LINGUISTICS: Classroom tools to deconstruct and …troyerr/troyer_downloads/Troyer and Heller...LINGUISTICS: Classroom tools to deconstruct and improve students writing Alliance for

LINGUISTICS: Classroom tools to deconstruct and improve

students’ writing

Alliance for Multilingual Multicultural Education Winter Institute, Jan 18-19, 2013 Liliana Heller-Mafrica, Ed.D. Robert A. Troyer, Ph.D. Language Program Coordinator Assistant Professor of English Woodburn School District Western Oregon University

Outline

1. Welcome and Introduction

2. Where do I start with ELL’s writing?

Group work: recognizing word parts in English

3. ELL students’ challenges

Group work: reading ELL’s writing

4. Errors vs. Mistakes

5. Strategies for improving ELL’s writing

6. Additional elements of linguistics and it’s value for teachers

Linguistics: tools to improve writing

Goals:

Use of applied linguistics concepts

Three dimensional grammar framework

Focus on English morphology

Analysis of ELL student writing

Include Prefixes and Suffixes with Vocabulary

building strategies


Common Core State Standards

Language / literacy performance is higher

Increased rigor of instructional programs.

What does it take to remove barriers to learning that are obstructing academic progress?


Implementing CCSS

Paradigm shifts

The role of grammar in constructing meaning

ELLs must work with complex texts

Focus on ELLs’ learning needs.


CCSS: Literacy & ELLs

Effective strategies & supports are crucial tools

for all students; these are critical for ELLs who

are expected to interact with complex texts

across all content areas

1 out 5 students speaks a language other than

English.


Source: UCI – Scarcella; Linguistic Components of Academic Language


Instructional supports (for ELLs)

Advanced literacy = complex texts

Discover how language works!

Get students to notice how meaning relates to

various forms and structures in the texts that

students are working on.


Language Understanding to Improve Student Achievement

Project LUISA

Acknowledgements

Title 3 grant for university & K-12 collaboration

Western Oregon University, Woodburn and Central SD

Dr. Maria Dantas-Whitney Dr. Carmen Caceda College of Education College of Education Western Oregon University Western Oregon University

What is Linguistics? • Phonology: the study of the sounds of a language

• Morphology: the study of words and parts of words

• Syntax: the study of the structure of sentences and the rules

that govern the formation of a sentence

• Semantics: the study of meanings of individual words and of larger units such as phrases and sentences

• Pragmatics: the study of language use in context

What is Linguistics?

Phonetics and Phonology

Four score and seven years ago our fathers brought forth on

this continent a new nation, conceived in liberty, and

dedicated to the proposition that all men are created equal.

forskor ænsevənyirsəgo owrfaðərzbratforθ

anθIskantInɛnt ʌnuneʃən kənsivdInlIbərti

ændɛdIketəd tuðəprapəzIʃən ðætalmɛnərkrietədikwəl


Morphology

Four score and seven years ago our fathers brought forth on

this continent a new nation, conceived in liberty, and

dedicated to the proposition that all men are created equal.

Now we are engaged in a great civil war, testing whether that

nation, or any nation, so conceived and so dedicated, can

long endure.


Syntax

Four score and seven years ago our fathers brought forth a new nation on this continent, conceived in liberty, and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation, can long endure. or any nation, so conceived and so dedicated,


Semantics

Four score and seven years ago = 87 years ago

our fathers = founders of the nation (not our literal fathers)

conceived = verb of cognition (not reproduction)

engaged = occupied with (not leading to marriage)

great = important (not necessarily a good thing)


Pragmatics

Speaker: President of the United States

Audience: Several thousand people

Context: Thursday afternoon, November 19, 1863, at the new Soldiers' National Cemetery in Gettysburg, Pennsylvania, four and a half months after the Union armies defeated those of the Confederacy at the Battle of Gettysburg.

Speech Act = a “dedication”

Linguistics and ELL’s Writing

Teachers who have not been trained in methods of teaching ELLs are often overwhelmed by the challenges of their students’ writing.

