To become proficient, developing readers and multilingual learners must develop receptive and expressive language skills. Receptive language is required to understand language that is spoken; expressive language is needed to speak and convey one’s thoughts. Students must have frequent opportunities in school to interact in order to support oral language development (Wong Fillmore & Snow, 2002). Students need to develop strategies to support active listening and will need information repeated and reinforced. Expressive skills may be hindered by students’ raised affective filters and it is essential that learners be given time to develop skills and build confidence before they are required to speak in academic contexts. References Wong Fillmoore, L., & Snow, C.E. (2002). What teachers need to know about language. In C.T. Adger, C.E. Snow & D. Christian (Eds.), What teachers need to know about language (pp. 7-53). McHenry, IL and Washington, D.C: Delta Systems and the Center for Applied Linguistics Instructional routine • Explore and learn Have students preview activities and support them as they set a purpose for listening. Remind students that they will always have multiple listening opportunities. Reassure students that they should not worry if they do not understand everything they hear at first. Allow students ample time to listen. Pause and replay sections of audio, as necessary. • Practice Model for students how to discuss information and content and then have students share ideas in pairs or small groups. Group students so that those with higher levels of proficiency can model for those developing speaking skills. If appropriate, hold fishbowl style conversations that students can observe. Support metacognition by pointing out the listening and speaking strategies that are modeled. As students speak, recast or revoice any words, phrases, or sentences that need a standard English model. • Communicate In order to develop proficiency and comfort speaking, students need multiple opportunities to listen to and use new terms and phrases in conversation. Have students complete the activities in the unit, modeling whenever necessary to support students’ understanding of expectations. Give students opportunities to rehearse with a teacher what they will share in pairs or small groups. Students may also rehearse on their own. Always provide ample wait time when students are sharing orally. • Assess Consistently monitor students’ progress with listening and speaking skills and use information you gather to inform reteaching and reinforcement of strategies. Circulate as students talk in pairs and small groups, listening in to determine who is progressing and who many need support. Talk openly with students about their oral language development and help them set goals for listening and speaking. Invite them to self-monitor by reflecting on their participation in discussions and oral language activities. ORAL LANGUAGE Txxvii
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