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Foundations of Sheltered
English Immersion (SEI)
         part 1
            Educators:
 Melissa Castillo & Nicole Teyechea
AZ’s Professional
       Teacher Standard
• Standard 8: The teacher demonstrates current
  professional knowledge sufficient to effectively
  design and plan instruction, implement and manage
  instruction, create and maintain an appropriate
  learning environment, and assess student learning.
   – 4. Learning theories, subject matter, curriculum
     development, and student development and how to use
     this knowledge in planning instruction to meet curriculum
     goals.
Content Objectives
PWBAT demonstrate knowledge of second
  language acquisition learning theory by
  identifying and reviewing basic concepts
  of second language acquisition.
PWBAT demonstrate comprehension of
  second language acquisition learning
  theory by matching activities to Cummins
  BICS and CALPS quadrant.
Language Objectives
PWBAT demonstrate analysis of second
  language acquisition by discussing factors
  that are research based.
PWBAT demonstrate synthesis of second
  language acquisition learning theory by
  writing academic tasks that provide clues
  for students to understand what is
  expected.
What do you already
          know?
In your packet for Foundations of
  Structured English Immersion…
• Take a few minutes to answer this T/F on Myths
  of Second Language Acquisition.
• Try your best…



• Save it and we will return to it within the hour.
WHY SEI?
Fact: This is nothing new!

Read about the History of Bilingual
  education.
• Highlight the major events
• Be prepared to share when we create a
  group timeline to chart the circumstances
  that brought us here today.
What Factors Do You Believe
 Affect Second Language
       Acquisition?


• Share responses with each
  other at your table and be
  ready to share in whole group
 (5 minutes)
Factors Affecting Second
   Language Acquisition
1.   Motivation
2.   First language development and proficiency
3.   Language distance and attitude
4.   Access to the language
5.   Age
6.   Personality and learning style
7.   Peers and role models
8.   Quality of instruction
9.   Cultural background
How Does Each Factor Affect
Second Language Acquisition?
                       Jigsaw Activity

• Read ERIC Digest (5minutes)
• Count off by 9
• On chart paper list your ideas & responses
  regarding your language acquisition factor (what does
  this article tell us? Use your experiences as well.)

• Be ready to share with whole group                     (10 minutes)
What is the Difference
Between Academic and
Social Language?

•Cognitive Academic Language Proficiency (CALP)

•Basic Interpersonal Communication Skills (BICS)

                  A theory by Jim Cummins
Key words in getting
      Cummins’ Idea
• Context-Embedded: Provides many cues
  for the learner to access information
  (realia, video, plays, illustrations)

• Context-Reduced: Learner must relay on
  language to access information
  (lecture, reading a text, worksheets)
more   Key words in getting
          Cummins’ Idea
• Cognitively demanding: Learner must have
  enough background knowledge to scaffold
  new ideas that are academically
  challenging.
  – (BICS, CALPS, Second Language Acquisition Theory)
  – Bloom’s Levels: synthesizing, evaluating, inferring

• Cognitively undemanding: Language
  required is social and not specialized.
  – (What color is an apple?)
  – Bloom’s Levels: Knowledge
Cummins’ Model of
              Academic Language
Cummins’       Context Embedded            Context Reduced
Model
Cognitively    A   Which activity fits     C      Which activity
Undemanding             here?
                                                   fits here?

Cognitively    B                           D
                     Which activity               Which activity fits
Demanding
                      fits here?                       here?




               Organize your activities to match the Cummins’
               quadrants.
                               Be ready to share in 2 minutes.
Cummins’ Model of
              Academic Language
Cummins’       Context Embedded            Context Reduced
Model
Cognitively    A        Points to          C      Tells a story about
Undemanding         classroom items
                                                  their childhood

Cognitively    B Uses graphic organizers   D
                                               Reads the textbook
Demanding        to identify main points       and answers
                 of reading passage            questions at the end
                                               of the chapter
BICS
 (Basic Interpersonal Communication Skills)
Levels would include: 1-2 years to acquire
• Intro
• Beginning

Students need:        Students demonstrate:
• Visuals              Meaningful and context embedded
• TPR                  Social language
• Hands-on             Cognitively undemanding
• Natural Approach     First levels of Bloom’s Taxonomy
• Modeling            (Knowledge, Comprehension,
• Group work          Application)
CALP
             (Cognitive Academic Language Proficiency)
Levels would include: 5-7 years to acquire
• Intermediate
• Advanced
• Transitional


Students Demonstrate:
• Ability to read (high School text)
• Listening, speaking, reading and writing skills in content area
• Critical thinking and questioning skills
• High levels of Blooms (classifying, synthesizing, evaluating, and
   inferring)
(We must remember however that they still can and should benefit from the use of the strategies previously shared in BICS)
Converting Academic
       Tasks from
         D to B
In pairs or groups choose one of the four
  activities on BLM# 6 and convert the
  Context Reduced to Context Embedded.
  (from quadrant D to B)
Be sure to keep the cognitive demand!
 We will share in FIVE minutes!
Did we meet our
            objectives?
1.   PWBAT demonstrate knowledge of second language
     acquisition learning theory by identifying and reviewing
     basic concepts of second language acquisition.
2.   PWBAT demonstrate analysis of second language
     acquisition by discussing factors that are research based.
3.   PWBAT demonstrate comprehension of second language
     acquisition learning theory by matching activities to
     Cummins BICS and CALPS quadrant.
4.   PWBAT demonstrate synthesis of second language
     acquisition learning theory by writing academic tasks that
     provide clues for students to understand what is
     expected.


