Introduction and Overview
   

• Key Points
• Key Points
• Key Points
• Views of Language
• Views of Language
• Views of Language
• Quick Write
• Synopsis of the Consent Decree
• Underlying Reason for Modifying Consent Decree
• Technical Assistance Paper
• Limited English Proficient
• List School Districts
• Identify Number of Students
• Identify Number of Students
• Identify Number of Students
• Identify Number of Students
• Identify Number of Students
• Identify Number of Students
• Identify Number of Students
• Identify Number of Students
• Your Reaction
• Four Characteristics of Each Culture
• Four Characteristics of Each Culture
• Four Characteristics of Each Culture
• Four Characteristics of Each Culture
• Four Characteristics of Each Culture
• Four Characteristics of Each Culture
• Four Characteristics of Each Culture
• Four Characteristics of Each Culture
• Four Characteristics of Each Culture
• Four Characteristics of Each Culture
• Four Characteristics of Each Culture
• Four Characteristics of Each Culture
• Four Characteristics of Each Culture
• Four Characteristics of Each Culture
• Four Characteristics of Each Culture
• Four Characteristics of Each Culture
• Four Characteristics of Each Culture
• Four Characteristics of Each Culture
• Four Characteristics of Each Culture
• Four Characteristics of Each Culture
  Module 1: Language Learning
     
  
• What is Language?
• What is Language?
• What is Language?
• What is Language?
• What is Language?
• What is Language?
• How Do Children Acquire Language?
• How Do Children Acquire Language?
• How Do Children Acquire Language?
• How Do Children Acquire Language?
• How Do Children Acquire Language?
• How Do Children Acquire Language?
• How Do Children Acquire Language?
• Can Adults Facilitate Children's Language Acquisition
• Can Adults Facilitate Children's Language Acquisition
• Can Adults Facilitate Children's Language Acquisition
• Myths and Misconceptions About Language
• Pre-test/Post-test Questions
• Pre-test/Post-test Questions
• Pre-test/Post-test Questions
• Pre-test/Post-test Questions
• Pre-test/Post-test Questions
• Pre-test/Post-test Questions
• Pre-test/Post-test Questions
• Pre-test/Post-test Questions
• Pre-test/Post-test Questions
• Pre-test/Post-test Questions
• Pre-test/Post-test Questions
• Pre-test/Post-test Questions
• Underlying Beliefs - Marian Taylor
• Emilio Chavez
• Flavia Waters
• Three Views of Language
• Three Views of Language
• Three Views of Language
• Personal Beliefs
• Skills Application
  Module 2: Discourse
     
  
• Discourse
• Discourse
• Discourse
• Discourse
• Scaffolding Techiques in Sample #1
• Scaffolding Techniques in Sample #2
• Scaffolding Techniques in Sample #3
• Scaffolding Techniques used in Sample #4
• Scaffolding Techniques used in Sample #5
• Communication Strategies used in Sample #1
• Communication Strategies used in Sample #2
• Communication Strategies used in Sample #3
• Communication Strategies used in Sample #4
• Communication Strategies used in Sample #5
• Communication Strategies used in Sample #6
• Skills Application
  Module 3: Phonology
     
  
• Introduction to Phonology
• Impossible Words
• Stress, Intonation, and Rhythm
• Stress, Intonation, and Rhythm
• Body Rap
• Analyzing Phonological Data
• Example #2
• Example #3
• Give a Personal Example
• Key Points of Phonology
  Module 4: Morphology and Syntax
     
  
• Identify the Morphemes
• Identify the Morphemes
• Identify the Morphemes
• Identify the Morphemes
• Identify the Morphemes
• Identify the Morphemes
• Identify the Morphemes
• Identify the Morphemes
• Identify the Morphemes
• Identify the Morphemes
• Identify the Morphemes
• Identify the Morphemes
• Identify the Morphemes
• Identify the Morphemes
• Identify the Morphemes
• Identify the Morphemes
• Identify the Morphemes
• Identify the Morphemes
• Identify the Morphemes
• Identify the Morphemes
• Identify the Morphemes
• Identify the Morphemes
• Identify the Morphemes
• Identify the Morphemes
• Identify the Morphemes
• Identify the Morphemes
• Identify the Morphemes
• Identify the Morphemes
• Identify the Morphemes
• Identify the Morphemes
• Identify the Morphemes
• Identify the Morphemes
• Identify the Morphemes
• Identify the Morphemes
• Identify the Morphemes
• Identify the Morphemes
• Identify the Morphemes
• Identify the Morphemes
• Identify the Morphemes
• The Study of Language
• The Study of Language
• The Study of Language
• The Study of Language
• The Study of Language
• The Study of Language
• The Study of Language
• Cognates
• False Cognates
• What Does It Mean?
• What Does It Mean?
• What Does It Mean?
• What Does It Mean?
• What Does It Mean?
• Predominant Word Order
• Predominant Word Order
• Predominant Word Order
• Predominant Word Order
• Predominant Word Order
• Rules for Constructions
• Rules for Constructions
• Rules for Constructions
• Syntax
• Syntax
• Syntax
  Module 5: Semantics
     
