LANGUAGE DEVELOPMENT & LITERACY PROCESSING Emily Cecile Zoeller Madison Metropolitan School District/ Edgewood College [email protected]

Session Overview • How do different views of reading interact with

foundations of teaching language learners?

• How can I refine my skills in a holistic

observation/analysis of a bilingual student?

• What are some helpful strategies and scaffolds for

teaching language learners?

Good practices for language + literacy 1. Collaborative conversation tasks 2. Scaffolds 3. Open-ended questions

4. Holistic analysis 5. Choosing teaching points

Literacy Principles for Language Learners #1 The most important thing about reading and writing is comprehension, not decoding letters or words or calling out words on a page (Beeman & Urow, 2013, Cambourne, 1988, Damico & Nelson 2010; Garcia 2003; Goodman, 2001, Keene, 2008; Paris, 2005; Smith, 2004)

#2 There is a strong connection between oral language development and learning how to read and write (Genesee, Lindholm-Leary, Saunders, & Christian, 2005, Krashen, 2004)

#3 A student’s home language is a resource for developing literacy in English (or Spanish), not a hindrance (Beeman & Urow, 2013; Cloud et al., 2009; Genesee et al., 2006; Krashen, 2004) From Special Education Considerations for ELL’s, Hamayan, Marler, Sanchez Lopez, and Damico, 2013 and echoed in Dual Language Essentials (Freeman, Freeman and Mercuri, 2005)

Inclusion Choose one literacy principle that resonates with you. Why might this be important? How does this principle apply to your current work?

A word recognition view

A sociopsycholinguistic view

• Reading is a process of

• Readers construct meaning

getting to meaning by recognizing words

as they transact with text

• Readers can recognize

• Readers use cues from the

words by using skills of phonics, sight words, structural analysis, and context clues • Readers combine meaning

of individual words to get meaning of a text

text, strategies, and background knowledge to build meaning • Readers use linguistic cues

(graphophonics, sytax, and semantics) simultaneously with a focus on building meaning from the text

Pair and Share: How might these two views of reading relate to our guiding principles? A word recognition view • Reading is a process of

A sociopsycholinguistic view • Readers construct meaning

getting to meaning by recognizing words

as they transact with text

• Readers can recognize

• Readers use cues from the

words by using skills of phonics, sight words, structural analysis, and context clues • Readers combine meaning

of individual words to get meaning of a text

text, strategies, and background knowledge to build meaning • Readers use linguistic cues

(graphophonics, sytax, and semantics) simultaneously with a focus on building meaning from the text

Why consider a sociopsychological view of reading? • “Aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it

deosn't mttaer in waht oredr the ltteers in a wrod are, the olny iprmoetnt tihng is taht the frist and lsat ltteer be at the rghit pclae. The rset can be a toatl mses and you can sitll raed it wouthit porbelm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe.”

• Eye movement studies (Paulson and Freeman 2003) show that

readers do not sample every letter of every word, but selectively sample text to get information they need to make and confirm predictions.

Why consider a sociopsychological view of reading? The woggily thenk squonked zurrily mire the herp 1) 2)

3) 4) 5) 6)

What squonked? How did it squonk? Where did it squonk zurrily? What kind of thenk is it? Draw a woggily thenk. Why did it squonk mire the herp?

Kucer and Tuten (2003) findings show proficient readers relied more on context and less on graphophonics than beginning readers do. Syntax was the most important cueing system for adult readers.

How about for language learners? • Implications of phonemic awareness, phonics, and

fluency for readers of a second language (Freeman and Freeman, 2006)

• “Students learning to read in a second language, like

those in Freeman’s study, need strategies that will help them focus on constructing meaning by focusing more on syntactic and semantic cues than on graphophonic cues…” (Freeman, Freeman and Mercuri, 2005)

Does a sociopsycholinguistic view of reading apply to reading in Spanish?

“Studies conducted on readers, children as adults, in various languages, including languages that are non-alphabetic, like Japanese and Chinese, and those that do not use the roman alphabet like Arab and Hebrew, have revealed that the reading process is universal. This should not surprise us given that all humans process language (oral and written) in the same way.” From Freeman & Freeman La enseñanza de la lectura y la escritura en español y en inglés 2006 And supported by Fitzgerald 2000,. Goodman 1984

A boat in the basement A woman was building a boat in her basement. When it was finished she couldn’t get the the boot out of the basement because it was too wide to go though the door. So she had to to take the boat a part to get it out. Perhaps he should of planned ahead

Reading is problem solving! Predicts Structures, vocabulary, ideas Sample visual info based on semantic/syntactic expectations

Confirms If confirmed, read on. If not, go back and reprocess Checks

for graphophonic match, semantic and syntactic sense

End goal: Explain in writing an efficient literacy processing system (in Spanish) 1. Reflect alone

2. Share with a partner 3. Whole group discussion 4. Write!

Adapted from Scaffolding Language, Scaffolding Language (Gibbons, 2015)

Process activity How did the nature of the task invite talk?

What scaffolds and supports helped?

What did we notice about teacher role in discussion?

Good practices for language + literacy 1. Collaborative conversation tasks 2. Scaffolds 3. Open-ended questions

4. Holistic analysis 5. Choosing teaching points

What is a holistic analysis? • Reading

Writing

Speaking

A holistic analysis reflects a multilingual (not monolingual) perspective. Why?

Nova

El compromiso

Face or head?

Honoring approximations of bilingual learners “I lab may famali ivin Tessa ivin yesica tu bat Tess is crezi”

Valeria’s Oral Language Clip Communicable message

Vocabulary

Language structures

Strategic behavior

Running Record / / / / tree / The little girl saw three beds.

/ / / / he / “ I like this one,” she said.

/ tree beers come / The three bears came home.

/ / went / / / / / / Mama Bear saw the bowls. “Oh no!” she said.

Implications • Interpret running records

through the lens of oral language

• Choose texts carefully, and

support accordingly.

• Teach for strategic activity in

places where the reader can be set up for success

https://www.youtube.com/watch?v=moSFlvxnbgk

Opportunities for Language Development? Opportunities for Strategic Processing?

Opportunities for Language Development? Opportunities for Strategic Processing?

Good practices for language + literacy 1. Collaborative conversation tasks 2. Scaffolds 3. Open-ended questions

4. Holistic analysis 5. Choosing teaching points

If reading is about meaning…

Let’s make it meaningful!!!