Comprehensibility

Comprehensibility means the understanding of what is being taught or discussed. According to SDAIE (Specially Designed Academic Instruction in English)makes it different from mainstream instruction. Comprehensibility can be increased in four different ways:
1. Contextualization: This means "the verbal presentation of a lesson is supplemented by the use of manipulatives, realia, media, and visual backup as teachers write key words and concepts on the board; the use of graphs, pictures, maps, and other physical proper to communicate, or by technology" (Diaz- Rico & Weed, 2010). This appeals to different learning styles of students.
2. Modeling: This aspect includes using hands- on, explanations where students are able to follow step by step to understand new concepts.
3. Speech Adjustment: One way to adjust your speech is to monitor personal language usage and reduce teacher talking in the classroom. This allows for the students to have more opportunities to accommodate their students' evolving proficiency.
4. Comprehension Checks: Teachers should take into consideration a linguistic hierarchy of question types. This includes nonverbal responses during a silent period, yes/ no or multiple choice responses in the beginning, and once more comfortable ask open ended questions.

Learning Language Structure

One aspect that is important to remember in regards to language learners in the nonverbal communication aspect. "This nonverbal system involves sending and receiving messages through gesture, facial expression, eye contact, posture, and tone of voice" (Diaz- Rico & Weed, 2010). Think about how hard it would be to learn a completely new verbal language. Then, throw in nonverbal communication. There is no written code or rules in regards to this. Mainstream teachers need to remember that body language can actually impede communication due to cultural differences. Gestures are another controversial nonverbal sign of communication. Gestures are used throughout different countries, however have many different meanings than what we are used to. As teachers, we need to become culturally sensitive and aware of these differences.

Sociocultural Support for L1 in the Classroom Environment

Different sociocultural factors provide positive results in education for ELL students. One aspect is in the form of cooperative learning. "Positive race relations among students and socialization toward pro-social values and behaviors are potential outcomes of a cooperative- learning environment" (Diaz- Rico & Weed, 2010). As a result, there may be a sense of comfort in the school environment with students from different cultures. "Students may gain psychological support from one another as they acquire English, and this support can help the students work as a group with the teacher to achieve a workable sociocultural compromise between the use of L1 and L2" (Diaz- Rice & Weed, 2010).

Title III District Procedures

This week, I went to research how my district published and trained personnel in regards to Title III. To my surprise, there wasn't much posted on the district website except for the legal definition. However, I searched on BroadyESL and was able to find a wonderful article that helped explain the best practices used based on federal and state regulations.
http://broadyesl.wordpress.com/2012/09/25/title-iii-limited-english-proficient-lep-immigrant-students-district-procedures-nclb-requirements/

Integrating Language Skills

When discussing the four domains, I often feel that they are discussed separately. However, this should not be the case with instruction. According to Diaz- Rico & Weed, writing, reading, listening, and speaking should be combined. This will help develop the language skills in a unified way. It also helps reinforce one skill by using another. This allows for "language to convert from receptive (listening and reading) to productive (speaking and writing) and vice versa" (Diaz- Rice & Weed, 2010).

Krashen’s Monitor Model

Krashen's Monitor Model believed that people acquire second- language structures in a predictable order. However, this was only the case if they obtained comprehensible input, "and if their anxiety is low enough to allow input" (Diaz- Rico & Weed, 2010). This theory includes five hypothesis:
- The Acquisition- Learning Hypothesis: acquisition and learning are two separate processes in mastering a second language.
- The Natural Order Hypothesis: Krashen believed there is a natural order of acquisition of English morphemes.
- The Monitor Hypothesis: This is an error detecting mechanism. This checks for accuracy and edits.
- The Input Hypothesis: Language is acquired through comprehensible input. This includes using a variety of techniques and modalities. It also includes visual and kinesthetic to make sure speech is understandable.
- The Affective Filter Hypothesis: This address emotional variables. This includes anxiety, motivation, and self- confidence. These emotions can block or facilitate input from reaching the language acquisition device (LAD).

YouTube Video Using Web 2.0 Tools for Alternative Assessment of ESL Students

Reblogged from broadyesl:

http://www.youtube.com/watch?v=pe1HLs367VQ&feature=player_embedded