  
• Jabberwocky
• Jabberwocky
• Jabberwocky
• The Game Show
• The Game Show
• The Game Show
• The Game Show
• Categories
• Categories
• Odd Sentences
• Odd Sentences
• Polysemous or Homophonous
• Dictionary Entries
• Dictionary Entries
• Metaphor
• Time As A Commodity
• Idiom
• Idiom
• Idiom
• Idiom
• Idiom
• Idiom
• Idiom
• Idiom
• Idiom Difficulties
• Idiom Difficulties
• Pragmatics
• Pragmatics
• Pragmatics
• Presupposition
• Deixis
• Speech Acts
• Other Ways
  Module 6: First and Second Language Acquisition Theories
     
  
• Similarities and Differences
• Similarities and Differences
• L2 Similarities and Differences
• L2 Similarities and Differences
• Questions - Part 1
• Questions - Part 1
• Questions - Part 1
• Questions - Part 1
• Questions - Part 1
• Questions - Part 2
• Questions - Part 2
• Questions - Part 2
• Questions - Part 2
• Questions - Part 3
• Questions - Part 3
• Questions - Part 3
• Questions - Part 4
• Questions - Part 4
• Questions - Part 4
• Learner Variables Matrix
• Learner Variables Matrix
• Learner Variables Matrix
• Learner Variables Matrix
• Learner Variables Matrix
• Learner Variables Matrix
• Learner Variables Matrix #2
• Learner Variables Matrix #2
• Learner Variables Matrix #2
• Learner Variables Matrix #2
• Learner Variables Matrix #2
• Learner Variables Matrix #2
• Learner Variables Matrix #3
• Learner Variables Matrix #3
• Learner Variables Matrix #3
• Learner Variables Matrix #3
• Learner Variables Matrix #4
• Learner Variables Matrix #4
• Learner Variables Matrix #4
• Learner Variables Matrix #4
• Reflections on Language Acquisition
  Module 7: Basic Interpersonal Communicative Skills vs. Cognitive Academic Language Skills
     
  
• Clues Used
• Could You Use This Activity?
• Academic Language/CALP
• Academic Language/CALP
• Academic Language/CALP
• Academic Language/CALP
• Content Teachers
• Content Teachers
• Difficulty of Characteristics
• Difficulty of Characteristics
• Difficulty of Characteristics
• Difficulty of Characteristics
• Difficulty of Characteristics
• Difficulty of Characteristics
• Difficulty of Characteristics
• Difficulty of Characteristics
• Difficulty of Characteristics
• Difficulty of Characteristics
• Content Knowledge
• Content Knowledge
• Content Knowledge
• Content Knowledge
• Content Knowledge
• Content Knowledge
• Content Knowledge
• Content Knowledge
• Content Knowledge
• Content Knowledge
• Content Knowledge
• Content Knowledge
• Content Knowledge
• Development of Thinking Skills
• Thinking Levels
• Thinking Levels
• Thinking Levels
• Thinking Levels
• Thinking Levels
• Thinking Levels
• Components for Integration of Language and Content
  Module 8: Non-standard Varieties of English
     
  
• Language Varities
• Language Varities
• Language Varities
• Language Varities
• Language Varities
• Language Varities
• Language Varities
• Language Varities
• Language Varities
• Language Varities
• Language Varities
• Language Varities
• Language Varities
• Language Varities
• Language Varities
• Language Varities
• Language Varities
• Language Varities
• Language Varities
• Language Varities
• Double Modal
• Slang
• Terms and Descriptions from Chapter 21
• Terms and Descriptions from Chapter 21
• Terms and Descriptions from Chapter 21
• Terms and Descriptions from Chapter 21
• Terms and Descriptions from Chapter 21
• Terms and Descriptions from Chapter 21
• Terms and Descriptions from Chapter 21
• Terms and Descriptions from Chapter 21
• Terms and Descriptions from Chapter 21
• Terms and Descriptions from Chapter 21
• Terms and Descriptions from Chapter 21
• Terms and Descriptions from Chapter 21
• Terms and Descriptions from Chapter 21
• Terms and Descriptions from Chapter 21
• Terms and Descriptions from Chapter 21
• Terms and Descriptions from Chapter 21
• Terms and Descriptions from Chapter 21
• Example of Differences
• Describe the diglossic situation
• List Language Universals