• Understanding Language Acquisition
  • Cover
  • Session 1: Language and Identity
  • Session 2: Who are Our ELLs? Defining Needs and Strengths
  • Session 3: Current Realities: ESL Programs and Practices
  • Session 4: Creating Comprehensible Input
  • Session 5: The Role of Interaction
  • Session 6: Stages of Development and Errors and Feedback
  • Session 7: Proficiencies and Performances
  • Session 8: Displays of Professional Development
  • Abstracts
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  • Abstracts

    • Abstracts

    Welcome to TELL
    Syllabus: Understanding Language Acquisition
    Explanation of the Template:
    Total Points Sheet
    Session 1: Language and Identity
    LA 1.1: Did You Know?
    LA 1.2: My Language Experience
    LA 1.3: Whose Language Is Correct?
    LA 1.4: Accents and Dialects - What Do You Hear?
    AVG 1.1: Membership in a Speech Community Segment
    LA 1.5: Questions We Have
    HW 1.1: Reflect and Implement
    HW 1.2: Honoring Language Difference
    HW 1.3: Everyday Ethical Decisions
    HW 1.4: Read the Wright Book, Ch. 1
    HW 1.5: Select a Student to Study
    HW 1.6: The Harvard Dialect Survey
    Session 2: Who are Our ELLs? Defining Needs and Strengths
    LA 2.1: Cummins Review and Discuss
    LA 2.2: Who Are Our ELLs
    LA 2.3: Getting to Know a Second Language Learner
    LA 2.4: Providing Evidence / Collective Expertise
    LA 2.5: Makoto's Writing Analysis
    HW 2.1: Reflect and Implement
    HW 2.2: Models and Systems - Part 1
    HW 2.3 Read the Definitions of Program Models
    HW 2.4 Models and Systems
    HW 2.5 Factors and Needs
    HW 2.6 Learning about L2 Learners
    Session 3: Current Realities: ESL Programs and Practices
    LA 3.1Jigsaw Wright Reading
    LA 3.2 Programs and Practices in My Local Setting
    LA 3.3 Content Area Literacy in SLA
    LA 3.4 Supports and Constraints for Makoto
    LA 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 Work
    Session 4: Creating Comprehensible Input
    LA 4.1 Critical Research on Input: Jigsaw Reading
    LA 4.2 Feedback About Knowing my Second Language Learner
    LA 4.3 Comprehensible Input
    LA 4.4 Modifying Oral Input
    LA 4.5 Input and Vocabulary Development
    HW 4.1 Applying My Learning
    HW 4.2 Understanding Interaction
    HW 4.3 Promoting Oral Language in the Classroom
    HW 4.4 Search and Final
    HW 4.5 Classroom Observation and Analysis
    Session 5: The Role of Interaction
    LA 5.1 Feedback About Knowing My EL Student
    LA 5.2 Role of Interaction in English Language Development
    LA 5.3 Negotiating Meaning Through Interaction: Gallery Walk
    LA 5.4 Classroom Parables of Cultural Interaction Patterns
    LA 5.5 Strategy Search Report
    HW 5.1 Learning a New Language
    HW 5.2 Learning From Student Writing
    Session 6: Stages of Development and Errors and Feedback
    LA 6.1 Video Segment 7.1 on Stages of Development: Pattern
    LA 6.2 Charting Treasure: Mapping Stages of Development
    LA 6.3 Patterns: Errors and Feedback
    LA 6.4 Error Analysis of Student Writing
    LA 6.5 Table Problems
    HW 6.1 Reflection
    HW 6.2 Analysis of Student Work
    HW 6.3 What does it Mean to Know a Language
    HW 6.4 Variability in Learning a Language
    Session 7: Proficiencies and Performances
    LA 7.1 Discussing Variability
    LA 7.2 Readings about Variability
    LA 7.3 Variability Matrix
    LA 7.4 Getting to Know English Language Learners
    LA 7.5 Understanding the Final Display
    HW 7.1 Reflection
    HW 7.2 Final Project
    Session 8: Displays of Professional Development
    AVG 8.1 Classroom Strategies: Action as Advocacy
    LA 8.1 Examining Displays of Professional Development
    LA 8.2 Discussing My Learning