1. CHAPTER 1
LEARNERS, LITERACIES, AND TEXTS
Mika Ella O. Perez
LED 204

2. Scope of Chapter 1
1. Characteristics of English
Learners in the 21st Century
2. Education Policy To English
Learners
3. English Learner Program Models
4. Enhancing Learning Using
Technology

3. English
Learners
in the 21st
Century
Technologically-
inclined
Multicultural
Diverse language
backgrounds

4. English Learner Categories
1. ENGLISH LEARNERS (EL) – non-native
English speakers who are learning English
in school
2. LIMITED ENGLISH PROFICIENT (LEP) –
those who are beginners to intermediate
in English
Variations: English learners, English language
learners, non-native English speakers

5. 3. SECOND LANGUAGE LEARNERS –
students who are in the process of
learning English as the second language
4. LONG-TERM ENGLISH LEARNER (Olsen,
2010) – students who have lived in the
U.S. for many years, have been educated
primarily in the said country, may speak
very little of the home language, but
have not developed advanced
proficiency in English, especially
academic English.

6. EDUCATION POLICY TO ENGLISH
LEARNERS
Standards documents are generally structured
to include (Laturnau, 2003):
a. Content standards that delineate what
students should know and be able to do
b. Benchmarks that specify expected
knowledge and skills for each content
standards at different grade levels
c. Progress indicators that describe how well
students need to do to meet a given content
standards

7. 1. COMMON CORE STATE STANDARDS
– launched by the National
Governors Association for Best
Practices and the Council of Chief
State School Officers

8. 2. “A Nation At Risk” (1983)
•A national report funded by the U.S.
Congress that called for improvement in
education
•Spearheaded by the National
Commission on Excellence in Education
•Among the outcomes of the report was
the development of the NATIONAL
ASSESSMENT OF EDUCATION
PROGRESS (NAEP)

9. 3. WORLD-CLASS INSTRUCTIONAL
DESIGN AND ASSESSMENT (WIDA)
CONSORTIUM
• The program developed English
Language Proficiency Standards
which address social language and
academic language development
in the content areas

10. 4. NO CHILD LEFT BEHIND ACT OF
2011
• Federal legislation reauthorizing
the ELEMENTARY AND
SECONDARY EDUCATION ACT
(ESEA) originally passed in 1965 to
improve academic performance
among lower-achieving,
“economically disadvantaged”
students.

11. 5. ESEA TITLE VII BILINGUAL
EDUCATION ACT (1968)
• Bilingual education programs have
been developed throughout the
country, using languages such as
Spanish, Vietnamese, Chinese,
Japanese, French, and Portuguese.
In addition, bilingual programs have
served numerous American Indian
languages such as Navajo, Cherokee,
and Crow.

12. ENGLISH LEARNER PROGRAM
MODELS
• IMMERSION
–Developed in Canada in the 1960s, was
designed to teach a minority language
to native English speakers
• TWO-WAY IMMERSION or dual-language
program, which aim for bilingualism and
biliteracy for both English learners and
native English speakers

13. PROGRAM TYPE
LANGUAGE(S) OF
INSTRUCTION AND
LANGUAGE
DEVELOPMENT
GOALS
STUDENTS IN
CLASSROOM
USE OF PRIMARY
LANGUAGE
1. MAINSTREAM
or General
Education
Instruction in
English.
GOAL: English
proficiency
English
dominant and EL
K-12 students
No L1 support
provided to EL
students
2. STRUCTURED
ENGLISH
IMMERSION
Instruction in
English. ESL
instruction
provided in class
or as pull-out.
GOAL: English
proficiency
English
dominant and EL
K-12 students in
mainstream
classroom
L1 may be used
to support if
feasible

14. 3. SHELTERED
INSTRUCTION
or Specially
Designed
Academic
Instruction in
English (SDAIE)
Instruction in
English with
sheltering support
for academic
content learning
GOAL: English
proficiency for
academic use
EL students K-12 L1 may be used
for support if
feasible
4. NEWCOMER
PROGRAM
Intensive
instruction in
English for one
year or less.
Students separated
from mainstream
classrooms
GOAL: Transition to
English instruction
in sheltered or
mainstream
classroom
EL students K-12
who are recent
immigrants and
those with
interrupted
schooling
L1 support for Els
if feasible;
acculturation and
family/
community
component;
students provided
with modified
classroom
instruction and
support primarily
in English

15. 5. EARLY EXIT
TRANSITIONAL
BILINGUAL
PROGRAM
L1 used to teach
literacy and
academic content as
a bridge to English.
English used
increasingly to 2nd to
3rd grade or for 2-3
years in grades 7-12.
GOAL: Transition to
English instruction
EL students K-
12
Students taught
in both L1 and
English; transfer
to English-only
programs after
2-3 years
6. LATE EXIT
TRANSITIONAL
BILINGUAL
PROGRAM
L1 used to teach
literacy and
academic content.
English used
increasingly to 5th
or 6th grade or 4-5
years in grades 7-
12.
GOAL: Transition to
English instruction
EL students K-
12
Students
transfer to
English-only
programs after
4-6 years

