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By the end of today’s class, you will be able to:
 Describe the connection between
language, culture and identity.
 Articulate the difference between
bottom-up and top-down processing
in reading.
 Identify effective strategies for
teaching reading in a second language
context.
 Identify components of the ESOL
Praxis II exam.
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Identity Papers

Reading Instruction

Writing Instruction

Praxis II
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Find the people who have the same
flag as you.
 You will each have 5 minutes to speak
without interruption
 After you speak, your teammates will
have 5 minutes to ask you questions or
to comment.
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Identify the subject of your paper.
Explain your rationale for choosing that
person as your subject.
Make the connection, for your
teammates, between learning a second
language and your subject’s sense of
identity.
Articulate, as well, your belief as to the
extent of the role of culture/cultural
differences in acquiring the second
language.
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Bottom-up: Data Driven:
Decoding skills, such as letters & words
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Top-up: Conceptually driven:
Comprehension skills
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Schema theory
We bring meaning to what we read.
Background knowledge and culture as a factor
in reading comprehension.
 Content schemata:
Our knowledge about people, the world,
culture.
 Formal schemata:
What we know about discourse structure.

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Non-fiction: essays, reports, articles
 Fiction: novels, short stories
 Poetry
 Plays
 Test questions
 Directions
 Forms
 Invitations
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 Permanence
 Processing
Time
 Distance
 Orthography
 Complexity
 Vocabulary
 Formality
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Before reading, students should…
Participate in a verbally interactive, multisensory experience that integrates key
language items and concepts from the text
 Experience extensive previewing activities
(picture walks, predicting, a summary of
what will be read)
 Have a set purpose for reading
 Restate purpose to ensure comprehension

2003 Division of ESOL/Bilingual Programs: ESOL Instructional Team
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During reading, students should…
Listen to text through read-aloud or shared
reading.
 Revisit the text (shared reading, paired
reading).
 Break reading into chunks and summarize or
retell parts as they read.
 Respond to questions adapted to students’
proficiency levels.

2003 Division of ESOL/Bilingual Programs: ESOL Instructional Team
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After reading, students should…
Orally retell or summarize what was read.
 Revisit key vocabulary—identify new words
and practice words, IN CONTEXT.
 Participate in a choral reading of selected
passages, adding gestures or movement,
when appropriate.
 Use LEA (language experience approach) to
create an adaptable, readable, text.

2003 Division of ESOL/Bilingual Programs: ESOL Instructional Team
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
What type of text is it?

What kind of processing did you use to
read it (Top-down? Bottom-up?)?

Identify examples of one or both types of
processing you used?

What strategies would you use to teach
students to read this kind of text?
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 Study
topics:
Analysis of Student Language Production
 Linguistic Theory
 Teaching Methods and Techniques
 Assessment Techniques and Cultural Issues
 Professional Issues
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Oral Grammar and Vocabulary
 Pronunciation
 Writing
Be familiar with:
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Comparative structures
Code switching
Phonetic Alphabet
http://www.antimoon.com/how/pronuncsoundsipa.htm
Register
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Phonology
 Morphology
 Syntax
 Psycholinguistics
 Sociolinguistics

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Which sounds in English that are typically
problematic for speakers of various native
languages?
 What kinds of words most frequently
occur in a reduced form in natural
speech?
 Intonation and stress patterns in English
 Types of activities that can help ESOL
students monitor and improve their
proficiency in English pronunciation.
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How do morphemes combine to create
words in English?
 What is a digraph?
 How would knowing prefixes and suffixes
improve a student’s ability to gain meaning
from new words?
 Similarities and differences between
syntactic systems of English and other
languages.
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Formation of declarative and interrogative
sentences in English?
 Identify the parts of speech,
understand the English verb system
and analyze student errors.
 Be familiar with idioms and nonliteral
expressions . How can they affect an ESOL
student’s understanding of spoken and
written English?
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Grammatical transformations and structural
changes and how they affect meaning
 Be familiar with:
Krashen
Cummins (BICS/CALP)
Vygotsky (zone of proximal
development)/Krashen (I + 1)
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Be familiar with:
Language interference
Interlanguage
Code-switching
Order of acquisition
Affective filter
Communicative competence
Proxemics
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For Next Time
Garcia: Chapter 12
 Second Journal Entry due 10/4:
Visualize two students; map them along
a proficiency line for each skill. How do
you plan and teach for the varied
proficiency levels & needs of each
student?
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