ANTpM POSTER by Tanya Alfaro

tannie411 — 2015-09-25 22:40:17 UTC

Martin Luther King Elementary School

tannie411 — 2015-09-25 22:40:51 UTC

How have language acquisition theories impacted program models? What role does the legal system have in how students are taught at the local levels? SO WHAT LAWS OR POLICIES DO THEY FOLLOW? RACE TO THE TOP? COMMON CORE?1) LOCALLY ADOPTED INSTRUCTIONAL PROGRAMS. Candidates learn the purposes, goals, and content of locally adopted instructional programs associated with a local school program:

kaleighschiro — 2015-10-01 22:32:04 UTC

(a) Identify their bilingual program model (IS IT TRANSITION, DUAL IMMERSION),

At King Elementary, there are two programs that accommodate the students. This school uses the Structured English Immersion (SEI) program and the Dual Immersion program. SEI is a technique for rapidly teaching English to English Language Learners. Dual Immersion programs include native English-speaking students and native speakers of a foreign language. The overall goal of this program is to develop bilingualism/biliteracy, academic achievement, and cross-cultural competencies for all students.

kaleighschiro — 2015-10-01 22:33:10 UTC

(b) chart key elements related to acquiring English and supporting academic achievement (i.e., content comprehension);

Overall the teachers use a variety of skills such as, SDAIE training, frontloading, common core, and RTI to implement into the classroom in order to acquire English and support the students' academic achievement.

kaleighschiro — 2015-10-01 22:33:40 UTC

“The educational goal for students in Kindergarten through third grade who participate in the Dual program is to provide them with a strong foundation in Spanish, thus enabling students to have the mental flexibility to transfer these skills to English in the upper grades. The educational goal for students in fourth and fifth grade is to maintain and foster the Spanish skills attained in the primary grades through systematically and strategically teaching Social Studies, Spanish Literature and Grammar during the Spanish Language Arts time.” http://www.sausd.us/domain/6256

kaleighschiro — 2015-10-01 22:34:04 UTC

(d) the specific skills addressed or taught; and

The specific skills being introduced are courses such as, social studies , writing , and grammar, which develop bilingualism/biliteracy skills.

kaleighschiro — 2015-10-01 22:34:31 UTC

(e) who teaches them (e.g., classroom teacher, paraprofessional?)

Qualified bilingual classroom teachers teach the students in these specific programs.

3)DIAGRAM KEY LANGUAGE ACQUISITION THEORIES. (REFER TO SLA THEORIES 57-75 WEEK 2—CITE PEREGOY AND BOYLE, CAN ALSO LOOK AT MY PPT --- SO YOU WILL CITE PEREGOY AND BOYLE APA STYLE -- JUST LOOK AT THE SYLLABUS TO SEE HOW I WROTE OUT THE TEXT)

kaleighschiro — 2015-10-01 22:36:48 UTC

kaleighschiro — 2015-10-01 22:37:41 UTC

(a) How do the theories appear to support this locally adopted program?

The innatist perspective in second language acquisition supports this locally adopted program. According to Krashen, as cited in Peregoy and Boyle, “language learners acquire (rather than learn) the rules of a language in a predictable sequence” (Peregoy and Boyle, 64). The educational goal of this school, as stated above, describes the goals for students in lower and upper elementary. Students in lower elementary who are participating in this program are provided with a strong foundation in Spanish which will give them the mental flexibility to transfer these skills to the English language. The goal of upper elementary students is to, “maintain and foster the Spanish skills attained in the primary grades through systematically and strategically teaching Social Studies, Spanish Literature and Grammar during the Spanish Language Arts time.” Students in this program also participate in constructive analysis. “Constructive analysis is a procedure for comparing phonological, morphological, and syntactic rules of two languages (the learner’s mother tongue and his or her second language) to predict areas of difficulty in second language development” (63). Throughout this program students gain mental flexibility in order to transfer knowledge from their first language to the second language.

5) OVERALL, WHAT ARE THE STRENGTHS AND WEAKNESSES OF THIS PROGRAM BASED ON YOUR ANALYSIS?

kaleighschiro — 2015-10-01 22:38:15 UTC

The strengths of the dual immersion program are the mental flexibility it gives students. Students can pull from the knowledge they've acquired from learning Spanish. For example, when trying to figuring out a word in English, if the word is rooted from Latin they can easily figure out what the word means because Spanish is more closely related to Latin. Also, based on assessments and observations, students tend to score higher on tests if they are in a dual immersion program compared to those who aren't.

The weaknesses, which are never called weaknesses, but rather areas for improvement are staff and material development. With common core and things beginning to change our staff needs to be prepared and well educated on these changes. Also, the materials need to be updated in order to keep up with these 21st century changes and sometimes the budget can't account for it.