Chapter 1 (Diaz-Rico)

Language Structure and Use

All languages are divided up into various subsystems (phonology, morphology, syntax,
semantics, and pragmatics). Language is a system that is able to work even without
conscious awareness.
- All languages have structure-there are a finite set of sounds used within a language.
Grammatical rules and the way words can be formed or spoken,
- Language is Dynamic- it has the ability to change over time, word meanings can
expand or change. New words can come into play while older words are long forgotten.
- Language is Complex- a language is arbitrary which means we can not guess what a
word means based off of its sound. Language can also be open-ended and an infinite
amount of sentences can be formed in any language. Though it is complex it does not
hinder one's ability to learn and understand it.
Phonology- the sound patterns in a language
Phonemes- individual sounds in a language
Phonemic awareness- process of separating the oral sound stream they encounter into
syllables
Stress-pitch/tone
Pitch and rhyme- pitch interacts with word stresses. Puts emphasis on certain words.
Intonation Patterns- the use of pitch to modify sentence meaning

Morphology- study of the meaning units in a language

Morphemes- small units that cannot be further subdivided, basic building blocks of
meaning.
Clipping- process of shortening a word
Acronyms- example USA (united states of America)
Blends- words formed from parts of two words
Syntax- rules that govern the formation of phrases and sentences
Semantics- the meanings of Language
Discourse- uses various dimensions, such as written versus spoken.
Pragmatics- study of communication in context, ability to use language for different
functions, appropriately adapting or changing language according to the listener or
situation, and its ability to follow rules for conversations and narrative.

It is important to remember that dialects are different in languages. They can vary by
region, social-stratification, or deeper syntax. It is important to understand these
differences.
Chapter 2 (Diaz-Rico)
First and Second Language Development and Their Relationship to Academic
Achievement
-Learning a language, even for children, requires a fully functioning mind
First-Language Acquisition- goes on to say that by age 5 a normal child has developed a
large vocabulary and is able to understand and formulate sentences in their first language.
The Innateness Hypothesis- a child not only imitates the language in the environment but
also seeks out patterns and tests rules by creating novel sentences.
The role of first language in schooling- research shows that proficiency in the first
language helps students to achieve in school. Their strengths in their first language can
assist them in learning a second.
Second-Language Acquisition- the ability to speak, read, and write, completely in a
different language.
Many theories and strategies have been tried over the years to better teach a second
language. Over time, they have adapted and shifted into what we currently think works
best. Vygotsky recognized that all teaching and learning takes place within the context of
memories, experiences, and cultural habits found within families.
Interlanguage theory- Second-language learners draw from three sources of information.
1. The rules of their own language
2. A general knowledge about the way a language works
3. The rules of the new language that they acquire gradually.
Meaning Centered Approaches- supports the view that language is a complex system for
creating meaning through socially shared conventions.
Some Factors that may Influence Second-Language Acquisition- each brain is unique, the
brain can perform multiple processes simultaneously, learning engages the entire
physiology, the search for meaning is innate, etc.
Age can affect how a well or quickly a person is able to learn a second language.
There are some psychological factors that can affect a person.
- Self-esteem- it is especially at risk when a child is learning a second language. Their
identity and pride are directly related to how they communicate. Positivity through their
learning process will aide them.
- Motivation- the impulse, emotion, or desire that causes one to act a certain way.
- Anxiety Level- associated with general feelings of tension and students may
experience within a classroom.
- Learners Attitude- their attitude towards themselves, their learning, and anything else
can play a key role in how reciprocal they are of learning.
- Family values and school values- it is important to share the school values with the
family and take into consideration that their background may not be the same. Taking the
time to include the parents and explain why things are done could aid in their transition.
It is important to do this and to build home-school partnerships.

Chapter 3 (Diaz-Rico)
Assessment of English Learners
As all teachers know, assessments and standards exist. It is part of an everyday routine
within the classroom. When we teach a topic we need to know what standards we are
hitting, and what our class objective is. There are standards and Objectives that need to be
set for English-Language Learners and their development.
ELD Levels
The ELD levels have changed over the course of time. There used to be 5 levels to
classify them but just recently they have condensed it to three even though may school
systems still operate off a 4 scale system.
Instruction should be differentiated in order to meet the needs and levels of all the
learners within a classroom.
Progress tracking should be utilized to document all progress being met/not met by the
student.
If student improves and is able to exit the EL section then they would called
Redesignated/reclassified.
It is important as a teacher to limit test anxiety, try not to have time limitation put on the
test, ensure the test is valid and reliable, and make sure it is a practical assessment.
When it comes to grading EL students, it can be difficult on the teacher to properly grade
them according to ability level. Some suggest doing grades on a modified scale.

