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CTEL Module1 Spr10
CTEL Module1 Spr10
CTEL Module1 Spr10
See pages 3 – 7
Notice that each domain is cross-referenced
to a page number in the participant guide
Page 8 gives the test structure of the first
three subtests
Page 9: Rationale for Module 1
Domain 1: Language Structure and Use
Communicative Competence
Structure
Four Linguistic subsystems that
are necessary to understand how
language is formed:
Phonology
Semantics
Morphology
Syntax
Function
Two Major
subheadings:
Discourse
Speaking and writing only
Pragmatics
Verbal and non-verbal
communication (everything non-
discourse and non-structure)
Variation
This is the different
styles/registers we use to
communicate depending on the
context of a communicative act
in terms of subject matter,
audience, and occasion
Purpose-Formal & Informal
Subsystems of Language
Structure
Characteristics of language
beyond phonemes:
Stress
Pitch/tone
intonation
Phonology - stress
Stress – amount of volume a speaker gives to a
particular sound
Stress can occur at the word or sentence level (a property of
syllables)
Word level
Ex: désert noun, “dry region”
Ex: dessért noun, “sweet foods”
Sentence level
Kímberly walked home.
Kimberly wálked home.
Kimberly walked hóme.
Phonology – pitch & rythym
Pitch -serves to distinguish meaning within a sentence. It can
have a high or low pitch depending on what the speaker is trying to
convey.
You are going to school! Vs. You are going to school?
Prosody – the underlying rhythm of the language (interaction of
pitch and word stress) CTEL, pg17
Problem-pronouncing all words with equal emphasis (Ben Stein
Implication:
Students need to be exposed to
different sentence patterns from
simple to complex in oral and written
form in order to acquire the patterns.
They can be taught after the acquisition
process in order for students to monitor
their language development.
Semantics
Semantics is the study of meanings of individual words
and of larger units such as phrases or sentences.
Difficulties w/Semantics:
Multiple Meanings -words can have multiple meanings and
connotations (tire, tire)
False Cognates- there can be false cognates (library,
librería, embarrassed/embarazada) CTEL, pg 27
Idioms-are a group of words that have a single meaning and
is not to be interpreted literally (It’s raining cats & dogs)
Language Ambiguities-are when words, phrases, or
sentences have multiple meanings
Semantics
Semantics is the study of meanings of individual words
and of larger units such as phrases or sentences.
Difficulties w/Semantics:
Multiple Meanings -words can have multiple meanings and
connotations (tire, tire)
False Cognates- there can be false cognates (library,
librería, embarrassed/embarazada) CTEL, pg 27
Idioms-are a group of words that have a single meaning and
is not to be interpreted literally (It’s raining cats & dogs)
Language Ambiguities-are when words, phrases, or
sentences have multiple meanings
Semantics
Acquiring Vocabulary (Nation), page
28
Spoken form
Written form
Grammatical behavior
Colocational behavior (what words are frequently found
next to the work)
Frequency
Stylistic register (formal/informal context)
Conceptual meaning
Word associations (connotation)
Importance of Academic Vocabulary
(CALP)
Lexicon
Lexicon is the sum total of the
meanings that an individual holds. It is
knowledge of how to use the words correctly
and how words are formed to create new
meanings. It entails different semantic
properties such as synonyms, antonyms,
homonymns, and idioms
Relationship Among Language
Structures
See page 16
How does primary language affect acquisition of
second language in each area of the chart?
Importance of Contrastive Analysis!!!!
Contrastive Analysis – describing the
characteristic differences between languages
Again, this helps for predicting kinds of syntax
errors students might make, but in no ways
supplants direct instruction with rich authentic
exposure to English discourse (using written and
oral examples)
Contrastive Analysis
Phonology
No short vowel sounds in Spanish
Morphology
Los libros de Juan éstan pesados. There are no
apostrophes to show possessives in Spanish.
Syntax
El gato negro. The adjective follows the noun in
Spanish
Semantics
Cognates: profesor, professor
False Cognates: librería, library
Read the poem: The English Language
Seven Functions of Language
Halliday (pg 30):
Instrumental (getting needs met)
Regulatory (controlling others’ behavior)
Informative (communicating information)
Interactional (establishing social relationships)
Personal (expressing individuality)
Heuristic (investigating & acquiring knowledge)
Imaginative (expressing fantasy or possibility)
See Best Practice, page 31
Social Functions of Language
(BICS)
Dialect:
A distinct form of a language that differs from
other forms of that language in specific
linguistic features
Types of Language Variation
Historical Variation:
Historical records go back thousands of years
and indicate that language changes across
time and context
Social Language
Language varies in the social context with the
purpose to communicate.
