2.+First+&+Second+Language+Instruction

__//**FIRST AND SECOND LANGUAGE INSTRUCTION**//__ __//**BY KRISTINA & MILDRE**//__ **__RESEARCH __** **//Common Underlying Proficiency model//**


 * Shoebottom, Paul. (2012). The language learning theories of Professor J. Cummins Second Language Acquisition-essential information. Retrieved from: [] **

Skills and knowledge acquired through L1 can transfer to the L2. Students should be encouraged to continue developing their native language as it will help to facilitate L2 acquisition. Cummins states “Conceptual knowledge developed in one language helps make input in the other language comprehensible.” The child that understands concepts/terms in their native language need only learn the label for those terms in the L2. Research suggests students learning in an additive bilingual environment achieve greater success than a student learning in a setting where their language and culture is devalued by their school and community. MD

//**Important Cognitive Components to achieve cognitively challenging and complex instruction**//



Collier & Thomas found that successful programs should: Use the students primary language as a means of providing academic instruction in core academic subjects to ELLs while they achieve English language proficiency; Use a child centered, active discovery approach to teaching and learning ; Should value children’s home languages. MD
 * Clark, B. A. First and second language acquisition in Early Childhood. Retrieved from: [|http][|://ceep.crc.uiuc.edu/pubs/katzsym/clark-b.pdf] **

// **ESL Teacher Research** //


 * Stewart, Mary A. (2010). Walking in My Students’ Shoes: An ESL Teacher Brings Theory to Life in Order to transform her classroom. Networks: Vol. 12, Issue 1. Retrieved from: [] **

The author does a study on herself to understand her students and experience what it feels like to be a second language learner. She asks the question “how will my second language (L2) experience influence my beliefs about teaching ELL students?” She enrolls in a graduate Spanish course and initially experiences several things that she had never considered before. Using the Conceptual framework, she categorizes her experiences and findings. They include BICS and CALP, L1 Resources, Importance of culture in L2 Reading and the Affective Filter. In concluding she found that she taught a population of students that she did not understand and could not relate to. The author concluded that all teachers should learn a foreign language in order to truly understand how their students learn and experience what is being taught to them. KB

**__ISSUES __**

**Codeswitchi//ng//**


 * Skiba, Richard (1997). Code Switching as a Countenance of Language Interference. The Internet TESL Journal, Vol. III, No. 10. Retrieved from: [] **

Code switching occurs when an individual who is bilingual interchanges between two languages during their speech with another bilingual person. Code switching is very common among bilinguals. According to the author it is a linguistic advantage rather than an obstruction to communication. It is also a Socio-linguistic function and can provide an opportunity for language development. It also can be integrated into the activities used for the teaching of a second language, however that can be flawed. The author concludes that “Code switching may be viewed as an extension to language for bilingual speakers rather than interference and from other perspectives it may be viewed as interference, depending on the situation and context in which it occurs**.”** KB

**Implementation** **I****ssues **


** Butterfield, R. S., (2009) First language support in a southwest Washington classroom. Wisdom of practice: An online Journal of Action Research. Retriveved from: []**

Butterfield conducted a comparison of Washington's Transitional Bilingual instructional program guidelines (which indicate the different types of bilingual programs implemented in Washington's public schools) with the actual practices occurring in one specific school district in southwest Washington. She learned that the district struggled to meet the true bilingual requirements, such as providing academic support in the students native language. She compared her findings with those of two other research organizations reporting ESL program trends in all school districts across Washington State. Researcher Pennuchi and Kavanaugh also found that most districts did not use programs that support the students in their native language during instruction. Only three districts within the state implemented a true bilingual program.The other organizations found only 9 percent of the states ESL students were receiving any instruction in their native languages while learning English. Obstacles include: too many languages being spoken at a school for this approach to be practicable and a shortage of qualified teachers proficient in languages other than English. MD

**__RESOURCES __** //**Benefits of Biliteracy**//

The ability to read and write in two or more languages. Positively associated with intellectual and academic success. Promotes high levels of self confidence. Mastery of English. Diminished drop out rates for ESL students who speak minority languages. MD
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Ernst-Slavit, G. & Mulhern, M. (2003) Bilinual Books: Promoting Literacy and Bilteracy in the Second-Language and Mainstream Classroom Retrieved from: [|http://readingonline.org/articles/ernst-slavit/idex.html] **

//**Content Base Language Instruction**//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**Crandall, Jodi (2003). The Expanding Role of the Elementary ESL teacher: Doing more than Teaching Language. Accent, Volume 1, Number 1**. **Retrived from :** []

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">ESL also known as English as second language instruction is growing the role of the ESL teacher is expanding. ESL teachers are being more responsible for more aspects of teaching. This includes teaching literacy, providing the major language arts instruction, introducing academic concepts, promoting academic and social language development, and helping students make up for missed prior schooling, as well as serving as their counselor, interpreter, and community and school liaison. Three goals of ESL instruction are: To use English to communicate in social settings; to use English to achieve academically in all content areas; and to use English in socially and culturally approach ways. The author discusses the pros and cons of content based language instruction and she also discusses thematic teaching. KB

**// Lessons in Acquiring Language //**

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What I find interesting about this video is how Stephen Krashen demonstrates how people acquire language. He provides 2 lessons, the first lesson is completely in German, which made it impossible to understand when you are not familiar with the language. No matter how many times the person hears or reproduces it, if they do not know the language it's all just noise. During the second lesson however, Krashen is still speaking German, but at a slower pace and is using visual cues to help the listener better understand what is being said. Krashen explains that people acquire language when they understand what people are telling them (comprehensible input). Making information comprehensible using pictures, gestures and knowledge of the world helps facilitate language acquisition. MD



<span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 170%;">__**GROUP CONTRIBUTIONS**__



<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Each member of the L1 and L2 group put in an equal amount of time and effort to enable the success of the presentation. Each member listed their sources in the L1 and L2 Presentation and emailed a rough draft of the slides they each wished to use. Over several phone conferences, Skype meetings and in class meetings, Mildre and Kristina were able to go over ideas and present information that was included in the presentation. Mildre put together the final PowerPoint while Kristina posted on Wiki spaces. The success of the collaboration allowed for a smooth and effective presentation.