ESL-540 Language Foundations
Part 1: English Language Proficiency Standards and Language Acquisition Theories
Directions : Complete the “English Language Proficiency Standards and Language Acquisition Theories” interactive media piece, located in topic Resources. Refer to the Arizona English Language Proficiency Standards (ELPS), the 2019 English Language Proficiency Standards Guidance Document, and the Glossary for the 2019 English Language Proficiency Standards.
Submit all correct answers and download a certificate of completion. Insert a screenshot of the certificate below to receive full credit for this part of the assignment. Note: The certificate will have the correct title but may show completion for a different course. This will still be accepted by your instructor.
Part 2: Terms and Definitions
Directions : Review the “Language Foundations” interactive media piece located in topic Resources to study terms and definitions related to the elements, form, and function of language.
Identify questions you have about two terms that are the most unfamiliar or unclear to you. Using the topic Resources and additional research, deepen your understanding of those terms.
| ReflectionIn 100-150 words, write a reflection on the two terms you researched, the initial questions you had regarding the terms, and what insights you gained because of your research (e.g., clarifications, new understanding). |
| LexiconCan be described as one’s own internal dictionary. Lexicon is the personal vocabulary one has attained over time.SemanticsRelates to the meaning of words regarding how the word is used in a sentence, interpreted, and comprehended. |
Part 3: Instructional Strategies
Directions : Briefly describe instructional strategies appropriate for ELs when teaching elements of language (phonetics, phonology, morphology, lexicon, semantics, syntax, and pragmatics) within verbal and written expression.
EL Instructional Strategies for Teaching Elements of Language
| Verbal | Written | |
| Instructional Strategy 1 (Phonetics) | ||
| Instructional Strategy 2(Phonology) | ||
| Instructional Strategy 3(Morphology) | ||
| Instructional Strategy 4(Lexicon) | ||
| Instructional Strategy 5(Semantics) | ||
| Instructional Strategy 6(Syntax) | ||
| Instructional Strategy 7(Pragmatics) |
Part 4: Scenarios
Directions : Discuss language form and function in the context of EL instruction by describing instructional strategies appropriate for supporting an English learner with an element of language at a specific grade and English language proficiency level. Ensure a different strategy is selected for each scenario and include a brief rationale for why it was selected. Address each scenario in a minimum of 100 words. You may refer to the instructional strategies in Part 3.
| Scenarios |
| Scenario 1: SyntaxAZ ELP Standard 4: Productive Communication – Speaking and WritingBy the end of each language proficiency level, an English learner can construct grade-appropriate oral and written claims and support them with reasoning and evidence. With moderate support, apply a developing set of strategies to:Performance Indicator B-1: Express an opinion or preference using phrases about a familiar topic or story.Alice, a first-grade student at the Basic level of English language proficiency, is progressing with her writing skills as evidenced in her daily writing journal. The upcoming classroom writing assignment will be answering the question, “Do you like the school’s pizza? Why or why not?” Addressing the standard and performance indicator, which strategy can you use to help Alice create well-written sentences to express her opinion? Why did you select this strategy? |
| Scenario 2: MorphologyAZ ELP Standard 2: Receptive Communication – Listening and ReadingBy the end of each language proficiency level, an English learner can determine the meaning of words and phrases in oral presentations and literary and informational text. With substantial support, apply an emerging set of strategies to:Performance Indicator PE/E-3: Apply information from visual aids, reference materials, and a developing knowledge of grade-appropriate English morphology to determine meaning of unknown words.A second-grade student, Ana, is a recent arrival English learner (RAEL) from Guatemala. She has been identified as a Pre-Emergent/Emergent speaker as per the AZELLA. While she has some basic knowledge of letters and letter sounds, as there are similarities between her native language and English, much explicit instruction will be needed. Addressing the standard and performance indicator, which strategy can you use to teach grade-level English morphology for determining the meaning of unknown words? Why did you select this strategy? |
