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Common Underlying Proficiency Theory (Cummins)

First language

knowledge:

Metalinguistic skills

Vocabulary

Phonology

Concepts

Second

Language

Partially

transferable

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Translanguaging examples

In-class activity

In groups, discuss similarities and differences between the syntax of English and Spanish
Think of some cognates between English and Spanish
Think of some cognates between other languages

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Second Language Acquisition

Krashen’s input hypothesis

Learning a language occurs when learners understand aspects of the input (speech or print).
Immersion in a language is not effective unless there is some comprehension by the learner.
Deciphering the speech stream

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Recent language �teaching methods

Natural approach

Teacher speaks primarily in target language (English for EL classes)
Students can respond in however they feel comfortable (physical gestures, native language, or target language)
The teacher does NOT translate word-for-word from English to students’ native languages.

Teacher may not be fluent in students’ native languages.
Students in one classroom may have many different native languages.

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English Learner support strategies

Pictures and Realia (real objects)

• Teacher or students use pictures and objects which relate to content vocabulary.

Students can respond depending on their language ability: (examples in order of difficulty)

Pointing to objects or pictures
Giving short answers
Answering in short sentences
Delivering complex responses

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More EL support strategies

Teacher modeling

Acting out words or content

Partner sharing or small group discussion
Graphic organizers

Visual diagrams used to represent and organize information

Funds of Knowledge

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English learner scenarios

Read these English learner scenarios and discuss them with a few classmates. Think about the students’ development in oral language and literacy, in both English and Spanish.
1. Daisy Hernandez is 7 years old and is in 2^nd grade at an elementary school in a small town in Nebraska. She moved to the United States 3 years ago with her family from El Salvador. Both her parents are monolingual Spanish speakers. She has attended the same public school for the past 3 years. Instruction at her school is done entirely in English, and her teachers and classmates only know a few words in Spanish. However, her teachers have been very caring, and her classmates have always included her in recreational activities.

2. Maria Ramos is 16 years old and is a Junior at a high school in a small town in Indiana. She moved to the United States 3 years ago with her family from Honduras. Both her parents are monolingual Spanish speakers. At her elementary and middle schools in Honduras, the instruction was conducted almost entirely in Spanish. She knew almost no English before she moved to the United States. Other than AP Spanish, all of her subjects are taught in English. There are no other native Spanish-speaking students at her school, but she is good friends with several of the students on her volleyball team.

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ELA/ELD framework

ELA/ELD framework

Read pp. 13-19 in the framework
Discuss the purposes of the ELD standards
Discuss the distinction between integrated and designated ELD
Discuss the communicative modes:

Collaborative, Interpretive, Productive

ELA/ELD framework website: https://www.cde.ca.gov/sp/el/er/documents/eldstndspublication14.pdf

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