Literacy Autobiography

In my earliest memorize, I was writing begin when I was in

primary school. At that time, we just write some basic

things such as explain our hometown or your family. As

time goes on, when I was just get in high school, my

writing of logical and organization become better. On that

time the teacher begins give us some deeply topic to

write.

What teachers should be aware of • inflectional morphemes (do not change PoS)

in English, only suffixes • on nouns: plural marker (-s, -es), possessive (-’s, -s’) • on verbs: tense and aspect markers(-ed, -en, -ing) present tense, singular subject marker (-s) • on adj: degree markers (-er, -est)

• derivational morphemes (change PoS and/or meaning)

in English, prefixes and suffixes • re-, auto-, ex-, un-, dis-, mis-, co-, de-, pre-, in/im/ir/il-, etc • -er, -sion, -tion, -ist, -ful, -ness, -ity, -ly, -ment, etc.

• irregular nouns and verbs, root words, and combinations

Morphology: the study of word formation

Native English speakers present progressive –ing (mommy running)

plural –s (two books)

irregular past forms (baby went)

possessive –’s (daddy’s hat)

copula BE (Annie is happy)

articles the and a

regular past –ed (she walked)

3rd singular simple present -s (she runs)

auxiliary BE (he is coming) Brown and many others (1960s-70s)

Order of Acquisition of Grammatical Morphemes

At the edge of the market, I stopped. In a neat sparkling row

stood several big new bicycles. One of them was decorated all

over with red and blue.

That’s what I would buy!

For some time now, Murete, my father, had been teaching

me to ride his big, heavy bicycle. If only I had a bicycle of my

own.

“My Rows and Piles of Coins” Literacy by Design, Grade 3

Prefixes and Suffixes in fiction/narrative

At the edge of the market, I stopped. In a neat sparkling row

stood several big new bicycles. One of them was decorated all

over with red and blue.

That’s what I would buy!

For some time now, Murete, my father, had been teaching

me to ride his big, heavy bicycle. If only I had a bicycle of my

own.

“My Rows and Piles of Coins” Literacy by Design, Grade 3

Prefixes and Suffixes in fiction/narrative

Trees are mostly a renewable resource: in theory, if some get

cut down, others can be planted. But cutting down trees can be

tragic. Clear-cutting, removing all the trees in an area, causes the

soil to wash away. Trees can’t grow back on bare rock. Even if

new trees are planted, the forest and its inhabitants may still die

off. Sometimes only one type of tree is replanted. So, animals

that need other types of trees for food or shelter can no longer

live in the forest.

“How is Paper Made?” Literacy by Design, Grade 3

Prefixes and Suffixes in expository prose

Trees are mostly a renewable resource: in theory, if some get

cut down, others can be planted. But cutting down trees can be

tragic. Clear-cutting, removing all the trees in an area, causes the

soil to wash away. Trees can’t grow back on bare rock. Even if

new trees are planted, the forest and its inhabitants may still die

off. Sometimes only one type of tree is replanted. So, animals

that need other types of trees for food or shelter can no longer

live in the forest.

“How is Paper Made?” Literacy by Design, Grade 3

Prefixes and Suffixes in expository prose

v

Prefixes and Suffixes in English Note: This is an exercise for TEACHERS not for students. The purpose is to (re)familiarize yourself with the proficient use of prefixes and suffixes in a variety of English speaking/writing registers and genres.

Group Analysis Instructions

• Form groups of 3.

• Read your text and then work together to:

• circle the inflectional suffixes

• put a box around the derivational prefixes and suffixes.

• Fill out the prefix-suffix chart.

• Report your text and morphological findings to the group.

Example

Many student consideration how to choosing

words but lacking sufficiently knowledgeable

of vocabularies in contextual.

Prefixes and Suffixes in ELL students’ writing

Example

Many students consider how to choose

words but lack sufficient knowledge

of vocabulary in context.


