Accelerated Second Language Accelerated Second Language Literacy DevelopmentLiteracy Development

Jim Cummins Jim Cummins December presentation in Charlotte, N.C. December presentation in Charlotte, N.C.

Sponsored by SDR (Staff Development Resources)Sponsored by SDR (Staff Development Resources)

An overviewAn overview created by Angie Bruhjellcreated by Angie Bruhjell

What is English Language Proficiency?What is English Language Proficiency?Different Ways of Looking at Proficiency in EnglishDifferent Ways of Looking at Proficiency in English

CONVERSATIONAL FLUENCYCONVERSATIONAL FLUENCY The ability to carry on a conversation The ability to carry on a conversation

in familiar face-to face situations;in familiar face-to face situations; Already developed in native speakers Already developed in native speakers

by age 5;by age 5; Uses high frequency words and Uses high frequency words and

simple grammatical construction;simple grammatical construction; ESOL students generally require 1-2 ESOL students generally require 1-2

years of instruction to reach this level years of instruction to reach this level of proficiency.of proficiency.

DISCRETE LANGUAGE SKILLSDISCRETE LANGUAGE SKILLS The ability to follow the rule-governed The ability to follow the rule-governed

aspects of the English language aspects of the English language (spelling, grammar, punctuation, etc.);(spelling, grammar, punctuation, etc.);

Developed through direct instruction Developed through direct instruction and immersion in a literacy-rich home and immersion in a literacy-rich home and school environment;and school environment;

ESOL students learn these skills as ESOL students learn these skills as they are developing basic vocabulary they are developing basic vocabulary and conversational fluency, but this and conversational fluency, but this type of instruction does not typically type of instruction does not typically increase vocabulary;increase vocabulary;

Demystifies the language for ESOL;Demystifies the language for ESOL; After gr. 1 discrete language After gr. 1 discrete language

instruction has diminishing returns- instruction has diminishing returns- emphasis switches to comprehension emphasis switches to comprehension skills.skills.

• ACADEMIC LANGUAGE PROFICIENCYACADEMIC LANGUAGE PROFICIENCY Includes knowledge of the less frequent vocabulary of English as well as the ability to interpret Includes knowledge of the less frequent vocabulary of English as well as the ability to interpret

and produce increasingly difficult written language;and produce increasingly difficult written language; ESOL students typically require at least 5 years to attain grade level expectations in language ESOL students typically require at least 5 years to attain grade level expectations in language

and literacy;and literacy; ESOL students must make 15 months of gain for every 10 months of instruction in order to ESOL students must make 15 months of gain for every 10 months of instruction in order to

catch up to grade norms in 6 years;catch up to grade norms in 6 years; Extensive reading is a crucial tool for ESOL students both inside and outside the instructional Extensive reading is a crucial tool for ESOL students both inside and outside the instructional

process;process; Extensive writing is also a crucial tool for ESOL students, again, both within the instructional Extensive writing is also a crucial tool for ESOL students, again, both within the instructional

process and at home.process and at home. By the fourth grade, the need for academic language proficiency becomes crucial in order for By the fourth grade, the need for academic language proficiency becomes crucial in order for

ESOL students to be able to master standards in social studies and science. If you take a ESOL students to be able to master standards in social studies and science. If you take a look at the required vocabulary for both subjects, the words are all non-conversational. look at the required vocabulary for both subjects, the words are all non-conversational.

** AN INTERESTING SIDE NOTE:** AN INTERESTING SIDE NOTE:

Spanish is a language that has its origins in Latin. Spanish is a language that has its origins in Latin. The English language pulls its vocabulary from The English language pulls its vocabulary from Latin/Greek/Old French and Anglo-Saxon origins Latin/Greek/Old French and Anglo-Saxon origins (among others). The Anglo-Saxon words in the English (among others). The Anglo-Saxon words in the English language are usually the shorter, more high-frequency language are usually the shorter, more high-frequency words that we think of as easy to learn. The Latin words that we think of as easy to learn. The Latin words are usually the longer, low-frequency words. words are usually the longer, low-frequency words. Since they are also found in the Spanish language, Since they are also found in the Spanish language, they are easier for Spanish-speaking ESOL students to they are easier for Spanish-speaking ESOL students to recognize and transfer. For example: In the following recognize and transfer. For example: In the following excerpt from Edgar Allen Poe’s excerpt from Edgar Allen Poe’s The Pit and the The Pit and the PendulumPendulum the italicized words are Latin-based and the italicized words are Latin-based and most of the others are Anglo-Saxon.most of the others are Anglo-Saxon.

My My outstretched outstretched hands at length hands at length encountered encountered some some solid obstructionsolid obstruction. . It was a wall, It was a wall, seemingly of stone seemingly of stone masonry masonry – – very smooth, slimy, and very smooth, slimy, and cold. I followed it up; stepping with all the careful cold. I followed it up; stepping with all the careful distrust distrust of which certain of which certain antique narrativesantique narratives had had inspiredinspired me.me.

