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"The fish doesn't recognize the water in which it swims" - Unknown
"The fish doesn't recognize the water in which it swims" - Unknown
Most of us take our fluency in our first language for granted. We rarely recognize the wide variety of vocabulary, grammatical structures, organizational features and sociocultural factors of our daily language practices. Items such as verb tense, accents, word choice, language chosen for a particular purpose, levels of formality, and so many more aspects of language are largely implicit. As well, there are sociocultural aspects of the language including: register (degree of formality), genre/text type, topic, task/situation, and roles/responsibilities within the language context that make things complicated. Strong educators of multilingual humans assess and analyze this "water" (language/sociocultural understandings) in which we "swim" (as we use the language in contexts) and scaffold learning for students regularly.
Language Demand Components
Language Demand Components
As defined by WIDA
WIDA Performance Definitions (i.e. details about how ELs receive/produce language at all ELD levels)
WIDA Performance Descriptors (receptive domains)
WIDA Performance Descriptors (productive domains)
WIDA Can Dos: Philosophy & You can choose to view them by Grade Cluster or Key Uses Edition
Sociocultural Context Theory
Sociocultural Context Theory
Sociocultural context is defined on pp. 111-114 of this document intended for MA public school educators who teach ELs.
Class video "How to Order Coffee at Starbucks" (and a 2nd video
Watch this Voice Thread for a full review of Sociocultural Context Theory in action!
Theories
Theories
A basic overview of Language Acquisition Theories (from Khan Academy)
Language Comparisons
Language Comparisons
English to other language comparisons*:
Please ask if you are looking for another language!
*Source: Learner English: A Teacher's Guide to Interference and other Problems.
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