16. 7. MAINTENANCE
BILINGUAL
PROGRAM
L1 used to teach
literacy and
academic
content along
with English.
GOAL: L1
maintenance and
English
proficiency
EL students
and
monolingual
English-
speaking
students K-12
Primary
language
receives
sustained focus
along with
gradual
development of
English
8. DUAL
LANGUAGE
PROGRAM
L1 used to teach
literacy and
academic content
along with English.
GOAL: Full
bilingualism and
biliteracy for social
and academic
purposes
EL students
and
monolingual
English-
speaking
students K-12
Students use
both languages
to learn
language and
academic
content in two
languages

17. ENHANCING LEARNING USING
TECHNOLOGY
Guide concepts:
1. Provide cognitive challenge and opportunities
for deep processing of meaning
2. Relate instruction to prior knowledge and
experience
3. Promote active, self-regulated, collaborative
inquiry
4. Promote extensive engaged reading and writing
across the curriculum

18. 5. Help students develop strategies for effective
reading, writing, and learning
6. Promote affective involvement and identity
investment on the part of the students

19. CHAPTER 2
LANGUAGE AND LANGUAGE
ACQUISITION
Mika Ella O. Perez
LED 204

20. Scope of Chapter 2
1. Language Proficiency and
Communicative Competence
2. Language Acquisition Theories

21. Language Proficiency and
Communicative Competence
LANGUAGE PROFICIENCY
• The ability to use a language
effectively and appropriately
throughout the range of social,
personal, school, and work
situations that comprise daily living.

22. COMMUNICATIVE COMPETENCE
• (often used instead of language
proficiency) for it emphasizes that
proficient language use extends
beyond grammatical forms and
meaning to include social
conventions required for successful
communication
• knowledge of the linguistic and social
rules of communication

23. COMMUNICATIVE COMPETENCE
• The ability to apply grammatical
rules during any communicative act

24. LANGUAGE ACQUISITION THEORIES
(First Language Acquisition)
THEORIES
1. BEHAVIORIST
(B.F. Skinner, Leonard
Bloom, Charles Fries)
Children learned their first language
through stimulus, response, and
reinforcement.
2. INNATIST
(Noam Chomsky,
Eric Lenneberg,
Stephen Krashen)
Language acquisition could any be
accounted for by an innate, biological
language acquisition device (LAD) or
system.
3.INTERACTIONIST
(M.A.K. Halliday,
Dell Hymes,
Howard Gardner)
Caregivers play a critical role in
adjusting language to facilitate the use
of innate capacities for language
acquisition

25. PERSPECTIVES
1. BEHAVIORIST
(B.F. Skinner, Leonard
Bloom, Charles Fries)
Audiolingual Method (1960) Tape-
recorded dialogues are presented for
students to memorize, followed by
pattern drills for practicing verb forms
and sentence structures
2. INNATIST
(Noam Chomsky,
Eric Lenneberg,
Stephen Krashen)
A. Creative Construction Theory
(1982) English language learners
creatively construct the rules of the
second language in a manner
similar to that observed in first
language acquisition
LANGUAGE ACQUISITION THEORIES
(Second Language Acquisition)

26. PERSPECTIVES
2. INNATIST
(Noam Chomsky,
Eric Lenneberg,
Stephen Krashen)
B. Krashen’s Five Hypothesis (1982)
1. THE ACQUISITION/LEARNING HYPOTHESIS
• Acquisition is a natural language
development process that occurs when
the target language is used in meaningful
interactions with native speakers.
• Language Learning refers to the formal
and conscious study of language forms and
functions as explicitly taught in foreign
language classrooms
2.THE MONITOR HYPOTHESIS
• The formal study of language leads to the
development of an internal grammar
editor or monitor

27. PERSPECTIVES
2. INNATIST
(Noam Chomsky,
Eric Lenneberg,
Stephen Krashen)
B. Krashen’s Five Hypothesis (1982)
3. THE NATURAL ORDER HYPOTHESIS
• Language learners acquire (rather than
learn) the rules of a language in a
predictable sequence. That is, certain
grammatical features, or morphemes, tend
to be acquired early, whereas others tend
to be acquired late.
4. THE INPUT HYPOTHESIS
• L2 acquisition is the direct result of
learners’ understanding the target
language in natural communication
situations.

28. PERSPECTIVES
2. INNATIST
(Noam Chomsky,
Eric Lenneberg,
Stephen Krashen)
B. Krashen’s Five Hypothesis (1982)
5. THE AFFECTIVE FILTER HYPOTHESIS
• The most important affective variables
favoring L2 acquisition are a low-anxiety
learning environment, student motivation
to learn the language, self-confidence, and
self-esteem.
• Krashen urges teachers not to force
production, but rather allow students a
silent period during which they can
acquire some language knowledge by
listening and understanding, as opposed
to learning through meaningless rote
drills.

29. PERSPECTIVES
3. INTERACTIONIST
(M.A.K. Halliday,
Dell Hymes,
Howard Gardner)
• They focus on the ways in which native
speakers modify their speech to try to
make themselves understand by
English-learning conversational
partners (NEGOTIATION OF
MEANING).