Walqui+and+Lier+Chapter+3

Favorite 1 or 2 quotations: Application to our practice: Favorite 1 or 2 quotations: Application to our practice: Favorite 1 or 2 quotations: Application to our practice: Favorite 1 or 2 quotations: Application to our practice: Favorite 1 or 2 quotations: Application to our practice:
 * ~ Team Members ||~ Section ||~ Pages ||~ Summary, Quotations, Application ||
 * Maxine || Language Development || 44-55 (11 pages) || Summary:
 * Language Development: Many schools do not consider that students need to develop different aspects of the English language for different purposes. Teachers need to consider both the context and the situation before they assess students' language abilities.
 * Conversational Language: English learners can easily learn to engage in conversations. They can learn basic conversational English outside of the classroom.
 * Academic language: English learners are not usually given the opportunity to engage in academic language or higher order thinking skills outside of the classroom. Students need to know that as the context shifts, so does the meaning of words. The same word will have different meanings in math, science, and social science. It is the school's job to teach academic language.
 * How can we use conversational English to to build students' academic English? Students need to talk about language and the choices they make when using the language. With the teacher's support, students can begin to move from conversational English to academic English. Teachers need to offer students sentence starters or "formulaic expressions" or "options" to support academic speaking. Students need to master "such devices as logical connectors (e.g. in other words, however, because)" and the different parts of speech for each word. Students could rewrite the text in informal language to demonstrate understanding.
 * "Yet, a bit of reflection will show that, even as native speakers, we are not always equally skilled in using our own language in different contexts and for different purposes" (44).
 * "These students are not products on one single cookie cutter, and their scores on standardized tests do not tell us who they are and what they might be capable of knowing or doing" (45).
 * "In the classroom, both teacher and learners will switchback and forth between everyday language and academic language as they discuss tasks in a given discipline. However, the teacher nudges the students toward familiarity with academic ways of discussing, reading, and writing. Gradually, the amount of academic language increases, with conversational language beginning to play more of a supportive role" (50). ||
 * Sophia || Culture, Language, and Identity || 56-61 (5 pages) || **Summary**:
 * cultural identity must be recognized in the classroom
 * language and culture are intertwined = "languaculture"
 * students need opportunities to develop a "voice" in L2
 * some theorist believed that L1 & L2 shouldn't mix, causing confusion
 * there may be negative transfer between languages, but more often there is positive transfer
 * Quotations**:
 * "...A 'multicompetent language user' [is] a person who controls multiple language resources and can use one language to shed light on another" (59).
 * "There is no empirical research showing that banning L1 from the learning context is beneficial, although there is evidence that prohibiting its use can be detrimental" (61).
 * Application** to our practice:
 * Students at all levels should have opportunities for L1 speak and transfer to L2 (group work/pair-shares)
 * Students shouldn't be punished for using L1 in the learning context ||
 * Matthew || Language and the Brain || 62-66 (4 pages) || Summary:
 * main point.
 * main point.
 * main point.
 * Quotation 1
 * Quotation 2.
 * example of what we do (or could be doing). ||
 * Anthony || Accuracy and Fluency || 67-72 (5 pages) || Summary:
 * Accuracy (using language properly) and fluency (using language with speed and facility) are both important.
 * Teachers of English language learners should have a solid basis of linguistic knowledge in order to make the feedback they provide to students useful.
 * In order to increase fluency and accuracy, give students "a set of formulaic expressions" (i.e., sentence frames).
 * When students first encounter a new concept, their fluency decreases in order to focus on accuracy. As students build confidence with the new concept, fluency increases. So, language learning is "a constant back and forth between accuracy and fluency." (71)
 * "We tend to look at language in one of two ways: either as a collection of words, rules, sentences and so on or as a vehicle for conveying meaning... Either we focus on the forms (sounds, letters, words, phrases), or we focus on the meaning. Too much focus on form might interfere with the meaning, whereas when we focus on the meaning, we tend to ignore the forms." (68)
 * "...a set of formulaic expressions... allow for an increase in fluency while promoting gradual improvement in grammatical accuracy." (70)
 * This section asks that we should be aware of the fact that as educators we often focus on EITHER the forms of language or the meaning of language. The passage does not necessarily value one over the other--rather stating that as we focus on one, the other is neglected.
 * Giving students sentence frames helps them increase accuracy and fluency. Our current practice has us giving more sentence frames to our beginning levels than our advanced levels of ELD. Perhaps instead we should be giving more grammatically complex sentence frames to our advanced students. ||
 * Vicki || Feedback and Assessment || 73-76 (3 pages) || Summary:
 * Formative assessment vs. summative assessment.
 * main point.
 * main point.
 * Quotation 1
 * Quotation 2.
 * Our formative assessments are an example of timely and action-based feedback. They are motivational for students. ||
 * Michelle || Introduction and Conclusion || page 43 and 77 (2 pages) || Summary:
 * Coming soon : )
 * main point.
 * main point.
 * Coming soon : )
 * Quotation 2.
 * example of what we do (or could be doing). ||