Chapter 4
Programs for English Learners
There are Federal and State requirements for ELD services. When no child left behind
was around, achievements were measured on a statewide achievement test. The purpose
was to upgrade schooling for low achieving children in the highest poverty schools.
Dual immersion has started to become a thing. This allows for Spanish speakers (and
English speakers) to have half their day taught in Spanish and the other in English. This
allows for both sides to struggle and learn both languages together. Focuses on building
your first language and a new second language. Some schools offer English only
alternatives thinking that if a child is fully immersed in the new language they will grab
onto it quicker. Either way, the teachers are responsible that instruction is differentiated
and all are being taught at their level.
ELD programs are popping up and needing to stay. It offers support and aid to those
whom speak a different language. Some things that are offered are
+ Pull-out ELD
+ ELD Class Period
+ Content-Based ELD

Chapter 5 (diaz-Rico)
English-Language Literacy Development, Lesson Planning, and Specially Designed
Content Instruction in English

Facet of Literacy Development

- Creating a language rich environment
- Meaningful and purposeful activities
- Using standard-based thematic unit organization
- Selecting appropriate reading material
- Providing organized systematic, explicit, instructions in key skills
- Adapting instruction and materials for English learners
- Integrating listening, speaking, reading, and writing
When planning a lesson it is important to consider
- Knowledge of the student
- Knowledge of content area
- Knowledge about language development
- Knowledge about students cognitive development
- Key objectives
- Content standards
- Language standards
- Teaching using SDAIE Strategies
- Lesson Differentiation
- Modifying instructional delivery
- Scaffolding opportunities
- Graphic organizers
- Visuals
- Assessments
- Materials
- Technological resources
- Culturally appealing material
- Language of the unit (math, social studies, language arts, etc)
- Guided Practice
- Resources

Chapter 7
English Language Oracy Development
Oracy means to learning to speak and listen, to make meaning and understanding
Communication competence- emphasize the idea that the use of language in a social
setting is the key to language performance
Discourse competence- ability to combine and connect utterances (spoken) and sentences
(written) into a meaningful whole.
Strategic Competence- helps the language user repair breakdowns in communication to
enhance the effectiveness of communication.
Interlanguage- communication produced by a person learning a second language will
have the quality or intermediacy.
Listening- though a receptive skill it is not passive

Chapter 8 (Diaz-Rico)
Culture and Cultural Diversity and Their Relationship to Academic Achievement
Culture- influences the way people think, talk and act
- Refers to activities such as art, drama, and ballet or items such as pop
music, mass media entertainment, and comic books.
- Involves both observable behaviors and intangibles such as beliefs and
values, rhymes, rules, and roles.
- Culture is universal, simplifies living and is a learned process of deep
conditioning.
- Most societies have a mainstream culture and can by dynamic and
persistent
- Culture governs the way in which people learn.
Culture Relativism versus Ethical Relativism
- Cultural relativism is not the same as ethical relativism-
- Cultural pluralism holds that a society should preserve all cultures intact
with diversity and unity as equal values, whereas pluralistic integration is the
belief that society should have a consensus about core civic beliefs.
Process of Cultural contact
- Assimilation
- Acculturation
- Accommodation
- Biculturalism

Intercultural Communication
 - Body language
- Gestures and Facial Expressions
- Eye Contact
- Distance between speakers
- The role of Silence

Chapter 9 (Diaz-Rico)
Culturally Inclusive Instruction

Acknowledge students differences

The value system of the teacher and cultural accommodation
What are the values of the student, family, and school? Do they align?
Understand their rites, Rituals and Ceremonies

Provide instructional materials that validate identity

Promote mutual respect amongst the students
Try to Learn about your students cultures
Discover ways in which to communicate and provide a source of information

Have a culturally supportive classroom.

- Motivate students to become and active participants in their learning
- Encourage students to think critically and become socially and politically
conscious
- High expectations for all students