Transcript Multi-Lingual Literacy: an Integrated Approach

Multi-Lingual Literacy: an Integrated
Approach
© Nielsen, 2010
Try this . . .
1. While sitting where you are, lift your right
foot off the floor and make clockwise
circles.
2. Now, while doing this, draw the number
'6' in the air with your right hand.
3. Your foot will change direction.
Why is this so?
Review
?
Questions – Comments - Issues
?
MULTI-LINGUAL LITERACY: AN INTEGRATED
APPROACH
In the United Kingdom, research has demonstrated that bilingual
children do not view their literacies and languages as separate but
rather experience them as “simultaneous”
Kenner, 2004; Robertson, 2006; Sneddon, 2000
Children who experience early, extensive, and systematic exposure to
both of their languages quickly grasp the fundamentals of both of
their languages and in a manner virtually identical to that of
monolingual language learners … their brains are processing their
two languages in a similar manner, and virtually identical to
monolingual(s)
Petitto, 2009 pp.192-193
© Nielsen, 2010
The Universal
Literacy Loop:
visual, aural and
temporal
MULTI-LINGUAL LITERACY: AN INTEGRATED
APPROACH
This approach to languages and literacy teaching is based
upon a global principle of in step collaboration between
classroom teachers of English (the societal language) and
teachers of foreign languages (the target language[s]).
The approach is based upon the following core principles:
1.
2.
3.
4.
5.
Universal schedules for languages and literacy teaching
and learning (sequencing developmental milestones)
Developmental scaffolding of language and literacy tasks
(within and between - translanguaging)
Task analysis and modification (sequenced and tied to
purpose/outcomes of schedules)
Systematic (diagnostic/criterion) assessments tied to in step
collaborative programming/schedules
Naturalist-immersion classroom environment (global oral
language development)
© Nielsen, 2010
ASSESSMENT: FORMATIVE, CRITERION
REFERENCED DATA FROM L1 AND L2
FOREIGN LANGUAGES
ENGLISH
1. FINALISE FORMAT (3-7 QS)
TEACHING/FUNDAMENTALS
CHOOSE STANDARDISED TEST PRIOR
INSTRUMENT(S)
2. DETERMINE COGNITIVE TASK(S)
TABLE
DECIDE / COORDINATE WHEN AND INSERT ON
& WHO
3. DESCRIBE ASSESSMENT CRITERIA
RECORDING MECHANISM
ESTABLISH RECORDING AND ESTABLISH
MECHANISM
In Step
Planning
Report
and
Plan
Collect
and
Record
Analyse
and
Interpret
© Nielsen, 2010
SCORING AND MODERATION
A numerical scale … consists of descriptions and
criteria for each (task) associated with standards
and learning goals… The criteria for each
performance level are defined in terms of what the
learner does to demonstrate skills or proficiency at
that level.
Law & Eckes, (1995)
Mackey and Gass (2005) point out that data elicitation
techniques are limited only by one’s imagination.
© Nielsen, 2010
DIAGNOSTIC ASSESSMENTS
SPANISH LANGUAGE DIAGNOSTIC ( YR.1)
1.
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2.
…………………………………………………………………………………………………………………………………………………………..………
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3.
4.
In the next five minutes write down as many Spanish words from our lessons as you can remember:
...............................................................................................................................................................................................................................
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5.
6.
Match the Spanish word with its’ English translation:
Rojo
Mum
Buenos días
Red
Mamá
Grandpa
Cuatro
Good morning
Abuelo
Family
Familia
Four
Siete
Name
Nombre
Seven
Adiós
Silence
Silencio
Please
Por favor
Thank you
Gracias
Goodbye
Follow these instructions:
Draw un tigre naranja
Draw dos elefantes amarillos
7.
Finish this sentence:
Hola
...............................................................................................................................................................................................................................
© Nielsen, 2010
Year 1 Spanish Language Diagnostic : Table of Test Specifications
COGNITIVE TASKS
Name:
Q.
Total Marks
Possible per Q.
Oral Comprehension.
1.
1
Instruction to write name at
no.1
2.
2
4.
Record Total
No. Given.
5.
12
6.
6
7.
1 + Qualitative
Comment on
Complexity.
Word Knowledge –
Translation.
Recall of
Vocabulary.
Written
Written
Comprehension
Comprehension.
and Written
Composition.
Write the given
sounds of the
alphabet (all 5 vowels
+ 4 consonants)
9
3.
Grapho-Phonological
Correspondence.
C
O
N
T
E
N
T
Instruction to draw three
sisters
5 min to write
acquired
vocabulary
Translation of 12 words
from class work
Respond to 2
written questions
requiring specific
knowledge of
numbers, colours
and the use of
cognates
Give a written
response to:
how are you?
