Discourse in the Classrooms of English Learners and Oracy Instruction That Builds on the First Language

“Discourse analysis can be defined as the analysis of language beyond the sentence” (Diaz-Rico 298). 

        Chapter 11 focuses on the ideas of understanding the ways that schools benefit their English learners by using language separately from the experience of everyday life and  asking how educators can affirm the voices that students bring to school. Classroom discourse is a special type of conversation and is classified using four dimensions: written versus spoken, register (formal-informal), genre (combination of communicative purpose, audience, and format), and monologic, dialogic, or multiparty (how many are involved). A very typical learning encounter in the U.S. classroom is the use of the “Recitation Pattern”. This is a 3 part process, called the IRE or IRF. The teacher invites interaction (I) by asking a question, the student responds (R), and the teacher follows with evaluation (E) or feedback (F). This is often used to activate students’ prior knowledge, review material already covered, and present new information. Another pattern that can be effective is “Cooperative Learning”, talking and listening with their peers. the “Instructional Conversation (IC)” is another discourse alternative. The teacher selects a theme based on the ideas presented in the content and permits open-ended but focused exploration. This leads into the use of CALP (Cognitive Academic Language Proficiency). In my classroom, each student had an “Academic Language Journal” that we used to enter academic language into as we came across it during instruction, including a synonym, antonym, an example, and a picture if applicable. There are the five Cs of CALP: communication, conceptualization, critical thinking, context, and culture. “Good teachers use CALP with their students; excellent teachers ensure that students can use CALP themselves” (Diaz-Rico 310). 

Chapter 6 discussed the importance of the oracy processes, such as retaining information, listening, and speaking in a second language. If these are all performed naturally in the context of a rich, interesting experience, the leaner will acquire the skill almost unnoticed. The goal is to balance fluency and accuracy in English with respect for the communicative needs of the learners, so they can listen and speak with power, express their point of view, listen respectfully to others, while still contributing positively to their bilingual worlds. There are two types of listening: conversational and academic. Students must lean to first listen to repeat, then listen to understand, and lastly listen for communication. The chapter then discusses the importance of BICS (Basic Interpersonal Communication Skills). “...students can begin to understand and communicate with their teacher, develop and fine-tune their interpersonal skills, and begin to overcome culture shock” (Diaz-Rico 153). 

For a great, easy refernce guide to CALP versus BICS: http://www.unco.edu/doit/Model%20Courses/EDI%20112_Introduction%20to%20BICS.pdf

@michellegreco

Teaching the Selected Terms

(Marzano, and Pickering 14-30)

6 Step Process:

Step 1:   Provide a description, explanation, or example of the new term.

Step 2:   Ask students to restate the description, explanation, or example in their own words.

Step 3:   Ask students to construct a picture, symbol, or graphic representation of the term.

Step 4:   Engage students in activities that help them add to their knowledge of the terms.

Step 5:   Periodically ask students to discuss the terms with one another.

Step 6:   Involve students in games that allow them to play with terms.

Thank you so much for this great resource! I also tried to use and apply academic language with my students. As I stated earlier, we created “Academic Language Journals” that were such a great resource for the students throughout the school year. The CST academic vocabulary did seem so scary for them because we had discussed these terms throughout the year and always related the synonyms/antonyms to the terms. 

@hale1984

“It's amazing to me the things one can remember and the fact that I can relate it to this class and the class I teach now, makes it even more amazing”. That was such a great story that you shared! It is amazing the connections and correlations we find in the education world to the past, present, and future. I was also a student that was often asked to show around a new student, and much like you shoed hesitation. I remember a student that joined our class from Ethiopia and she was sat next to me. We ended up creating an great friendship and I remember not only did she learn about my culture, but I had the opportunity to learn so much about her culture!