What do we know about learning?What do we know about learning?Based on research by Bransford, Brown, and Cocking (2000) Based on research by Bransford, Brown, and Cocking (2000) How People LearnHow People Learn

Engaging prior understandingsEngaging prior understandingsIt is helpful if ESOL students can access their prior knowledge about a concept in It is helpful if ESOL students can access their prior knowledge about a concept in their first language and in the context of their own culture. If the student feels that their first language and in the context of their own culture. If the student feels that only knowledge communicated in their second language will be “counted” it only knowledge communicated in their second language will be “counted” it severely limits their success.severely limits their success.

Integrating factual knowledge with conceptual frameworksIntegrating factual knowledge with conceptual frameworksConceptual frameworks are the deepest level of understanding. This level turns Conceptual frameworks are the deepest level of understanding. This level turns factual information into usable knowledge. According to Cummins, attainment of factual information into usable knowledge. According to Cummins, attainment of knowledge follows the following process: knowledge follows the following process:

memorize memorize → conceptualize → internalize → utilize.→ conceptualize → internalize → utilize. Using meta-cognitive strategies to take control over the learning processUsing meta-cognitive strategies to take control over the learning process

A meta-cognitive strategy is a self-monitored approach. Students take control of A meta-cognitive strategy is a self-monitored approach. Students take control of their own learning, recognize the strategies that work best for them, and use those their own learning, recognize the strategies that work best for them, and use those strategies to help themselves. They set their own learning goals and assess their strategies to help themselves. They set their own learning goals and assess their own progress.own progress.

ESOL students’ first language as a resource within the ESOL students’ first language as a resource within the classroomclassroom

Suggestions for teachers:Suggestions for teachers:

Allow students to complete dual-language assignments such as a Allow students to complete dual-language assignments such as a bilingual advertisement, story, or concept web.bilingual advertisement, story, or concept web.

Allow students to work with same language partners to discuss a Allow students to work with same language partners to discuss a problem and clarify information in their first language, then problem and clarify information in their first language, then translate to English.translate to English.

Allow students to create multilingual displays or signs for the Allow students to create multilingual displays or signs for the classrooms (for example, class rules, label cards, schedules, etc.classrooms (for example, class rules, label cards, schedules, etc.

Allow students to write first drafts, notes, and journal entries in Allow students to write first drafts, notes, and journal entries in their first language.their first language.

Provide a same language, cross-grade mentor.Provide a same language, cross-grade mentor.

•Cultural diversity as a resource within the classroomCultural diversity as a resource within the classroomCross Curricular Ideas:Cross Curricular Ideas:

Geography- Geography- Have students present information about Have students present information about their native country, for example, a climate graph of their native their native country, for example, a climate graph of their native country, a bar graph comparing the numbers of people in both country, a bar graph comparing the numbers of people in both countries, or let them show their country on world maps and use countries, or let them show their country on world maps and use the distance scale to show how far their country of origin is from the distance scale to show how far their country of origin is from the U.S.the U.S.

P.E.- P.E.- Have students teach the class a game or activity Have students teach the class a game or activity that was popular in their country of origin and include key that was popular in their country of origin and include key phrases from their language for other students to learn.phrases from their language for other students to learn.

ELA- ELA- Have students create a poem in their first Have students create a poem in their first language then translate into English. Have them describe the language then translate into English. Have them describe the details of a painting in their first language then translate.details of a painting in their first language then translate.

All Subjects-All Subjects- Have students pair up with English Have students pair up with English speakers and create dual language posters on subject matter.speakers and create dual language posters on subject matter.

The Centrality of Literacy EngagementThe Centrality of Literacy Engagement

Literacy Engagement (a student’s participation in his Literacy Engagement (a student’s participation in his literacy development) is affected by three factors:literacy development) is affected by three factors: A LOT of reading and writing done at increasingly difficult A LOT of reading and writing done at increasingly difficult

levels,levels, Use of a variety of effective strategies for deep understanding Use of a variety of effective strategies for deep understanding

of the text (ex. Context, phonetics, prior knowledge activation, of the text (ex. Context, phonetics, prior knowledge activation, pictures, etc.)pictures, etc.)

The student has to WANT to be there… do not use punitive The student has to WANT to be there… do not use punitive reading or writing, create an engaging environment, maintain a reading or writing, create an engaging environment, maintain a positive relationship that encourages risk taking, etc.positive relationship that encourages risk taking, etc.

Collect IDENTITY TEXTS (artifacts that students produce) and Collect IDENTITY TEXTS (artifacts that students produce) and allow students to share with multiple audiences. These allow students to share with multiple audiences. These artifacts act as the student’s “ambassador” to showcase their artifacts act as the student’s “ambassador” to showcase their abilities and improvements.abilities and improvements.