© Nielsen, 2010
UNDERSTANDING LANGUAGES: PHONOLOGY
In Step Planning: Phonology As a Collaborative Foundation
Writing
&
Reading
Speech &
Listening
Signing
(rhythm)
Phonology
Phonics
© Nielsen, 2010
UNDERSTANDING LANGUAGES: PHONOLOGY TO
PHONICS
Grapho-phonological Correspondence: mapping phonology
Letter-sound Knowledge = The Alphabetic Principle
The Alphabetic Principle = Phonics Instruction
Syllable-sound Knowledge = The Syllabic Principle
The Syllabic Principle = Phonics Instruction (modified)
© Nielsen, 2010
UNIVERSAL PHONICS INSTRUCTION: IN
STEP PLANNING
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Within each writing system, orthographies vary in the transparency of
mappings between graphemes and phonemes
Consequences for phonics instruction?
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A learner can confidently connect a letter (or durable syllable) to a sound in
shallower orthographies but the basis for such confidence wanes as the
learner moves to deeper orthographies (English as a “dyslexic” orthography)
Perfetti & Dunlap, 2008, p 18
© Nielsen, 2010
PHONICS ACROSS LANGUAGES
Learning to read in Spanish undoubtedly requires phonemic
awareness and proceeds from a foundation of readiness
through a developmental progression of encoding and decoding
skills
(Estes & Richards 2002, p.222)
Hiragana and Katakana symbols represent the sounds of
syllables. Each is a kind of alphabet, or syllabary, of 46 basic
sounds or characters (Romaji / Hepburn System to Kanji)
Akiyama, 2002
A review of the literature to date also indicates that while all
languages use syllables to form lexical items (words) they too
vary in depth / durability:
Language
No. Syllables ≈ all words
Spanish
35 CV
Japanese (Kana)
100 V CV
Chinese
1200 mono (21 onset; 37 rime)
English
Siok, Wai Ting (2001)
3000
© Nielsen, 2010
UNIVERSAL PHONICS INSTRUCTION: IN
STEP PLANNING
Although there is much variability in the teaching of English reading, the
successful procedures somehow must help the learner acquire the alphabetic
[mapping] principle
Perfetti & Dunlap, 2008, p 23
Phonemic Development
Phoneme manipulation
Sound-symbol knowledge (alphabetic principle or syllabic principle)
Phoneme segmentation (initial, final, medial sounds)
Onset-rime (deep alphabetic; Fanqie)
Syllable segmentation (shallow alphabetic / syllabic orthographies)
Judging if words rhyme
Detecting violation in pronunciation
Rhyme recognition (alphabetic)
© Nielsen, 2010
UNIVERSAL PHONICS INSTRUCTION: GRAPHOPHONOLOGICAL CORRESPONDENCES
A recommended sequence for teaching the single letter
sounds (alphabetic mapping principle) in English is the
Carnine sequence:
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Similar looking and similar sounding letters are paced well apart
It is based on information about how frequently letters are used
by beginning readers
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It allows for both lower case and upper case letters to be taught
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It begins with a focus on the letters that differ in the two cases
How can this be adapted to suit the L2 setting, including
syllabaries?
© Nielsen, 2010
UNIVERSAL PHONICS INSTRUCTION
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The elements of language (phonics; core content) are best
introduced systematically and simultaneously for reading &
spelling, beginning with the most durable sound-symbol
combinations
Systematic and simultaneous attention to cognate
relationships across languages and in step
Using a multi-sensory method or combination of visual,
auditory, and kinaesthetic practice – seeing, hearing,
saying, tracing, writing, or manipulating – integrates all
pathways in the brain
New learners need to write what they can say. This
includes single sounds as well as words and sentences
New learners need to read everything they can write. This
helps them connect what they are hearing with writing
© Nielsen, 2010
UNIVERSAL PHONICS INSTRUCTION
(CONT.)
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New learners need to respond more than the
instructor talks. The ratio should be 9:1 of learner to
instructor talk
As new learners read and write new material, they
need to continue reviewing old material to a level of
automaticity
New learners need to work across languages, from the
societal language to L2 (early years)
To keep reluctant new learners engaged and
motivated, take responsibility for their progress. If
they are having difficulty, say “it is difficult for you
because I have not given it to you enough” or “I have
not taught you this in a way that will help you
remember, let’s try something different”
Cummins (2005), p.588; Editorial, LDA of Minnesota 2004, p.5
© Nielsen, 2010
IN STEP PLANNING: ORAL LANGUAGE AND PHONICS
INSTRUCTION (TRANSLANGUAGING & IMMERSION)
It is not at all obvious that if they were not politically
prevented from doing so, “Languages” would not mix and
dissolve into one another, but we understand almost
nothing of such processes … Could it be that all our current
pedagogical methods in fact make multi-lingual
development more difficult than it need be, simply because
we bow to dominant political and ideological pressures to
keep “languages” pure and separate?
Lemke (2002), p.85
http://www.youtube.com/watch?v=-n0hr4ViFAA&feature=email
An environment that immerses a learner (in the material to
be learnt) has long been recognised as the best
environment for learning languages
© Nielsen, 2010
THE UNIVERSAL IMMERSION ENVIRONMENT:
CLASSROOMS
While foreign language students will use linguistic and cognitive
processes that are similar to those used in English language learning,
special attention needs to be given to the development of classroom
vocabulary and the language of social interactions in L2. Children
need explicit teaching and modelling of functional classroom
language including the language of social interaction.