Example

Many students consider how to choose

words but lack sufficient knowledge

of vocabulary in context.


e

Inflectional affixes

-s, -ies (plurality) -ing (progressive) -’s (possession) -s (3rd sing verb) -ed (past tense) -en (participle) -er, -est (adj degree)

Derivational affixes

-ation (verb to noun) -ly (adjective to adverb) -able (noun to adjective) -ual (noun to adjective) prefixes: un- (opposite), non- (not), etc., etc.

Examples

Some crimes, such as hi jack and rob are conducted using Airsoft guns.

hijacking and robbery

It accurately point_ that lots of farmlands losing is one factor which led to food lacking around the world.

points out, farmland, loss, a lack of food (or food shortage)


Native English speakers present progressive –ing (mommy running)

plural –s (two books)

irregular past forms (baby went)

possessive –’s (daddy’s hat)

copula BE (Annie is happy)

articles the and a

regular past –ed (she walked)

3rd singular simple present -s (she runs)

auxiliary BE (he is coming) Brown and many others (1960s-70s)

ELLs (of various L1s)

present prog –ing

plural –s

copula BE

auxiliary BE

articles the and a

irregular past forms

regular past –ed

3rd singular present –s

possessive –’s

Krashen’s summary

Order of Acquisition of Grammatical Morphemes

note: leaners with different L1s and each individual will vary.

Prefixes and Suffixes in ELL’s Writing Note: This is an exercise for TEACHERS not for students. The purpose is to analyze ELL’s writing to determine their morphological proficiency and decide which errors to focus instruction on.

Group Analysis Instructions

• Form groups of 3.

• Read your three student writing samples:

• circle any mistakes with inflectional suffixes

• put a box around any mistakes of derivation pre/suffixes.

• Fill out the prefix-suffix mistakes chart.

• Report your text and morphological findings to the group.

Analyzing and Describing ELL’s Grammar

proficiency vs. deficiency

The use of any prefix or suffix is demonstrates some knowledge of the rules of English morphology. He runned to the store. The only way to revise internal grammar rules is through making mistakes, noticing forms, and revising rules.

Error The result of an incomplete internal rule. The student cannot fix an error alone; he or she needs instruction.

Mistake The result of incomplete time to process existing rules and apply them. The student can self-correct if given the opportunity.

Strategies for Instruction

• Choose a page from your course materials that your students should read independently. Select about 100 words if possible.

• Circle the inflectional affixes.

• Put a box around the derivational affixes.

• Make a list for each type.

• For earlier grades/levels, make a ‘grammar suffix’ chart

base plural -s poss -s verb -ed verb -ing verb -en verb -s adj –er adj -est flower flowers plant plants plant’s plant planted planting plants tall taller tallest

• For upper grades/levels, make a ‘word forms’ chart Verbs Nouns Adjectives Adverbs

contribute contribution prepare preparation survive survivor culture cultural culturally

method methodical methodically

period periodical periodically

ELL writing: Literacy Autobiography

In my earliest memorize, I was writing begin when I was in primary school.

At that time, we just write some basic things such as explain our

hometown or your family. As time goes on, when I was just get in high

school, my writing of logical and organization become better. On that time

the teacher begins give us some deeply topic to write.

Language issues

Verb forms: past prog (simple pres), begin (began), write (wrote), goes (went), get (getting), become (became), begins (began), give (to give)

Other word forms: explain (an explanation of), writing of (writing’s), logical (logic), deeply (deep), topic (topics)

Syntax: verb and completer: I was writing begin (I began writing), to write (to write about)

Pronouns: your (our)

Prepositions: On (At)

Spelling: memorize (memories)

More than Morphology


Goals:

Use of applied linguistics concepts

Three dimensional grammar framework

Focus on English morphology

Analysis of ELL student writing

Include Prefixes and Suffixes with Vocabulary

building strategies

Thanks You

Documents

LINGUISTICS: Classroom tools to deconstruct and …troyerr/troyer_downloads/Troyer and Heller...LINGUISTICS: Classroom tools to deconstruct and improve students writing Alliance for