Bloom's & Language

Language acquisition is the process by which humans acquire the capacity to perceive and comprehend language, as well as to produce and use words and sentences to communicate. It is one of the quintessential human traits, because non-humans do not communicate by using language. Second-language acquisition is the process by which people learn additional languages. Proficiency in academic English is important for comprehending content instruction and student success. Understanding how language is acquired (particularly a second or third language) and the needs of students at each level or stage of acquisition is an essential first step for educators to provide support in their classrooms. https://en.wikipedia.org/wiki/Language_acquisition

Five (5) PDUs or EOU credit Possible:

Objective(s):

• Participants will discuss language acquisition and levels of language proficiency in relation to learning.
• Participants will create and utilize tiered questions designed to link language proficiency levels, levels of thinking and language functions.

Explore:

• Read:
  • Language Acquisition: An Overview on Colorín Colorado
  • The Language Acquisition section from the ELD Handbook (and any sub tabs)
  • Asking the Right Questions by Jane D. Hill and Kathleen Flynn
  • Bloom's Taxonomy with Language Proficiency Levels (example 1)
  • Bloom's and Language Proficiency Levels (example 2)
• View:
  • The videos below
• Apply:
  • Using the information from the Read and View sections above (and testing information), determine the language proficiency level of the students in your class.
  • Create a grid of tiered questions for a lesson or unit you currently teach linking language proficiency levels, levels of thinking and language functions (see examples above).
  • Then, try out the questions with the students in your class.
• Reflect:
  • Read Why Reflect? and Posting a Reflection
  • Summarize what you learned about language acquisition, levels of proficiency and the implications for your English language learners in relation to understanding content instruction and participating in classroom discussions.
  • Describe the impact that creating and using tiered questions had on instruction and learning. What will your next steps be?
  • Post your reflection to the Discussion Group
• Rate:
  • Refer to the details and link you received upon registration