When this is established learners will:
• Use non-linguistic understandings as a basis for working out the
foreign language.
• Imitate what others say.
• Use whatever is salient and interesting to them - we engage in what
interests us and this is how we learn.
• Ask questions to elicit data.
• Use general language-operating principles to work out the language.
• Produce language and see how others respond and/or observe how
others express meaning.
• Make the most of whatever they know.
© Nielsen, 2010
Emmitt, Pollock & Komesaroff, 2003, pp.199-200
TRANSLANGUAGING THE IMMERSION ENVIRONMENT
Because languages share similar characteristics, developing oral language
competencies in most languages will involve many of the same strategies. This
means that a classroom environment that is supportive of Spanish oral
language development will look similar to one that is supportive of English
oral language development and so on.
A supportive classroom for the teaching and learning of languages and literacy
is one where:
• Language is whole and meaningful, and used for authentic purposes of
interest to the learner (shared book experience, story-telling, drama, and
experiential activities).
• Oral and written language are both demonstrated and used purposefully.
Literacy learning occurs WITH oral language learning.
• The atmosphere is collaborative and non-competitive.
• The learner has many opportunities to use language for real purposes in
order to practice language, and integrate and refine new skills and
knowledge across languages.
• Supportive feedback is provided to assist learning.
Emmitt, Pollock & Komesaroff, 2003, pp.200-201.
ESTABLISHING THE UNIVERSAL IMMERSION
ENVIRONMENT
The major classroom functions of language have been identified by
Gibbons (1991, pp.14-25) as:
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Classifying
Comparing
Giving and following instructions
Describing
Questioning
Evaluating
Expressing a position
Explaining
Hypothesising
Planning and predicting
Reporting
Sequencing
Social purposes such as asking for permission, assistance, directions,
denying, promising, requesting, suggesting, and expressing wishes and
hopes.
© Nielsen, 2010
CASUAL
A LANGUAGE CONTINUUM
FORMAL
“ORAL”
“here and now”
“WRITTEN”
“there and then”
CONCRETE
tied to the context
much redundancy
ABSTRACT
inferred meaning
concise structure
SOCIAL INTERACTION FOCUS
PLANNED PRESENTATION
◄-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------►
Action-based
language
Talks about
things
present
States
intentions
and relates
past events
but needs
prompting
Monologue
produced
that can be
understood
Coherent
monologue
with
reference to
past and
future
Nouns and
SVO
Past regular
Connectors
some basic
including
adverbials of
Cognitive verbs
adjectives
the past
place and time
Auxiliary verbs
irregular
Descriptions
Literate in
oral language,
but oral style
in written
language
Much use of
adjectives
Literate
style in
oral and
written
language
Use of
metaphors
etc
Love and Reilly 1999
© Nielsen, 2010
SEQUENTIAL FOREIGN LANGUAGE DEVELOPMENT
PATTERN: SUPPORTING MULTILINGUAL IMMERSION
Level 1
 The language of basic social interactions.
 Basic classroom language: instructions and interactions.
 Vocabulary: building of basic functional nouns.
Level 2
 Expanding the language of social interactions.
 Expanding noun vocabulary.
 Introducing verbs.
Level 3
 Expand verb and noun vocabulary.
 Introduce adjectives; emotions, size, describing people.
Level 4
 Expand on nouns, verbs, and adjectives.
 Explore verb tenses.
 Introduce adverbs.
Level 5
 Continue expanding all areas of vocabulary.
 Focus on sentence construction.
© Nielsen, 2010
GAMES AND ACTIVITIES THAT FOSTER TRANSLANGUAGE
IMMERSION AND ORAL LANGUAGE DEVELOPMENT
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Verb games – ‘corre corre’
Juan Dice …
♫ Me gusta … ♫
♫ Cómo se dice …♫
Silent speaking
Mosca – fly swats
Stories in 10 words,
Key words (in a topic)
Mime and guess
Guess what I’m drawing
Forget-me-not
Buscalo
I spy
¿Qué hora es señor lobo?
Hang the Washing, Going Shopping, Visiting … (mini roleplays)
© Nielsen, 2010
IN STEP COLLABORATIVE PLANNING:
DETERMINING YOUR FIRST STEPS
You now have some time to work with your school
colleague on planning and programming considerations
for next term.
1.
In Step Phonics: mapping principles, durable sounds as a
basis, modifying Carnine, alphabet/syllable books,
L.S.C.W.Ch + T, singing, games, etc…
2.
In Step Oral Language: vocabulary lists of functional
language (needs), HF words, syllable/word families
greetings, nouns, verbs and adjectives (→ sentences) etc …
3.
In Step Activities: routines, games and activities to foster
phonemic development and vocabulary acquisition across
languages
4.
Sharing the Code: teachers modelling translanguaging
© Nielsen, 2010
Next FUSA session …. Friday 14th May?
 Feedback and TRT accounts
 Permits
