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

HW 6.4 Variability in Learning a Language

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Learning Outcome Pedagogical Intent Student Position

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

Assessment: 50 pts.

Due: Session 7

Teachers who understand variability and its appearance in language learning can apply their understanding of variability and performances and proficiencies required in task and their understanding of individual learner difference to pushthe language and literacy development of their students

Students have learned about input and interaction, which are teacher work. They will now read a section from the Wright book and view two video segments to learn about individual differences and proficiencies and performances in the main topic of variability.

Instructions

  1. For this activity your will draw information from VS 8.1 (start at 4.26 and continue to end); VS 8.2 (begin at .19 to 13.47) and review in Foundations for teaching English Language learners by Wayne Wrightpages 10-23 (Diversity of English Language learners) and pages 42-47 (Language for Academic Purposes).
  2. Read the text, watch the video (VS 8.1 & Vs 8.2) ), and look at the graphic of Spolsky’s model. Then make a list of the individual characteristics of students, their social context and learning opportunities that make their progress as a second language learner vary from the progress of other second language learners?
  3. Review your list and determine which you think from your experience are the most important to explore, notice or track? List those as categories or topics in the first row in the chart below following L2 (oral and written proficiency).
  4. All the case studies are found here. If you teach K-3 read the cases of Iris and Diego. If you teach 4-6 read the cases of Luis Migel and Priscilla. If you teach 7-8 read the cases of Alejandro and Nickole. If you teach 9-12 read the cases of Meiko and Barbara.
  5. As your read, underline text details that identify the individual differences and learning progress noted in the case that you think as a teacher might impact the rate of the particular student’s second language learning and suggests to you how you might respond to improve the students’ learning.
  6. Record those details and judgements expressed in the text in the chart

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