Multilingual Learner Professional Development

Multilingual Learner Professional Development

References

How different cultures show respect

1. Not looking at adults when talking
2. Palmore and Maeda (1985) state that Japanese use more descriptive expression to show respect toward adults
3. Kawaguchi-Suzuki et al. (2019) wrote that Koreans and Japanese people bow at the beginning of conversations to show respect.

Question 1/6

How do students become multilingual learners?

1. Parents fill out Home Language Survey (HLS Form) stating thier child speaks another language at home
1. Their child is tested
2. If a student scores a 5.0 or > they are considered proficient in academic language
3. If a student scores a 4.9 or < they are considered a Multilingual Learner

Question 2/6

WIDA Testing

1. All four domains are tested- reading, listening, speaking, and writing
2. Student's academmic English proficiency is scored by this test

Question 3/6

Transcript

WIDA Score Report

Transcript

This is the top of a WIDA score report. In the left-hand column, we have the language domain. At the bottom of the left-hand column is the overall score. In the middle column, we have the proficiency level, which is based out of a possible six. For example, the listening score is a 4.0. The right-hand column is the scaled score, which is a variation of a student's score. The overall, important bits of information on this are in the middle column, proficiency level. This will help you scaffold activities to your students’ needs.

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Transcript

WIDA Score Report

Transcript

This is the bottom of a WIDA score report. Once again, the left-hand column, has the four language domains. The middle column has the proficiency level. Then the right-hand column that tells what the student can do at that level in that language domain. For example, the student’s writing level is at a level 3. That tells us can communicate in writing in English in common topics at school. For example, describe familiar issues and events, create stories or short narratives, describe processes and procedures with some details, and give opinions with reason in a few short sentences.

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Question 4/6

Instructional Supports

1. Wait 5 seconds after asking questions
2. Use visuals and relia when going over topics in lesson
3. Use cognates when teaching a lesson
4. Simplifying and slowing your speech down when teaching

Question 5/6

Language 2 best acquisition practices

Ford and Roberston (n.d.) state the following listed below:

• Using visuals and have students point to pictures or act out vocabulary.
• Give multiple Opportunities for pracitice
• Avoid Excessive Correctives

• Have students work in pairs to solve a problem

Question 6/6

Assessment

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References

References

Ford, K. & Robertson, K. (n.d.) Language Acquisition an Overview. Colorin Colorado. https://www.colorincolorado.org/article/language-acquisition-overview#:~:text=Emphasize%20listening%20comprehension%20by%20using,saying%20and%20showing%20the%20meaning. Palmore, E.B., & Maeda,D. (1985). The Honorable Elders Revisited. Durham, NC: Duke University Press. Kawaguchi-Suzuki, M., Law, M., Prisco, J., Head, K., Fu, L., Yumoto T., Kamei, J., Yang, M., Cheng, K., & Hogue, M. (2019). Cultural Sensitivity and Global Pharmacy Engagement in Asia: China, Japan, South Korea, and Taiwan. American Journal of Pharmaceutical Education, 83(4), 637-650. 10.5688/ajpe7214