Types of Language Variation
Academic Language:
Language can be content-specific (academic areas,
military, law, etc)
language variation
Why does
evolve?
Time
Travel
Economics/war
Factors that influence a speaker’s or
writer’s choice of language…
Spoken: Written
Sentence frame Rule: more linear
More informal Fewer use of
More idiomatic idioms
Guided by
the topic,
theme, idea
Top Half
Promoting Communicative
Competence in Social and Academic
Settings
Spoken: Written
Ask for clarification Formal
paraphrase syntax
“hamburger”
Formal or
informal
Transition
al words
Bottom Half
The Hamburger & the Taco
(to accompany pg 22)
Hamburger Taco
Represents the organized Has a cover, the tortilla
composition, narrative semi-rolled with
or essay. Top bun is lettuce and meat, but
intro; layers of food no specific order.
are the body/content;
and the bottom bun is Creative
the conclusion. writing:
Five-paragraph ingredients with no
specific order
composition
Analyzing Text Structure
Gestures:
“OK” gesture obscene (Brazil/Turkey)
“Come Here” (w/finger) is the way to call
dog/prostitute in some cultures
We must explicitly teach our gestures & be
careful about which gestures to use!
Facial Expressions:
Americans are often perceived by others as
being superficial for so much smiling!!
Pragmatic Features of Oral and
Written Language
Eye Contact:
Lack of eye contact = respect in some
cultures
In North America, it is a sign of
disrespect/defiance
Proxemics:
North America = arm’s length
Latin America = much closer
Pragmatic Features of Oral and
Written Language
Touching:
Very personal & intimate in some cultures,
while in others it is commonplace. Head
patting is very taboo in many cultures.
Styles/Registers (CTEL, pg
41, table 1.15):
How you talk depends on your audience .
.boss, store clerk, students, etc.
Students need to know how and when it is
appropriate to switch registers
Pragmatic Features of Oral and
Written Language
Dialect:
There is a variation among speakers of the
same language. “I’m stuffed” (US=I’m full) vs.
(Australia=I’m pregnant!”)
Speakers of certain dialects may be viewed
differently (less intelligent, low SES, etc.)
Figures of Speech:
“Y’all come back now” (said to Japanese
businessmen caused them to get off a bus!)
Use fewer idioms with beginning level Els and
ALWAYS explain them!
Pragmatic Features of Oral and
Written Language
Silence:
Silence differs dramatically across cultures.
In the U.S., it is interpreted as expressing
embarrassment, regret or sorrow. In Asian
cultures, it is a token of respect.
Quickwrite (page 26)
Cultural Norms:
Student’s upbringing will influence how s/he
responds and uses pragmatic features
(touching, eye contact)
Social:
When engaged in communicating for social
purposes, gestures, and facial expressions,
will be more commonly used
Factors that affect a speaker’s or
writer’s choice of pragmatic features
Setting:
If the setting is in the classroom, the
teacher/student register will be in place
Goals:
Direct vs. indirect communication
Purpose:
Communication (oral/written) is with intent
Subject Matter:
Language is content-specific
Factors that affect a speaker’s
or writer’s choice of pragmatic
featuresAudience Purpose Context
Oral Administrator Inform: School
Students ask
Example Principal to (informal)
include after
school
programs
Early Intermediate:
Describe a picture/object using common vocabulary
Match simple vocabulary words to pictures
Write sentences appropriate to prompt
2nd Language Proficiency Levels
Intermediate:
Respond to a prompt using difficult vocabulary in a relevant
complete sentence
Read a story and recall details and answer literal questions
Write simple sentences appropriate to prompt or write story
by listing events or ideas
Early Advanced:
Understand and follow difficult instructions/delivery in an
academic context
Read involving processes such as: sequencing, generalization,
drawing conclusions, and making predictions
Writing contains fluent sentences, paragraphs, well-organized
ideas, and accurate transitions
2nd Language Proficiency Levels
Advanced:
Understand and follow more complex
instructions/delivery in an academic context
Read more complex narrative and expository
texts and answer increasingly difficult
questions that involve sequencing,
generalizing, drawing conclusions, and
predictions
Writing contains fluent sentences and
paragraphs with well organized ideas,
accurate transitions, vivid vocabulary, and no
significant grammatical errors
Relationship of 1st & 2nd Language
Acquisition
Specific to L1
(Left) Informal
Immersed in “parent-talk”
language Long silent period
Whole to part Time to develop
Natural babbling concrete things
Building concepts One-to-one
Praise/reinforce w/many clues
Relationship of 1st & 2nd Language
Acquisition
Specific to L2
(Right) Fear of error/high
Fragmented anxiety
Part to whole Formal
Shorter silent period
Planned language
Pressed for time
instruction Abstract concepts
No babbling Group/class
Enrichment or translating
requirement(depe concepts/knowledge
nding on person)
Relationship of 1st & 2nd Language
Acquisition
Commonalities
Across L1 & L2
(center) Motivation to
Universals
understand
Sounds
Stages
Repetition
Building concepts Gestures
Knowledge in L1 Non-verbal
facilitates L2
development Survival
modeling
Krashen’s 5 Hypotheses on Second
Language Acquisition (The Monitor
Model)
Acquisition vs.