The Development of Academic ExpertiseThe Development of Academic Expertise

Academic Expertise is dependent on three interactive Academic Expertise is dependent on three interactive and cyclic componentsand cyclic components Teacher – Student InteractionsTeacher – Student Interactions

Focus on Meaning (making input comprehensible, developing Focus on Meaning (making input comprehensible, developing critical literacy)critical literacy)

Focus on Language (developing an awareness of language forms Focus on Language (developing an awareness of language forms and uses and encouraging critical analysis of language forms and and uses and encouraging critical analysis of language forms and uses)uses)

Focus on Use (using language to generate new knowledge, Focus on Use (using language to generate new knowledge, create literature and art, and act on social realities)create literature and art, and act on social realities)

Maximum Identity Investments Maximum Identity Investments (student affirmation of his/her own (student affirmation of his/her own needs, successes, and strengths encourages full engagement in the needs, successes, and strengths encourages full engagement in the learning process)learning process)

Maximum Cognitive Investments Maximum Cognitive Investments (total immersion in reading and (total immersion in reading and writing in all aspects of the school day and at home)writing in all aspects of the school day and at home)

Strategies for Focus on Meaning, Language, and UseStrategies for Focus on Meaning, Language, and Use

Focus on Meaning (Critical Literacy)Focus on Meaning (Critical Literacy) Analyze Text Through Questions:Analyze Text Through Questions:

Why was this text written? What did the author have in mind? What Why was this text written? What did the author have in mind? What response does the author hope readers will have to this text?response does the author hope readers will have to this text?

How does the author’s language help him/her influence the readers’ How does the author’s language help him/her influence the readers’ response?response?

How are males and females portrayed in this text? Are there differences How are males and females portrayed in this text? Are there differences or inequalities?or inequalities?

How are members of different cultural groups described in the text? Are How are members of different cultural groups described in the text? Are there misrepresentations or inequalities in the roles these culture groups there misrepresentations or inequalities in the roles these culture groups play in the text?play in the text?

Could people in the text have acted differently than they did? What Could people in the text have acted differently than they did? What alternative actions could they have taken?alternative actions could they have taken?

Strategies for Focus on Meaning, Language, and UseStrategies for Focus on Meaning, Language, and Use

Focus on LanguageFocus on Language Learning of Word Pairs/GroupsLearning of Word Pairs/Groups

VerbVerb Adjective Adjective Noun Noun PrepositionPreposition

readread interesting interesting book book about about

buybuy new new book book for for

writewrite funny funny book book with with Teach underlying meaning of wordTeach underlying meaning of word Teach Word familiesTeach Word families

observe, observing, observed, observation, observantobserve, observing, observed, observation, observant Teach Word PartsTeach Word Parts

prefixes, suffixes, rootsprefixes, suffixes, roots Present idiomatic sequences of words together (lexical patterning)Present idiomatic sequences of words together (lexical patterning)

ex. “burn the midnight oil” “over the moon”ex. “burn the midnight oil” “over the moon” In-depth exploration of simple wordsIn-depth exploration of simple words

Strategies for Focus on Meaning, Language, and UseStrategies for Focus on Meaning, Language, and Use

Focus on UseFocus on Use Students K-12 bring in words (L1 or L2) to explore with peers and Students K-12 bring in words (L1 or L2) to explore with peers and

teachersteachers Students write creatively in L1 or L2Students write creatively in L1 or L2 New ESOL students or L1 dominant students write in L1 and work New ESOL students or L1 dominant students write in L1 and work

with peers to create bilingual identity textswith peers to create bilingual identity texts Students create their own bilingual dictionariesStudents create their own bilingual dictionaries Students create their own subject matter (Sci. and S.S.) tests by Students create their own subject matter (Sci. and S.S.) tests by

translating the L2 test into L1 as their “study guide.”translating the L2 test into L1 as their “study guide.” Students create their own vocabulary quizzes. Divide students into Students create their own vocabulary quizzes. Divide students into

teams and assign several words to each team. The team is teams and assign several words to each team. The team is responsible for exploring the words and designing multiple choice responsible for exploring the words and designing multiple choice questions (with appropriate distracters)questions (with appropriate distracters)

AND ANOTHER THING…AND ANOTHER THING…

Interesting points made by Dr. Cummins:Interesting points made by Dr. Cummins:

ESOL is EVERYBODY’S BUSINESSESOL is EVERYBODY’S BUSINESS Find ways ESOL students can make powerful contributions to their class.Find ways ESOL students can make powerful contributions to their class. Recognize and encourage natural transfers between L1 and L2 Recognize and encourage natural transfers between L1 and L2

(strategies, chronological awareness, linguistic, and Latin-based transfers)(strategies, chronological awareness, linguistic, and Latin-based transfers) Active, enthused students will be successful.Active, enthused students will be successful. Our own identities as educators are formed by the decisions and choices Our own identities as educators are formed by the decisions and choices

we make. The fewer choices we have and decisions we are allowed to we make. The fewer choices we have and decisions we are allowed to make, the less we buy in to the final goal/product we aim for.make, the less we buy in to the final goal/product we aim for.