how to develop a plan for an individual language learner. This will be a chance to look at the assignment with the facilitator and ask questions before you begin the work. Various sessions will provide time for you to work on this final project.

Instructions

This will be a quick look into the final assignment and time for you to read through the work to be done and ask questions of the facilitator so you can complete the work and share it in session 8.

  1. Complete the Individualized Language Development Plan in as much detail as possible for your specific student. Use data gathered in learning activities and homework assignments to inform your work (Definitions/Needs, Interaction Observation Inventory, Writing Analysis, and Variability Matrix).
  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 English language learner in the areas of input, interaction, stages of development, errors/feedback, types of proficiencies, and types of performances.The template titled Responding to My English Language Learner inCommunication, Pattern, and Variability will help you to see how this might be formatted.
    1. 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 of your specific student’s strengths and needs in the area of this principle.
    2. For each principle of second language acquisition, create a bulleted list of strategies you as the teacher can implement to support this student in English language acquisition.
  3. Gather the pages that follow to be used in your work in understanding your chosen student and to use in creating your final project for session 8.