<?xml version="1.0"?>
<rss version="2.0">
   <channel>
      <title>Guiding Principles by Shawna</title>
      <link>https://padlet.com/MuirRenzella/ESLpart2GuidingPrinciples</link>
      <description>1. Conversational language proficiency is fundamentally different from academic language proficiency. </description>
      <language>en-us</language>
      <pubDate>2019-02-07 18:30:30 UTC</pubDate>
      <lastBuildDate>2019-02-08 15:16:40 UTC</lastBuildDate>
      <webMaster>hello@padlet.com</webMaster>
      <image>
         <url>https://padlet-assets.s3.amazonaws.com/icons/Templeball.png</url>
      </image>
      <item>
         <title>Misconceptions</title>
         <author>MuirRenzella</author>
         <link>https://padlet.com/MuirRenzella/ESLpart2GuidingPrinciples/wish/328900039</link>
         <description><![CDATA[<div>Perhaps the only misconception is that social and academic English are exclusive of one another, when in reality the latter cannot exist WITHOUT the former.</div>]]></description>
         <enclosure url="" />
         <pubDate>2019-02-07 18:30:30 UTC</pubDate>
         <guid>https://padlet.com/MuirRenzella/ESLpart2GuidingPrinciples/wish/328900039</guid>
      </item>
      <item>
         <title>Research Says...</title>
         <author>MuirRenzella</author>
         <link>https://padlet.com/MuirRenzella/ESLpart2GuidingPrinciples/wish/328900041</link>
         <description><![CDATA[<div>According to <a href="http://www.colorincolorado.org/article/what-difference-between-social-and-academic-english">http://www.colorincolorado.org/article/what-difference-between-social-and-academic-english</a>, the process of social (conversational) and academic language proficiency is different yet related. <br><br>The entire process is said to take approximately four years, based on the ELL's own variables.<br><br>The stages are broken down as follows:</div><div><br>Beginning stage<br><br></div><div>ELLs at the beginning stage demonstrate comprehension of simplified language, speak a few English words, answer simple questions, and use common social greetings and repetitive phrases. They make regular mistakes.</div><div><br>Intermediate stage<br><br></div><div>ELLs at the intermediate stage speak using standard grammar and pronunciation, but some rules are still missing. Their level of comprehension is high and they can ask or answer instructional questions. They can actively participate in conversations, retell stories, and use expanded vocabulary and paraphrasing.</div><div><br>Advanced stage<br><br></div><div>ELLs at the advanced stage use consistent standard English vocabulary, grammar, idioms, and oral/written strategies similar to those of English-speaking peers. They have good pronunciation and intonation. Advanced ELLs initiate social conversations. They use idiomatic expressions and appropriate ways of speaking according to their audience.</div>]]></description>
         <enclosure url="" />
         <pubDate>2019-02-07 18:30:30 UTC</pubDate>
         <guid>https://padlet.com/MuirRenzella/ESLpart2GuidingPrinciples/wish/328900041</guid>
      </item>
      <item>
         <title>What I &quot;Know&quot;</title>
         <author>MuirRenzella</author>
         <link>https://padlet.com/MuirRenzella/ESLpart2GuidingPrinciples/wish/328900042</link>
         <description><![CDATA[<div>If you are fellow English teachers, my use of quotation marks did not go unnoticed.  What you would also know, is that they are not used for emphasis, but as a means for visually expressing a half truth...<br><br>What I know, is limited to my own experiences working with ELLs. <br>This past semester, I taught ELD CO1/DO1 for the first time and for me, the semester started with an emphasis on ensuring my students felt understood - both me understanding them and them understanding me. This level of everyday conversational language acted as the foundation upon which we moved towards the development of more complex language structures (academic language), which included, but is not limited to the alphabet, simple present tense, common everyday phrases, questions and school-related vocabulary.  </div>]]></description>
         <enclosure url="" />
         <pubDate>2019-02-07 18:30:30 UTC</pubDate>
         <guid>https://padlet.com/MuirRenzella/ESLpart2GuidingPrinciples/wish/328900042</guid>
      </item>
      <item>
         <title>Continued...</title>
         <author>MuirRenzella</author>
         <link>https://padlet.com/MuirRenzella/ESLpart2GuidingPrinciples/wish/328918210</link>
         <description><![CDATA[<div>Whenever I am teaching students at STEP 1/2, I always work to ensure the conversational language, including high frequency vocabulary, is somewhat established first. This is also a strategy I use in order to ensure my ELLs feel comfortable and safe, for only when this exists can learning happen. </div>]]></description>
         <enclosure url="" />
         <pubDate>2019-02-07 18:57:39 UTC</pubDate>
         <guid>https://padlet.com/MuirRenzella/ESLpart2GuidingPrinciples/wish/328918210</guid>
      </item>
      <item>
         <title>Research agrees</title>
         <author>MuirRenzella</author>
         <link>https://padlet.com/MuirRenzella/ESLpart2GuidingPrinciples/wish/328922250</link>
         <description><![CDATA[<div>As teachers of ELLs, we need to make developing both types of English skills priorities and you do so by starting with social English and then using it TO TEACH academic English.  <br><br><br><a href="http://www.colorincolorado.org/article/what-difference-between-social-and-academic-english">http://www.colorincolorado.org/article/what-difference-between-social-and-academic-english</a></div>]]></description>
         <enclosure url="" />
         <pubDate>2019-02-07 19:04:09 UTC</pubDate>
         <guid>https://padlet.com/MuirRenzella/ESLpart2GuidingPrinciples/wish/328922250</guid>
      </item>
   </channel>
</rss>