            Which numbers are language objectives? What
            words support your response?
Back to the Myths T/F
• Let’s review
Time for a break!
• Take 10 minutes!

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Foundations Of Sheltered English Immersion (Sei) Elementary

  • 1. Foundations of Sheltered English Immersion (SEI) part 1 Educators: Melissa Castillo & Nicole Teyechea
  • 2. AZ’s Professional Teacher Standard • Standard 8: The teacher demonstrates current professional knowledge sufficient to effectively design and plan instruction, implement and manage instruction, create and maintain an appropriate learning environment, and assess student learning. – 4. Learning theories, subject matter, curriculum development, and student development and how to use this knowledge in planning instruction to meet curriculum goals.
  • 3. Content Objectives PWBAT demonstrate knowledge of second language acquisition learning theory by identifying and reviewing basic concepts of second language acquisition. PWBAT demonstrate comprehension of second language acquisition learning theory by matching activities to Cummins BICS and CALPS quadrant.
  • 4. Language Objectives PWBAT demonstrate analysis of second language acquisition by discussing factors that are research based. PWBAT demonstrate synthesis of second language acquisition learning theory by writing academic tasks that provide clues for students to understand what is expected.
  • 5. What do you already know? In your packet for Foundations of Structured English Immersion… • Take a few minutes to answer this T/F on Myths of Second Language Acquisition. • Try your best… • Save it and we will return to it within the hour.
  • 6. WHY SEI? Fact: This is nothing new! Read about the History of Bilingual education. • Highlight the major events • Be prepared to share when we create a group timeline to chart the circumstances that brought us here today.
  • 7. What Factors Do You Believe Affect Second Language Acquisition? • Share responses with each other at your table and be ready to share in whole group (5 minutes)
  • 8. Factors Affecting Second Language Acquisition 1. Motivation 2. First language development and proficiency 3. Language distance and attitude 4. Access to the language 5. Age 6. Personality and learning style 7. Peers and role models 8. Quality of instruction 9. Cultural background
  • 9. How Does Each Factor Affect Second Language Acquisition? Jigsaw Activity • Read ERIC Digest (5minutes) • Count off by 9 • On chart paper list your ideas & responses regarding your language acquisition factor (what does this article tell us? Use your experiences as well.) • Be ready to share with whole group (10 minutes)
  • 10. What is the Difference Between Academic and Social Language? •Cognitive Academic Language Proficiency (CALP) •Basic Interpersonal Communication Skills (BICS) A theory by Jim Cummins
  • 11. Key words in getting Cummins’ Idea • Context-Embedded: Provides many cues for the learner to access information (realia, video, plays, illustrations) • Context-Reduced: Learner must relay on language to access information (lecture, reading a text, worksheets)
  • 12. more Key words in getting Cummins’ Idea • Cognitively demanding: Learner must have enough background knowledge to scaffold new ideas that are academically challenging. – (BICS, CALPS, Second Language Acquisition Theory) – Bloom’s Levels: synthesizing, evaluating, inferring • Cognitively undemanding: Language required is social and not specialized. – (What color is an apple?) – Bloom’s Levels: Knowledge
  • 13. Cummins’ Model of Academic Language Cummins’ Context Embedded Context Reduced Model Cognitively A Which activity fits C Which activity Undemanding here? fits here? Cognitively B D Which activity Which activity fits Demanding fits here? here? Organize your activities to match the Cummins’ quadrants. Be ready to share in 2 minutes.
  • 14. Cummins’ Model of Academic Language Cummins’ Context Embedded Context Reduced Model Cognitively A Points to C Tells a story about Undemanding classroom items their childhood Cognitively B Uses graphic organizers D Reads the textbook Demanding to identify main points and answers of reading passage questions at the end of the chapter
  • 15. BICS (Basic Interpersonal Communication Skills) Levels would include: 1-2 years to acquire • Intro • Beginning Students need: Students demonstrate: • Visuals Meaningful and context embedded • TPR Social language • Hands-on Cognitively undemanding • Natural Approach First levels of Bloom’s Taxonomy • Modeling (Knowledge, Comprehension, • Group work Application)
  • 16. CALP (Cognitive Academic Language Proficiency) Levels would include: 5-7 years to acquire • Intermediate • Advanced • Transitional Students Demonstrate: • Ability to read (high School text) • Listening, speaking, reading and writing skills in content area • Critical thinking and questioning skills • High levels of Blooms (classifying, synthesizing, evaluating, and inferring) (We must remember however that they still can and should benefit from the use of the strategies previously shared in BICS)
  • 17. Converting Academic Tasks from D to B In pairs or groups choose one of the four activities on BLM# 6 and convert the Context Reduced to Context Embedded. (from quadrant D to B) Be sure to keep the cognitive demand! We will share in FIVE minutes!
  • 18. Did we meet our objectives? 1. PWBAT demonstrate knowledge of second language acquisition learning theory by identifying and reviewing basic concepts of second language acquisition. 2. PWBAT demonstrate analysis of second language acquisition by discussing factors that are research based. 3. PWBAT demonstrate comprehension of second language acquisition learning theory by matching activities to Cummins BICS and CALPS quadrant. 4. PWBAT demonstrate synthesis of second language acquisition learning theory by writing academic tasks that provide clues for students to understand what is expected. Which numbers are language objectives? What words support your response?
  • 19. Back to the Myths T/F • Let’s review
  • 20. Time for a break! • Take 10 minutes!