Learning
Subconscious Conscious
Similar to L1 Know the rules
Long, active Having formal
listening period; knowledge of
speaking emerges language
in stages Errors corrected
Error accepted Correction is
Correction is overt
modeled
Monitor Hypothesis
Editor (allows for error self-correction)
To work properly, a person needs:
BICS BICS
CALP CALP
CUP
Cummins’ Quadrants
Many Few
Clues Clues
Cummins’ Quadrant Activity
Repetition Self-
Memorizatio Monitoring
Appeal for
n
Formulaic Assistance
Request for
expression
Clarification
Elaboration
Role-play
ELD Lesson Intro
The following is a sample ELD lesson
intro
“Last week we finished learning about
land transportation and today we are
going to start our new lesson about air
transportation. What do we know about
types of transportation that we see in
the sky?”
(Teacher writes students’ responses)
[expressive skills]
ELD Lesson Intro
“Let’s have someone volunteer to read what you told
me and I wrote about the different types of
transportation.” (A few students can read the list)
“Has anyone else remembered some more types of
transportation?” (while students are listening to
teacher’s questions, they may come up with additional
answers) Teacher asks student(s) to approach chart
paper and write it down. [receptive skills]
ELD Lesson Intro
“Now, we are going to think about
what else we want to learn about
transportation. . .
What is the importance of this
sample of an intro ELD lesson?
Why is integrating the four language
domains (listening, speaking,
reading, and writing) important?
What do we mean by “language is
acquired in a natural process?”
Schooling for Language Minority
Students
1. English Proficiency, Academic Achievement,
Positive Self-Concept
2. False
3. BICS & CALP
4. A: BICS B: CALP
5. Social conversation, playground, everyday
conversation, family talk, friend talk
6. Higher order thinking, abstract thinking,
academic language, test skill, problem
solving
Schooling for Language Minority
Students
Pedagogical
Implications
Work to lower the
affective filter
A variety of groupings:
small, large, dyads, triads
Use L1 to support core
curriculum
Sociocultural and Political Factors
that Influence Language Acquisition
CTEL: pages 81-89 (read and
know!!)
Synthesis/Summary:
Culture is the explicit and implicit
patterns for living, the dynamic
system of commonly-agreed-upon
symbols, meanings, knowledge,
beliefs, morals, customs, traditions
Sociocultural and Political Factors
that Influence Language Acquisition
Synthesis/Summary:
For students learning a second language,
success is dependent on such extra-
linguistic factors as:
the pattern of acculturation for their
community;
the status and acceptance of their
culture, which includes their language
Sociocultural and Political Factors
that Influence Language Acquisition
Synthesis/Summary:
There are numerous structures within
schools that affect student learning:
tracking
the curriculum
Pedagogy
the school’s physical structure and disciplinary
policies
the limited roles of both students and teachers
limited parent and community involvement.
Sociocultural and Political Factors that
Influence Language Acquisition
Pedagogical Implications:
The acculturation process
is an additive approach
L1 is accepted
Parents are involved
Assessment/evaluation takes
the whole child into account
Language Acquisition Matching
Game!!