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- create a positive space
- provide rationale for why students should learn multiple languages
- acknowledge need for proficiency in home language, also

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as a teacher, it's hard not to. we can't possibily know all the situations our students might find themselves in someday.
- correction with models, guides, assistance on how to fix
- not always as this will lead to frustration and discourage students from remaining positive

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reading comprehension - understanding text/information in more than one language
translanguaging - using both languages that they know to show proficiency

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no - just like we've talked about, 1,000's of languages are disappearing and English isn't the only language in the world. Other languages can be used in all career fields, but further than careers, entire populations and cultures are losing every way to communicate their realities. The Brown text from week 8 had a section discussing research finding pp. 207 “English is the cause of linguistic genocide.”

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Older learners
- motivated
- harder to practice because of not being involved in casual convos
- language is more complex
Younger
- immersed in the language when they're young both academic and casual
- not correcting mistakes developmentally as often as older learners

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L1 - sounds patterns, context matters
- children are not expected to produce language at all
- adults often don't point out or correct speech
L2 - additional pressure of learning langue and content at the same time
- expected to learn and understand at a fast rate
- penalized for making errors

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- make students feel welcomed, and respected.
- feeling of value.
- give opportunities to use first language.
-introduce students who have been successful in learning L2, so they know they can too.
- teach learning strategies
- encourage integrative motivation by providing structure opportunities to make cultural connections and friendships.

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Discrete language skills such as phonics have a place in the overall language program. -reading extensively, by linking instruction to students' prior knowledge and experiences and through explicit instruction in vocabulary and comprehension skills.

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Important to encourage students to continue developing their first language while they learn English. This is most effective because learners who are well developed in L1 are likely to pick up the second language more successfully. For example a student who already knows how to read, does not have to relearn the principles of reading for the second language. L1 can be a great tool for L2 developing!

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Promote reasons for learning a language. Be open/honest. Sense of accountability/empathy/safety for students to take risks. Recognizing the value of multiple languages and cultures. Provide students with multiple opportunities for language practice and exposure to native language speakers. Respecting their silent period when learning a new language.

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Yes - explain any word choices that would cause embarrassment or confusion privately.
- provide a model, rather than explanation
- corrections are subtle
- open and honest
- errors made in lesson
A lot of student corrections will happen naturally.

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Reading skills : To gain a better vocabulary, to gain an understanding of 8 parts of Speech as they read something that is of interest to the student. To not get stuck on one word that the student does not understand. To challenge themselves to wide range of reading. Books, articles, magazines, Bible, social media, even news on CC.

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Sometimes we should, but it is situational. If it doesn't reoccur, don't worry about it. Constant correction might limit participation. Always respond to the message first, then be selective in errors such as word choice.

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Translanguaging - using multiple languages to communicate. Referring to one language to help understand or explain something in the others.

Phonics can teach the sound to symbol to sound out new words. Cummins says decoding to recognize most common words, upper/lowercase letters, the alphabet, and order of alphabet help facilitate language learning.

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- balance of phonetics and understanding reading comprehension.
- Ability to use academic vocabulary
- reading comprehension depends on vocabulary and background knowledge (Culture).

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NO. If you lose language you lose more than just that - you lose your foundation to L2 learning, your language-learning tools, and personal and cultural identity. Supporting the first language development alongside L2 development in the classroom support their sense of identity and gives them tools to learn a second language.

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Younger Language Learners have great exposure to vast quantities of language.  They have many opportunities to interact with a wide range of proficient users.  They are not expected to understand or produce language that is too far beyond their current stage of development.  They are rarely criticized or speech corrected.
Adults are usually more highly motivated, have greater knowledge in L1 to bring. Not afraid to ask a question. Although, work load, life load, anxiety can produce issues.

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Students will approach the task of learning English more positively if they have a genuine desire or motivation to learn the language, a sense of confidence in their ability to do so, and some effective learning strategies to draw on.

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No! Students need to maintain their L1 while learning and engaging with L2. Not culturally appropriate/inclusive. L1 facilitates language learning of L2. Restricting use of L1 limit's ability to acquire a second language and maintain language/literacy skills. Pride of bilingualism can be motivating for students!

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You can correct mistakes with some rules:
- Always respond to the message first.
- Be selective of which errors to respond to.
- Don't expect students to understand and use the correct form immediately.

Students will forget something you taught them yesterday. It's important to focus on one error at a time, maybe just in a conversation not a whole lecture.

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L1-Students recognize the sounds, words, and then the grammatical patterns.
-They use it for purposes that are important to them (playing a game)
L2-ELLs interact face to face, and their academic language is required to achieve academic success.

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ABSOLUTELY NOT
- If higher development of L1 supports learning of L2.
- First Language as a component of Identity. If first language is not valued, students will be disconnected from learning second language altogether.*

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Motivation is critically important to acquiring a second language. In order to have a a positive approach students need a genuine desire or motivation to learn, a sense of confidence in their ability to complete work, and effective learning strategies to draw on.

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Younger acquires more easily. Able to learn phonemes for other languages.

Older learners can think more metacognitively about their language learning experience. Can learn as long as they have the motivation.

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- children exposed to a TON of language in many environments
- children have more opportunities to interact with proficient speakers
- adults are expected to use more complex language and earlier on
- children receive simplified language when spoken to, and usually highly contextual
- mistakes (developmental or speech) of children are rarely criticized, and adults often expand on their answers
-  children learn L through purposeful use
- adults have more to catch up in shorter amount of time
- adults have the affective filter
- adults exposed to more complex, less contextualized L

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- The stakes are much higher as their academic future could be affected by how and how well they learn.
- ELLs have the difficulties of learning a new language socially and academically.
- When making mistakes, it can often lead to points being deducted.

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Research has discovered no positive link between correction and the speed or accuracy with which student learn English. In fact, constant correction can have a negative effect. Students can become anxious and discouraged and their accuracy may decline.

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L1 - First/Native Language/Mother Tongue. Acquired through experience.
L2 - Learned. Developing language. Takes about 5 years to be academically proficient.

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complexity of requirements, unrealistic expectations.
The older students are the harder it is for students to catch up to their peers.

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- conditions are different - L1 @ home (younger), L2(older) in class.
- L2 higher expectations - more criticized.