| Scenario 3: SemanticsAZ ELP Standard 3: Productive Communication – Speaking and WritingBy the end of each language proficiency level, an English learner can speak and write about grade-appropriate complex literary and informational texts and topics. With light support, apply a wide range of strategies to:Performance Indicator I-5: Use precise language and domain-specific vocabulary to inform about or explain the topic.A fourth-grade student, Tuyet, comfortably communicates with her classmates socially and her conversational English is comparable to her peers. She tested at the Intermediate level of English language proficiency on her most recent spring AZELLA reassessment and has been doing very well in class. Although she is still identified as an EL student, she is working on and/or very close to grade level in all content areas, except writing. She struggles with expository writing, which requires factual writing and writing to inform readers on a topic. Addressing the standard and performance indicator, which strategy can you use to enhance her writing skills and move her closer to attaining a score of Proficient on her next reassessment? Why did you select this strategy? |
| Scenario 4: LexiconAZ ELP Standard 2: Receptive Communication – Listening and ReadingBy the end of each language proficiency level, an English learner can determine the meaning of words and phrases in oral presentations and literary and informational text. With substantial support, apply an emerging set of strategies to:Performance Indicator PE/E-1: Recognize the meaning of frequently occurring words, phrases, and expressions.A sixth-grade boy, Arjun, has recently moved to the U.S. from India. He is at the Pre-Emergent/Emergent level of English language proficiency and is in much need of increasing the number of words and phrases he can comprehend in English. Addressing the standard and performance indicator, which strategy can you use to enhance his knowledge of English vocabulary and promote student practice? Why did you select this strategy? |
References
Language Foundations
Required
Review the “Language Foundations” interactive media piece to complete the topic assignment.
https://flashcards.gcu
Language Acquisition: An Overview
Required
Read “Language Acquisition: An Overview,” by Robertson and Ford, located on the Colorín Colorado website.
The Crosscultural, Language, and Academic Development Handbook: A Complete K-12 Reference Guide
Required
Read Chapters 2 and 3.
View Resource
7 EPIC Language Acquisition Theories by Famous Philosophers
Required
Read “7 EPIC Language Acquisition Theories by Famous Philosophers,” located on the OptiLingo website.
Language Acquisition: An Overview
Required
Read “Language Acquisition: An Overview,” by Robertson and Ford, located on the Colorín Colorado website.
https://www.colorincolorado
https://www.colorincolorado.org/article/language-acquisition-overview
Arizona English Language Proficiency Standards (ELPS)
Required
Review the Arizona English Language Proficiency Standards.
https://www.azed.gov/oelas/elps
2019 English Language Proficiency Standards Guidance Document
Required
Review the 2019 English Language Proficiency Standards Guidance Document.
https://www.azed.gov/sites/default/files/2020/09/2019%20ELPS%20Guidance%20Document.pdf
Glossary for the 2019 English Language Proficiency Standards
Required
Review the Glossary for the 2019 English Language Proficiency Standards.
https://www.azed.gov/sites/default/files/2020/08/2019%20ELP%20Glossary_6-23-20_FINAL.pdf?id=5f2b084603e2b31a0ccd5c54
The GO TO Strategies: Scaffolding Options for Teachers of English Language Learners, K-12
Required
Explore “The GO TO Strategies: Scaffolding Options for Teachers of English Language Learners, K-12,” by Levine et al., from the U.S. Depa
… Read More
The_GO_TO_Strategies.pdf
ELL Classroom Strategy Library
Required
Explore “ELL Classroom Strategy Library,” located on the Colorín Colorado website.
https://www.colorincolorado.org/ell-strategy-library
English Language Teaching
Required
… Read More
https://ssc.gcu.edu/#/media-element/955F6634-AE46-E911-BCC7-005056BD8A06
Overview of the 2019 English Language Proficiency Standards
Optional
Watch “Overview of the 2019 English Language Proficiency Standards,” located on YouTube (2020).
https://youtu.be/OB2DQ0hpN
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